Royal Borough Windsor & Maidenhead THE QUEEN ANNE ROYAL FREE C.E FIRST SCHOOL Local Offer

Transcription

1 Royal Borough Windsor & Maidenhead THE QUEEN ANNE ROYAL FREE C.E FIRST SCHOOL Local Offer For Children & Young People with Special Educational Needs & Disabilities (SEND) This page is part of the Local Offer for Windsor & Maidenhead. Under the Children and Families Act 2014, Local Authorities are required to publish, and keep under review, information about services that they expect to be available for children and young people with disabilities and Special Educational Needs (SEN) aged 0-25; this is called the Local Offer. The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for professionals in understanding the range of services and provision in the local area. Type of school/college Mainstream/Academy/College/Free school Mainstream School website address Specialist resource (if applicable) NA Please delete as appropriate Accessibility Fully wheelchair accessible Partially wheelchair accessible Auditory/Visual enhancements Changing & toilet facilities Other (e.g. assistive technology) Policies Identification of Special Educational Needs & Disability (SEND) Are your policies available SEN on your website for: Safeguarding Behaviour Equality & Diversity Are you aware/familiar with the requirements of the Disability Discrimination Act 1995(Special Educational Needs & Disabilities Act 2001) and the Equality Act 2010? How do you identify children/young people with SEND? All children s progress, academically, socially and emotionally, is constantly monitored by teachers and the Senior Management Team within the Six weekly reviews of progress are made between class teachers and the Senior Management Team, with any SEND issues or concerns being monitored closely. Pupil Passports bring together all targets for an individual child, ensuring a joinedup approach in /out of class approach is followed. This ensures effective transfer and practice of skills both in and out of the classroom. Passports are reviewed on a three weekly basis by the whole class team. Weekly meetings are held between all staff members, where any concerns about a child can be raised and where appropriate, dealt with directly within the school or relevant professionals informed. Close liaison with parents, enables us to know our children well, and parents are able to discuss their child regularly with either the class teacher, the Inclusion Manager or the Senior Leadership Team. 1. SUPPORT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS How do you involve/support the parents of children/young people with a Special Educational Needs & Disability (SEND) regarding identifying and meeting their needs? A carefully differentiated school curriculum is designed to meet the needs of all children, often taking the form of: targeted questions, a change to the curriculum, support within the classroom by the class teacher or support staff and sometimes changing the format in which tasks are 1

2 given. However, if it is felt that a child is not making sufficient progress in any particular area, after close discussion regarding a child s specific needs with parents/carers and the child, a decision to offer additional support is initially determined by the class teacher. All teachers hold twelve weekly Plan, Do and Review meetings with the parents/carers of children benefitting from additional support within the class. These meetings ensure that progress is jointly monitored and collaborative targets set by class teacher and parents/carers. The class teacher will then implement specific strategies to target the area requiring additional support. If a class teacher feels that a child may benefit from more specialised help or more targeted support he/she will speak to the Inclusion Manager, who will determine if specialist advice is needed. Should specialist help be required the Inclusion Manager will then meet with parents/carers to explore and discuss seeking specialist advice and guidance. Specialist support varies according to need, but could include for example: The Educational Psychologist, Speech and Language, Occupational Therapy, Behaviour Support, Play Therapist, Family Link Worker, Early Help Hub or CAMHS. If it is determined that specialist advice would be beneficial, the Inclusion Manager would then refer a child to a specialist service. The school regularly holds Team around the Child meetings, if a child is receiving support from several specialist services. These meetings attended by parents/ carers, teachers, Inclusion Manager and all specialist services ensure that pupils needs are identified and monitored by a closely joined up team of parents/carers and professionals. What teaching strategies do you use for children with learning difficulties? E.g. Work stations, visual timetables, Picture Exchange Communication System (PECS). Class teachers plan for every child within their class and children with special educational needs are given an additional education plan to meet their needs (Passport). This individual education plan is developed alongside the child. The plan includes all the pupil s targets for all interventions. The targets also include strategies to support both parents and staff within school who may work with the child. Provision Maps also identify any outside agencies who may be involved with the child. The child is able to identify areas he or she wants to work on and this is shared with parents/carers. Passports are reviewed every term with the child and shared with parents. All correspondence about any child is passed to the school s Inclusion Manager who also monitors all Passports each half term. The school also has a designated School Governor who monitors Inclusion across the The school s Inclusion Manager and Head Teacher meet regularly with the Educational Psychologist and other support services ensuring that any child needing support will be identified relevant support 2

3 given where necessary. If a child requires Speech and Language support, school, with the permission of the parents, will put in a referral. In addition to your Special Educational Needs Coordinator (SENCo), what staffing do you provide from your budget for children/young people with SEND? Staff are trained regularly in identifying and supporting children with specific difficulties around learning, child development and social and emotional difficulties and in key areas of the curriculum. The school employs a number of highly experienced Teaching Assistants who offer additional support within class or work 1:1 with children with additional needs. Furthermore, the school employs a Family Link Worker, who is available to support the families of SEND children at their request. Recent training has included Eklan Speech and Language Training, Makaton Training and Non-directed Play training. What specific intervention programmes do you offer? E.g. Literacy programmes (Corrective reading, Precision teaching etc.), Emotional Literacy Support Assistant (ELSA groups), Speech and Language programme etc. (Please add rows if required) Specialist Facilities/Equipment to support SEND E.g. Loop system for sensory impairments. Area of need Intervention 1:1 Small group programme Letter, sound Toe by Toe 1:1 and Word Recognition Direct Phonics Precision teaching Fine and gross Occupational 1:1 Small group motor skill development Therapy Sessions Social and Emotional 1:1 Small group emotional development Literacy Support Programme Filial Therapy Play Therapy 1:1 With parent and child ELSA: service 1:1 Small group families Speech and Speech and 1:1 Small Group Language Language Programme Numeracy Small group Skills number EAL EAL beginners Small group group Sensory Brushing 1:1 The Queen Anne has wheelchair access at all points of entry and also offers disabled toilet facilities. The school hall and all FS/KS1 classroom are fitted with Acoustic Tiles facilitating an improved auditory environment, particularly for the hearing impaired. What activities are available for children/young people with SEND in addition to the curriculum? E.g. Lunchtime clubs. The Queen Anne is fully-inclusive; we encourage all children to take part in all activities both within and outside of school, as well as attending all events and trips. We ensure that parents/carers are fully-informed as to the 3

4 How do you assess and review the progress of children/young people with SEND towards their identified targets (outcomes)? How do you involve children/young people and parents in assessments and reviews? trips and activities open to every child and when required, extra support will be provided to ensure full participation by all children. A number of the trips and educational visits can be subsidised by the school, thus ensuring that all children can access these extra-curricular activities. We offer a before and after school clubs Stop and Drop and Stay and Play along with Piano lessons, French and a range of after school clubs, funded by parents/carers. 2. CHILDREN S PROGRESS High quality first teaching ensures that ongoing assessment for learning is an integral part of the daily classroom context for all pupils. All teachers hold twelve weekly Plan, Do and Review (Passports) meetings with the parents/carers of children benefitting from additional support within the class. These meetings ensure that progress is jointly monitored and collaborative targets set by the class teacher and parents/ carers. The class teacher will then implement specific strategies to target the area requiring additional support. Teaching Assistants regularly monitor and record progress every three weeks against short term Passport targets in discussion with the class teacher and collate progress in a developing portfolio of evidence. Furthermore, reviews of progress are made each half term, between class teachers and the Senior Management Team, with any SEND issues or concerns being monitored closely. Specific interventions are also closely monitored by the Inclusion Manager and teaching staff, to ensure appropriate progress is being made. Interventions may be modified or replaced where necessary. Weekly meetings are also held between all staff members, where any concerns about a child can be raised and where appropriate, dealt with directly within the school or relevant professionals informed. Close liaison with parents, enables us to know our children well, and parents are able to discuss their child regularly with either the class teacher, Inclusion Manager or the Senior Leadership Team. Through Quality First Teaching, school provides a curriculum to meet the needs of all children. All lessons offer the challenge and support necessary for each child to learn and where necessary differentiation occurs through the work set, questions asked or support given. Ongoing peer and self- assessment is embedded within the quality first teaching. Pupils carry their Passport between class and intervention and are actively involved in identifying their individual focus areas and successes. Class teachers are briefly available to discuss concerns with parents/ carers at the beginning and end of each day and we encourage parents to make an appointment to see the class teacher should they wish to discuss their child further. Pupil Progress meetings are held each half term, ensuring that parents, alongside your child, can discuss and review progress. We actively encourage collaboration, enabling 4

5 parents/carers to support their child s learning, alongside teachers who are available to discuss any concerns or issues throughout the school week. All children are tracked using school s data tracking. Parents are regularly invited to join their children in the classroom, including our popular MAG s (Mum s, Aunt s and Grandma s) day, and DUG s (Dad s, uncle s and Grandpa s) day. We also hold information sessions for parents including specific areas of learning, such as emotional literacy, reading, phonics and maths strategies. Do you offer any help for parents/carers to support their child s learning? We offer an Open Door Policy, which ensures that parents are able to discuss any concerns and celebrate successes. What support is available to promote the emotional and social development of children with SEND? 3. SUPPORT FOR OVERALL WELLBEING The Queen Anne school ensures that all children are supported socially and pastorally by staff who know their children well. Our Family Link Worker offers on-going support to parents and families, along with our Emotional Literacy Support Assistant, who supports children in We incorporate a wide range of activities into school life to support social, cultural and emotional development, emotional literacy groups, residential trips, school visits and educational trips along with close links between church and local community. Our school behaviour policy is understood, applied and adhered to by all staff throughout the school and along with the on-going support of parents/carers we maintain high expectations regarding the children s learning and behaviour. Children who need specific support with their behaviour are identified and appropriate support offered. Good behaviour is celebrated across school through in-class rewards, certificates and in Celebration Assembly, to which parents are invited to attend. What medical support is available for children/young people with SEND? School has a medicine policy which supports parents/carers with the management of their child s medication. School staff regularly undergo training in key areas such as asthma, diabetes and the use of Epipens. If a child comes into school with a specific need, the school nurse or relevant professional will provide the staff with training. There are also trained first aiders within school and at least one will be present on any visit outside of How do you provide help for personal care when needed? E.g. toileting, eating, medicines etc. If a child has specific personal care needs an EHC care plan will be put in place following guidance from specialist services 4. SPECIALIST SERVICES & TRAINING FOR STAFF What support services do you use? Regularly Occasionally E.g. Educational psychologists, Speech & Educational CYPIT Language therapists, Shine team (Autism Psychologist Speech and Service) etc. Sensory Language 5 Phone access Behaviour Support Team Learning Disabilities Team

6 Consortium (Visual and hearing impaired) Shine team Exceptional needs team Play Therapist Family Link Worker Therapy Occupational Therapist How do children/ young people access any of the above services? How do you secure training among your staff to ensure there is a range of expertise from awareness, enhanced and specialist? E.g. RBWM ELSA. School referrals can be made as appropriate or services accessed via the local GP All staff receive regular training from the health service around key medical issues which could arise for children. Individual staff are trained in First Aid and are strategically placed around The school Inclusion Manager has the National SENCO qualification (NASENCO). The Inclusion Manager provides in-house training on developing Passports and around specific requests from staff, or as necessary to support a particular child or group of children. Where necessary, specialist training is brought into the Number of staff with specialist qualifications in the area of SEND with descriptions? E.g. SENCo qualification, Level 5 SpLD certificate. What preparation will there be for children/young people with SEND before joining your school? 5. PREPARATION FOR NEW & NEXT STEPS School encourage parents and children to visit the school and meet their new teacher prior to joining the A member of the Senior Management Team will either show the child and parents around school or be available to answer any questions. Where specific adaptations to school are required The Senior Management Team will liaise with parents/ carers and external agencies to ensure smooth transition into How will you prepare children/young people with a SEND to join their next setting/school/college/ stage of education or life? What information do you give to the new school/college/employment? The school has an established transition support system in place, both at a class level and additionally, if additional support is required. The school Emotional Literacy Support Assistant will offer small group sessions or 1:1 transition support, where it is deemed a child would benefit. Transition sessions for pupils moving to new classes or new schools have been led by the Play Therapist. Additional, individual visits to transition schools are sometimes arranged and there is close collaboration between the staff team and our transition schools. The year four class teacher and Inclusion Manager meets with transition teachers and class teachers from local schools to ensure smooth transition. Levels of attainment 6

7 are shared between schools along with relevant additional information supporting transition. This may include such things as six monthly or annual reviews of Statements, Education, Health and Social Care plans (EHC) or Common Assessment Framework (CAF) forms. This ensure joined up work across multiple agencies to ensure smooth transition for pupils. Other Information E.g. Parenting group, Pyramid club Queen Anne Parent s and Friend s Association (QAPAFA) is a group open to all parents: They organise social events for parents and children and additionally fundraise for the NAME OF HEAD TEACHER/PRINCIPAL: Mrs Judith Street NAME OF SEN CO-ORDINATOR: Mandy Mitchell NAME OF SEN GOVERNOR: Pauline Carter Date Completed: 20/05/2014 Date of last update: 12/10/2015 Any feedback linked to the information provided in this local offer to be sent to: Mrs Judith Street 7