PETERBOROUGH SCHOOLS: LEIGHTON: SEND PROVISION SEN REPORT AND LOCAL OFFER

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1 L E PETERBOROUGH SCHOOLS: LEIGHTON: SEND PROVISION SEN REPORT AND LOCAL OFFER The Local Authority is committed to all pupils, regardless of their specific needs, making the best possible progress in their educational setting which, wherever possible and with the agreement of the family or the young person, will be in a mainstream setting. All Peterborough s schools have a similar approach to meeting the needs of pupils with special educational needs and disabilities. Maintained schools have access to a range of professional services provided by the Local Authority which include the Educational Psychology Service, the Autism Outreach Service, the Sensory Support Service and the Specialist Teacher for pupils with ADHD. Academies and Free Schools within the city also have access to these services though the funding mechanisms differ to those in place for maintained schools. An inclusive school may offer the following additional and different arrangements to support children with SEND. This provision is over and above Quality First Teaching which is the entitlement for all children. Children/ Young People in school will get support that is specific to their individual needs. This may all be provided by the class teacher or may involve: Advice and support from the School s Special Educational Needs Co-ordinator and other members of staff within the school. Staff who visit the school from the Local Authority central services such as the Educational Psychologist, Specialist Teachers for autism, ADHD or from the Sensory Service (for students with a hearing or visual need). Staff who visit from outside agencies such as the Speech and Language Therapy (S&LT) Service. The chart on page 2 provides some general information about the different approaches, interventions and professionals who may be involved where children present with different levels of difficulty and complexity. 1

2 SEN SUPPORT Co-ordinated Plan EHC Plan Highly Specialist Note of any additional considerations e.g. Looked After Child/English as an additional language / Child in Need/ Child Protection Where a child or young person s needs are highly complex and require a bespoke placement or highly individualised long term arrangements. Specialist Special Schools for children and young people with long term complex needs. These are supported by a range of outside professionals. Children with long term complex needs who are educated in mainstream settings who are supported by relevant specialist services through consultation, advice or intervention as appropriate. Targeted Specialist Targeted Universal Targeted Universal Enhanced resource bases located in mainstream schools. Specialist support from a range of professional services such as Autism Outreach, Sensory Support, Educational Psychology, Occupational Therapy, Physiotherapy. Consultation, Intervention advice and training. Pupil Referral Units. Class teacher in receipt of advice and support from the Special Educational Needs Coordinator. Involvement of professionals from outside the school (e.g. educational psychologists, speech and language therapists, paediatricians) through consultation, assessment and training. Evidence based interventions and child specific approaches in place and reviewed. Quality first teaching. School s best endeavours. Differentiated curriculum. Class teacher in receipt of advice and support from the Special Educational Needs Coordinator. Evidence -based interventions run in class and in small groups (plan, do, review cycle). Personalised learning. Consultation. Training. 2

3 A GUIDE TO OUR PROVISION AT Leighton Primary School Identification of SEND at our School Our school identifies children/ young people with special educational needs/ disability (SEND) by We encourage you to raise your concerns by Our school has specialist provision for children/ young people with Support for your Child/ Young Person The education plan for your child/ young person will be explained to you and overseen by Staff who may be working with your child/ young person are We monitor the effectiveness of our SEND arrangements/ provision by The roles and responsibilities of our governors are Curriculum Concerns Our approach to differentiation is to Class teachers send a log of concern to the SENDCo. Where appropriate, the SENDCo will observe the child in lessons and then arrange a meeting with parents. Speaking to your child's class teacher, Phase Leader, the school SENDCo,Headteacher GP or Health visitor. We do not have specialist provision. Unless it is requested for by the local authority. We can provide support for a range of needs. We can access support from a range of multi agency services. SENDCo and class teacher. SENDCo, class teacher, HLTAs teaching assistants. If it is needed your child may be supported by outside agencies. We regularly assess and review your child s targets at parents meetings and pupil progress meetings. A review of SEN provision takes place carried out by the SENDCo and SEN Governor and this is monitored by the Headteacher and Governors. Our named SEN governor is Margaret Wilson. She supports the SEN review of provision. The children access good teaching and learning provision which challenges all children to achieve to the best of their ability. Children s learning needs are targeted through differentiated planning, activities and support. Some of the ways we do this are by allowing children to lead their own learning, using differentiated questioning, using multisensory aids, varying learning outcomes and using assessments to inform daily outcomes.. We use a variety of approaches to learning using a multi sensory approach. 3

4 Where children are identified as needing additional support they access intervention to target specific learning needs. Examples of this intervention is Numbers Counts and Project X Code. Extra support is allocated according to The Governors and Headteacher meet regularly to ensure that the budget for SEN provision allows the highest standards of support for the children where necessary. Where your child has an EHCP the school will meet the needs of the child according to the targets set. All classes have access to teaching assistant support in the first instance. Partnership: Planning, Monitoring and Review We offer the following opportunities, in addition to the normal reporting arrangements, to parents/ carers, children and young people to discuss progress, to plan and review support, specific approaches and/or programmes. Teaching staff hold half termly pupil progress meetings. You will have opportunity to attend termly parents evenings when you will have opportunity to review your child s progress. If your child currently holds a statement, you will be invited to attend a transfer review to change it to EHCP and once this is successful you will have annual reviews of your child s plan. SENDCo has regular opportunities to book appointments and discuss progress and ways forward. Opportunity to meet with class teacher to discuss any concerns. General Support for Wellbeing Our school offers pastoral, medical and social support to the children/ young people by We encourage the children/ young people to contribute their views by We have an in house Family liaison officer. We are able to access the school nurse through an appointment with SENDCo, Class teacher or Headteacher. We also hold small support groups for behaviour, nurture, self-esteem and anger management, children attend depending on their individual needs. We have staff trained with relevant medical needs training from the school nurse. Staff follow a PSHE curriculum in the classrooms. Staff have had safeguarding training. Talking to teacher, TA, parents, SENDCo, Parent Liaison officer or Headteacher. The children have weekly PSHE sessions and allocated assembly times which deal with Phase and Key Stage issues which the children are encouraged to contribute to. 4

5 Specialist Services/ Expertise Available We employ specialist staff in the areas of We have employ a numbers counts teacher on site who takes a number of chn each day. We also have teachers trained in Success at arithmetic. We do also have access to outside agencies. We have good teachers and support staff as judged by OFSTED. We also have regular SEN training for all staff. Skilled TAs provide interventions across the school including Project X, success at arithmetic and reading inference. Our school accesses the following services Training We have staff who have the following qualifications. Speech and Language Therapist, Occupational Therapist, Physiotherapist, Educational Psychologist. School Nurse and Doctor, autism outreach, CAMHs, Behaviour panel Teaching staff are fully qualified, with a wide range of experiences. In addition we have staff trained in numbers counts, Success at Arithmetic, Project X code and inference intervention programmes. The Headteacher/DHT and AHT are all fully qualified to lead on safeguarding in the school. Staff have recently attended the following training. Numbers counts, Success at arithmetic. In addition to this the whole staff have trained with local authority advisors in the areas of mathematics, literacy and phonics. All of the staff are up to date with Local Authority safeguarding traning. We plan to undertake the following training/ disability awareness sessions(s). When needs arise, staff will be trained for example if a child came to Leighton with a Hearing Impairment, we would seek advice and training from the Hearing Support 5

6 service. If appropriate, the child s assistant would be employed directly from the Hearing Impaired service. If a child has specific physical needs we would seek advice and training from the occupational therapy team. Medical needs training is provided by the school nurse for brittle asthma, epi pens and epilepsy. Accessibility We provide the following to ensure that all children/ young people in our school can access all of the activities offered. We enable children/ young people to access all activities by Fully qualified Teachers in all classrooms supported by TAs. TAs and HLTAs are allocated according to need of the children in the classes. We are an inclusive school. We ensure that we have sufficient adult support available. We provide support for children who need it at after school activities. Pupil premium funding allows all children to access the activities within the school. We involve parents and carers in the planning by Parents and carers can give their feedback by; Ensuring that parents/carers are fully informed about the wide range of activities on offer and that they are aware that their child has full access to the range of curriculum activities that take place within school. They are kept up to date suing a fortnightly newsletter and information is loaded on to the website. We operate an open door policy. Contact the class teacher or make an appointment at the school office to speak to the Phase leader or the school SENDCo. The Headteacher can be ed with concerns. Parents/carers can make a complaint by Transitions The following arrangements help children/ young people and their parents/ carers to make a successful transfer to our setting/ school. The school has a complaints policy and a formal procedure is set out in this which is available from the school website. The children will spend a morning in their new class meeting their teacher. In July a transition meeting will take place between previous and new teachers to ensure they go through any important information about your child and are prepared to teach them in the new term. There is an induction process for the reception children including a home visit by members of the reception teaching staff. 6

7 We have EAL ambassadors to support with the transition of EAL children. The Headteacher always shows parents and new children round the school before they start so that the parents can discuss any concerns and good provision for transition to Leighton is individualised according to the childs need. Our admissions officer ensures information is gathered from previous school. We prepare children and young people to make their next move by Carefully designed transition programmes unique to each Secondary/ Special school. Meeting with parents and school SENDCo. Resource Allocation Our SEND budget is allocated according to As a school SEN funding comes from the Local authority depending on the SEN numbers in our school and the number of children with hours/ehc plan. This is for individual children The Governors meet with the Headteacher to allocate SEN spending across the school according to priorities against the SDP. Funding is matched to SEND by Our decision making process when matching support to need is Parents/ carers are involved through Individual need. By looking at staff experience and qualifications. Looking at the needs and personality of the child. Meeting with the SENDCo and head teacher (where requested) to discuss their child's needs Contact Details Your first point of contact is Our Special Educational Needs Co-ordinator is Other people in our setting/ school who might be contacted include Your child's class teacher / TA Miss Penny Rowsell SENDCo Mrs Hayley Sutton Head Teacher, Mrs Clare Gray - Deputy Head Teacher. Mrs Barbara Farrelly family support worker Mrs Michelle Wells- Phase leader Reception/Year 1 Mr Andy Moore Phase leader Year 2/Year3 Mr Martin Hilton Phase leader Year 4/Year 5 7

8 Mr Ed Corleys Phase Leader Year 6 Mr David Farrelly Chair of Governors External support services for information/ advice are Hurlington children's centre 8