SEND Local Offer
The local offer information report provides information for children and young people with special educational needs and disabilities (SEND) and their parents or carers in a single place.
What is a local offer?
The local offer provides information on what services children, young people and their families can expect from a range of local agencies, including education, health and social care. Knowing what is out there gives you more choice and therefore more control over what support is right for your child.
The local offer provides information on a number of things, including:
- special educational provision;
- health provision;
- social care provision;
- other educational provision;
- training provision;
- travel arrangements for children and young people to schools, colleges and early years education; and
- preparing for adulthood, including housing, employment and leisure opportunities.
East Riding Local Offer Website
www.eastridinglocaloffer.org.uk is now live, please visit the website and give us your feedback.
Sutton upon Derwent Primary School – Local Offer Information Report
Please click below to view our school’s Local Offer:
SEN Information Report – Revised September 2015
This document is regarded as a live document, and as such is subject to periodic review and amendment.
|1. The kinds of special educational needs for which provision is made at the school.Sutton upon Derwent C.E. (V.C.) Primary School is a mainstream, fully inclusive school. We strive to ensure that all pupils reach their full potential regardless of whether they have a special educational need or disability.This will be achieved by:
· Designing a curriculum that promotes a full range of learning, thinking and life skills
· Providing a broad, balanced and relevant curriculum
· Using flexible and responsive teaching and learning styles
· Equipping students with the skills, knowledge and attitudes necessary to succeed as individuals and as responsible and valued members of society
· Developing a close partnership with the whole community, particularly parents and carers.
|2. Information, in relation to mainstream schools and maintained nursery schools, about the school’s policies for the identification and assessment of pupils with special educational needs.
Children are identified as having special needs in a number of different ways. We aim to do this as early as possible by identifying children who:
· Are making little or no progress even when teaching approaches are targeted particularly in a pupils identified area of weakness
· Show signs of difficulty in developing literacy and mathematics skills, which result in poor attainment in these areas
· Present persistent emotional or behavioural difficulties
· Have sensory or physical problems resulting in the pupil making significantly slower progress than others
· Have a communication and / or interaction difficulty
The progress of all pupils is tracked throughout the year via informal and formal assessment. The school tracking system is updated every term. Those children who are seen to be making little or no progress are placed on a progress planner where an intervention is put into place immediately and their progress is closely monitored.
More information can be found in the following policies:
· SEND Policy
· Behaviour Policy
· Child Protection Policy.
Role of the SENCO: Coordinating and managing provision.
The SENCO is a qualified teacher with wide experience of working within SEN. The SENCO plays a key role in determining the strategic development of the SEN policy and provision within the school in line with the Government targets.
The SENCO’s role includes:
· Managing the implementation of this policy, the Code of Practice, disability legislation and any other relevant legislation in school.
· Keeping the SEND Register and Monitoring Register up-to-date.
· Advising and assisting staff of children identified as having special educational needs.
· Monitoring records and identifying all those children with special educational needs in conjunction with the SEN Consultant.
· Producing the Intervention Map (with input from the class teachers and relevant support staff).
· Evaluating the interventions by monitoring lessons/interventions, discussions with pupils/staff and analysing the impact of the intervention provided by teachers.
· Analysing the needs using test results and assessments, and monitoring children’s progress in consultations with class teachers.
· Updating the SEN audit annually.
· Overseeing the work carried out by the SEN teaching assistants.
· Attending training for the school development and feeding back to school where appropriate.
· Working with the Head Teacher and Governors to ensure that the school meets the responsibilities of the Equality Act 2010.
Support for parents and carers.
The school encourages support through informal discussions with the class teachers, the SENCO and the SEN support staff. Other agencies such as the Parent Support Advisor (PSA) or FISH may also be appropriate and can be arranged.
|3. Information about the school’s policies for making provision for pupils with special educational needs whether or not pupils have EHC plans, including:
The school uses a numbers of ways to ensure that the provision made for pupils with SEND is appropriate and effective. These include:
· Data tracking
· Pupil progress meetings with teaching staff
· Outcomes of intervention programmes
· Regular assessment
· Lesson observations
Role of the SEND Governor.
The SEND Governor monitors the SEND Policy and meets with the SENCO to discuss progress data for pupils who are on the SEND Register.
How will both you and I know how my child is doing and how will you help me to support my child’s learning?
Open door policy/Come in and ask.
The school encourages parents to come into school for updates on progress and to ask for support.
These are reviewed termly and discussed at parent consultation evenings or at a mutually convenient time.
Written reports to parents/carers.
Full written reports are distributed in July.
Consultations take place twice a year in the Autumn and Spring terms.
The school’s approach to teaching pupils with special educational needs:
· High quality first teaching.
· Differentiated planning that outlines the support for the child.
· Differentiated teaching at a pace to maximise opportunity.
· Differentiated activities.
· Supporting resources i.e. enlarged print, maths resources, audio/visual aids, coloured laminates to aid reading.
· Flexible use of staff and equipment to support the needs of the child.
How the school adapts the curriculum and learning environment for pupils with special educational needs:
· Most parts of the building have appropriate access arrangements for pupils/carers who are unable to use steps.
· Changes to the curriculum are made when necessary.
· Small group and 1-to-1 teaching.
· In class support.
· High quality first teaching.
· ICT support
· Choosing activities designed to engage and motivate.
· Teaching lessons to suit all learning styles.
Additional support for learning that is available to pupils with special educational needs.
Sutton upon Derwent School has small class sizes and extra adult support to meet the needs of all our pupils..
Activities that are available for pupils with special educational needs in addition to those available in accordance to the curriculum.
All activities are designed to be accessible by all pupils, with support, if necessary. Children who may require higher levels of support have additional access to external support agencies such as the Educational Psychologist.
Support that is available for improving the emotional and social development of pupils with special educational needs.
· Access to PHSE groups
· Support from teachers and teaching assistants
· Counselling (external agencies)
· Education Welfare Officer (EWO)
· Behaviour Support Team
· Educational Psychologist
· “Parent Support Advisor Service” through the Wold’s cluster of schools
What support will there be for my child’s overall well-being?
The school follows the LA policies for medicines in school. (Copies are available from the school office).
There are also policies for:
· Personal care.
|4. In relation to mainstream schools and maintained nursery schools, the name and contact details of the SEN co-ordinator.
Mrs. Helen Hopwood SENCO Sutton upon Derwent C.E. (V.C.) Primary School, YO41 4BN (01904) 608440
|5. Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secured.
Head Teacher: Mrs. Angela Ekers. SN1 and NPQH.
SENCO / Class teacher with SEN experience: Mrs. Helen Hopwood BA Hons with QTS
SEN support assistant: Mrs. Janet McKeown
Cluster SEN Advisory Consultant: Miss Isabel Hartley. BA Hons., PGCE – Children with Learning Difficulties, SN1 (Special Needs 1,York St. John), PG Dip. – Dyslexia, PG Cert. – Autism, PG Cert. – Speech and Language.
Educational Psychologist: Gayle Claydon
All staff have completed the East Riding Safeguarding and Child Protection training, and the school aims to ensure that staff continually receive training and updates as appropriate, taking into account consideration and advice of local and national professionals, associations, and bodies.
|6. Information about how equipment and facilities to support children and young people with special educational needs will be secured.
The school premises have:
· Disabled toilets and changing facilities
· The site is accessible to wheelchairs, although additional adult assistance may be required.
Specialist equipment for pupils with visual impairments can be accessed through Integrated Sensory Support Service (ISSS) and resources can be modified to meet their needs. The same applies to pupils with physical impairments; specialist equipment tailored to their needs can be provided through Integrated Physical and Sensory Support Service (IPaSS) and Occupational Therapy services.
In some cases, parents and carers take the lead, i.e. through the GP for referrals to other services.
|7. The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child.
The school encourages parents to be part of their child’s education. Parents of children with SEN will meet their class teacher and / or SENCO on a termly basis. At Sutton upon Derwent Primary School we also encourage an ‘open door’ policy. We always ensure that parents can meet with their child’s teacher between planned dates if they feel the need.
Parents and carers are invited to be involved in:
· Awards afternoons and celebrations
· Parent Consultations
· Annual Review of Statements or Education Health Care Plans
|8. The arrangements for consulting young people with special educational needs about, and involving them in, their education.
All children, regardless of SEN, are aware of their next step. Children who have additional needs have targets, which are shared, discussed, and worked upon with those members of staff who are providing their additional support. Pupils with a Statement or Education Health Care Plan are invited to contribute to meetings, through written reports or presentations as appropriate.
|9. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at school.
Parents who wish to make a complaint are strongly encouraged to speak to the Head Teacher. If the issue cannot be resolved or the complaint is regarding the Head Teacher, then the parent should address them to the Chair of Governors via the school office. The complaints procedure will be found on the school’s website in the near future.
|10. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.
In order to meet the individual needs of a child the school works with and advice is sought from a range of external support services including:
· Cluster SEN Consultant
· Education Psychologist
· Speech and Language Therapist
· Visual impaired/sensory support services
· School Nurse
· Health, and other colleagues, to support the child’s academic and social progress as appropriate.
|11. The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32.
If parents are concerned or worried about their child who is currently at Sutton upon Derwent Primary School they should initially make contact with their child’s class teacher, and then then SENCO, Mrs. Helen Hopwood.
|12. The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living.
· Transition meetings and visits by teaching staff to pre-school settings are arranged to ensure continuity of provision
· Transition with school (EYFS-KS1 and KS1-KS2) includes discussions between teachers and meetings with parents. Pupils also spend time in their new classroom as part of the process
· Information-sharing and planning meetings with the SENCO’s from the secondary schools
· Opportunities for the child and parent to have supported visits to the new setting.
|13. Information on where the local authority’s local offer is published.
Further help and support for families can be found via the Local Offer from the East Riding of Yorkshire Council at:http://www.eastridinglocaloffer.org.uk
Special Educational Needs and Disabilities Policy – 2015
Policy on Special Educational Needs and Disabilities (SEND)
Our school provides a broad and balanced curriculum for all children. The National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. Some children have barriers to learning that mean they have special needs and require particular action by the school.
These requirements are likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities. Such children may need additional help or different help from that given to other children of the same age. Children may have special educational needs either throughout or at any time during their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child. We also acknowledge the need to provide personalised learning for all children, including those who may be classed as gifted and talented.
Aims and objectives
The aims and objectives of this policy are:
• to create an environment that meets the special educational needs of each child;
• to ensure that the special educational needs of children are identified, assessed and provided for;
• to make clear the expectations of all partners in the process;
• to identify the roles and responsibilities of staff in providing for children’s special educational needs;
• to enable all children to have full access to all elements of the school curriculum;
• to ensure that parents or carers are able to play their part in supporting their child’s education;
In our school, we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community.
• Staff members seek to identify the needs of pupils with SEND as early as possible.
• This is most effectively done by gathering information from parents, education, health and care services and early years settings prior to the child’s entry into the school.
• Monitor the progress of all pupils in order to aid the identification of pupils with SEND.
• Continuous monitoring of those pupils with SEND by their teachers will help to ensure that they are able to reach their full potential.
• Make appropriate provision to overcome all barriers to learning and ensure pupils with SEND have full access to the National Curriculum 2014. This will be co-ordinated by the Special Educational Needs Coordinator (SENCo) and Headteacher and will be carefully monitored and regularly reviewed in order to ensure that individual targets are being met and all pupils’ needs are catered for.
• Work with parents to gain a better understanding of their child, and involve them in all stages of their child’s education. This includes supporting them in terms of understanding SEND procedures and practices and providing regular feedback on their child’s progress.
• Work with and in support of outside agencies when the pupils’ needs cannot be met by the school alone. Some of these services include; Yorkshire Education Support Service, Educational Psychology Service, Speech and Language Therapy, Children and Adult Mental Health Service CAMHS and the Primary Behaviour Partnership.
• Create a school environment where pupils can contribute to their own learning. This means encouraging relationships with adults in school where pupils feel safe to voice their opinions of their own needs, and carefully monitoring the progress of all pupils at regular intervals.
• Pupil participation is encouraged through school by wider opportunities such as school council, residential visits, school plays, sports teams and mini leaders in the playground.
Coordination of SEND provision
The role of the SENCo
The SENCo is a qualified teacher with wide experience of working within SEND. The SENCo plays a key role in determining the strategic development of the SEND policy and provision within the school in line with the Government targets.
The SENCo’s role includes:
• Managing the implementation of this policy, the Code of Practice, disability legislation and any other relevant legislation in school.
• Keeps the SEND Register up-to-date.
• Advises and assists staff and parents of children identified as having special educational needs.
• Monitors records and identifies all those children with special educational needs in accordance with guidance from the Local Cluster SEND Consultant.
• Evaluating the provision by monitoring lessons and interventions, discussions with pupils/staff and completion of the impact of the intervention.
• Analysing needs using test results and assessments, and monitor children’s progress in consultations with class teachers.
• Updates the SEND audit annually.
• Oversees the work on the SEND teaching assistants.
• Attends training for their individual and school development and feeds back to school where appropriate.
• Works with the Head Teacher and Governors to ensure that the school meets the responsibilities of the Equality Act 2010 and the SEND Code of Practice 2014.
The role of the governing body
The governing body has due regard to the SEND Code of Practice when carrying out its duties toward all pupils with special educational needs. The governing body does its best to secure the necessary provision for any pupil identified as having special educational needs. The governors ensure that all teachers are aware of the importance of providing for these children. They consult the LA and other schools, when appropriate, and report annually to parents and carers on the success of the school’s policy for children with special educational needs. The governing body ensures that parents or carers are notified of any decision by the school that SEND provision is to be made for their child. The governing body has identified a governor to have specific oversight of the school’s provision for pupils with special educational needs. The SEND governor ensures that all governors are aware of the school’s SEND provision, including the deployment of funding, equipment and personnel. They also monitor standards and progress of the children on the register.
Allocation of resources for pupils with SEND
The school budget, received from East Riding of Yorkshire Council, includes money for supporting children with SEND. The head teacher decides on the budget for SEND in consultation with the school governors and SENCo. Support is allocated on a needs basis with parental involvement and is reviewed regularly to ensure maximum impact.
Identification, Assessment and Review
Categories of Special Educational Need
The SEND Code does not assume that there are hard and fast categories of special educational need, but recognises those children’s needs and requirements fall into four broad areas.
• Communication and interaction
• Cognition and Learning
• Behaviour, emotional and social development
• Sensory and/or physical
All teachers are responsible for identifying pupils with SEND and, in collaboration with the SENCo, will ensure that those pupils requiring different or additional support are identified at an early stage. Assessment is the process by which pupils with SEND can be identified. Whether or not a pupil is making progress, is seen as a significant factor in considering the need for SEND provision.
A graduated approach to SEND support
We follow an approach of:
Assess, plan, do and review.
Early identification of pupils with SEND is a priority. The school will use appropriate screening and assessment tools, and ascertain pupil progress through:
• Evidence obtained by teacher observation/assessment
• Their performance in N.C. judged against level descriptions for the New Curriculum 2014
• Pupil progress in relation to objectives in Reading, Writing and Maths
• Foundation Stage Development Matters and Early Learning Goals
• SAT’s and Optional SAT’s test results. (Year 2-6)
• Parent questionnaires and parent meetings
• Pupil Tracking
• Assessing Pupil’s progress
• SEND testing
• Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.
• The child’s class teacher will take steps to provide High Quality First Teaching and differentiated learning opportunities in the first instance.
• Individual and/or group support within the classroom from staff/other adults, reward systems, alternative resources for this pupil, teaching styles matched to need may also be provided.
• If there are ongoing concerns the SENCo and/or SEN Consultant will be consulted as needed for support and advice. They may wish to observe the pupil in class and/or carry out assessments.
• This will then determine which level of provision the child will need going forward.
• Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
• If a pupil has recently been removed from the SEND register they will continue to be monitored to ensure progress is maintained.
• Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.
• Parent consultation evenings are used to monitor and assess the progress being made by children.
The Range of Provision
The main methods of provision made by the school are:
• High Quality First Teaching with additional help and support by the class teacher through a differentiated curriculum
• In-class support with Teaching Assistant/adult assistance
• Periods of withdrawal to work with a Teaching Assistant
English as an Additional Language
Particular care will be needed with pupils whose first language is not English. Teachers will closely follow their progress across the curriculum to ascertain whether any problems arise from uncertain command of English or from special educational needs. It will be necessary to assess their proficiency in English before planning any additional support that might be required.
Monitoring Pupil Progress
Progress is the crucial factor in determining the need for additional support. Adequate progress is that which:
• Narrows down the attainment gap between pupil and peers
• Prevents the attainment gap widening
• Is equivalent to that of peers starting from the same baseline but less than the majority of peers
• Equals or improves upon the pupil’s previous rate of progress
• Ensures full curricular access
• Shows an improvement in self-help and social or personal skills
• Shows improvements in the pupil’s behaviour
Where it is determined that a pupil does have SEND, parents will be formally advised of this and the decision will be added to the SEND register. The aim of formally identifying a pupil with SEND is to help school ensure that effective provision is put in place and so remove barriers to learning.
The above is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.
This involves clearly analysing the pupil’s needs using the class teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the pupil is progressing.
This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved, their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents.
Planning will involve consultation between the teacher, SENCo and parents. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home.
All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.
The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class teacher. They will work closely with the SENCo and plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the pupil’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENCo.
The child’s class teacher will take steps to provide High Quality First Teaching and differentiated learning opportunities in the first instance. Individual and/or group support within the classroom from staff/other adults, reward systems, alternative resources for this pupil, teaching styles matched to need may also be provided.
Reviews of a child’s progress will be made termly. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and where necessary their parents. The class teacher, in conjunction with the SENCo will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil.
If the review identifies that further support is needed, we will consult parents/carers prior to any support being actioned. In most cases, children will be seen in school by external support services. This may lead to additional strategies or strategies that are ‘additional to or different from’ those currently being used. The new strategies will, wherever possible, be implemented.
If the child continues to demonstrate significant cause for concern, a request for statutory assessment will be made to the LA. A range of written evidence about the child will support the request.
Education, Health and Care Plans (EHC Plan)
Referral for an EHC Plan
If a child has lifelong or significant difficulties they may undergo a Statutory Assessment Process which is usually requested by the school but can be requested by a parent. This will occur where the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.
The decision to make a referral for an Education, Health and Care Plan will be taken at a progress review.
The application for an Education, Health and Care Plans will combine information from a variety of sources including:
Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.
Further information about EHC Plans can found via the SEND Local Offer: www.eastriding.gov.uk/SEND or East Riding Voices in Partnership (ERVIP) on: email@example.com or telephone on 01482 396469
Implementation of the EHC Plan
• Following Statutory Assessment, an EHC Plan will be provided by East Riding of Yorkshire Council, if it is decided that the child’s needs are not being met by the support that is ordinarily available. The school and the child’s parents will be involved developing and producing the plan.
• Parents have the right to appeal against the content of the EHC Plan. They may also appeal against the school named in the Plan if it differs from their preferred choice.
• Once the EHC Plan has been completed and agreed, it will be kept as part of the pupil’s formal record and reviewed at least annually by staff, parents and the pupil. The annual review enables provision for the pupil to be evaluated and, where appropriate, for changes to be put in place, for example, reducing or increasing levels of support.
EHC plan will include details of learning objectives for the child. These are used to develop targets that are:
• Matched to the longer-term objectives set in the plan
• Established through parental/pupil consultation
• Set out in an IEP
• Implemented in the classroom
• Delivered by the class teacher with appropriate additional support where specified
Reviews of the EHC Plan
The care plan must be reviewed annually. The Headteacher will organise these reviews and invite:
• The child’s parent/carer
• The child, if appropriate
• The relevant teacher
• The SENCo
• A representative of the LEA
• Any other person the LEA considers appropriate
• Any other person the Headteacher consider appropriate
The aim of the review will be to:
• Assess the pupil’s progress in relation to targets
• Review the provision made for the pupil in the context of the National Curriculum and levels of attainment in basic Reading/Writing/Maths and life skills
• Consider the appropriateness of the existing Plan in relation to the pupil’s performance during the year, and whether to cease, continue or amend it
• Set new targets for the coming year
Parents who wish to make a complaint are strongly encouraged to speak to the Head Teacher. If the issue cannot be resolved or the complaint is regarding the Head Teacher, then the parent should address them to the Chair of Governors via the school office.
In service training (CPD)
We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND. The SENCo attends relevant SEND courses, Family SEND meetings and facilitates/signposts relevant SEND focused external training opportunities for all staff.
We recognise the need to train all our staff on SEND issues and we have funding available to support this professional development. The SENCo ensures that training opportunities are matched to school development priorities and those identified through the use of provision management.
Links to support services
The school continues to build strong working relationships and links with external support services in order to fully support our SEND pupils and aid school inclusion. Sharing knowledge and information with our support services is key to the effective and successful SEND provision within our school. Any one of the support services may raise concerns about a pupil. This will then be brought to the attention of the SENCo who will then inform the child’s parents.
Working in partnerships with parents
Our school believes that a close working relationship with parents is vital in order to ensure early and accurate identification and assessment of SEND leading to appropriate intervention and provision continuing social and academic progress of children with SEND personal and academic targets are set and met effectively
The school encourages parents to be part of their child’s education. Parents of children with SEND will meet their class teacher and / or SENCo on a termly basis. At Sutton upon Derwent Primary School we also encourage an ‘open door’ policy. We always ensure that parents can meet with their child’s teacher between planned dates if they feel the need. Parents and carers are invited to be involved in:
• Awards afternoons and celebrations
• Parent Consultations
• Annual Review of Statements or Education Health Care Plans
If an assessment or referral indicates that a pupil has additional learning needs the parents and the pupil will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child. The school’s SEND governor may be contacted at any time in relation to SEND matters.
Links with other schools and agencies
The school works in partnership with the other schools in the local cluster of schools. This enables the schools to build a bank of joint resources and to share advice, training and development activities and expertise. In order to meet the individual needs of a child the school works with and advice is sought from a range of external support services including:
• Cluster SEND Consultant
• Education Psychologist
• Speech and Language Therapist
• Visual impaired/sensory support services
• School Nurse
Health, and other colleagues, to support the child’s academic and social progress as appropriate.