|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 children with disabilities and special educational needs (SEND) aged 0-25. This is called the Local Offer. The intention of the local offer is to improve choice and transparency for families. Schools are required to provide a Special Educational Needs Information Report linked to the Local Authority Offer.|
|School name||St. Faith’s Church of England Primary School|
|Type of school||Voluntary Aided Mainstream Primary School|
Parental Question: How accessible is the school both indoors and outdoors?
|Fully wheelchair accessible to all parts of the school building and grounds.
Disabled toilet facilities.
|No disabled fire exit from some rooms|
|Auditory enhancements||Sound system in school hall and two classrooms|
|Specialist facilities/equipment to support SEND||Disabled toilet
Disabled parking bay
|Core offer||We believe that all children flourish and thrive in a nurturing environment where school and home work in partnership. All pupils, including those with SEND, should have the support and opportunities to achieve their best, develop good social and emotional skills in order to become confident individuals and live fulfilling lives.|
|Policies||The following school policies are available on the website.||SEN||Yes|
|Equality and diversity||Yes|
|Identification of SEND
Parental question: How does the school know if children need extra help and what should I do if I think my child may have SEND?
|At St. Faith’s children are identified as having SEN through a variety of ways, usually a combination of some of the following:
Liaison with the previous school
Child performing below age expected levels
Concerns raised by the parents
Concerns raised by the Class teacher (CT)
Liaison with external agencies e.g. Occupational Therapist (OT), or Speech and Language(SALT)
Informed by Specialist teacher Advisor e.g. Visual Impairment or Physical Disability
The SENCO /CT/ external agencies as appropriate will build up a holistic profile of the child’s needs and be supported by a variety of assessments and tracking procedures.
A Graduated Approach will be taken in response to expressed concerns which is in line with the SEND Code of Practice 2014. 0-25
If you have any concerns regarding your child contact the class teacher SENCO or the HT
|Range of provision
Parental Question: What specialist services are available and or accessed by the school?
|School Provision for 4 Areas of SEND||School Expertise||Specialist Services|
|Communication and interaction
Speech and Language Therapy Service- Year R Screening
Individual speech therapy programme
|Cognition and learning
Rapid Reading Scheme
Dandelion Phonics Reading Scheme
Stareway to Spelling
|Specialist teacher for Dyslexia (LSA)
Outreach support from local resourced provision including Shepherd Down Special school / Lanterns Children
|Social, Mental and Emotional health
Time to Talk programme
Socially Speaking programme
Individual Support Plans / Pupil friendly My Plans
Lunchtime Nurture Group
|Pastoral care LSA||EP service
Primary Behaviour Support
Kings School Liaison
|Sensory and/or physical
Clever hands / Bodies Occupational Health Therapy Programme
Speed it up Handwriting programme
Teacher Advisors for PD, VI and HI
What training have the staff supporting SEND have or what training are they having?
|All school staff have access to the Inclusion Development Programme training under the four areas of need.
In the event of a child coming to the school with a particular need – full training by appropriate staff would be undertaken.
Staff receive training as appropriate from the SENCO.
|Processes for evaluating effectiveness of provision
Parental Question: How will both you and I know how my child is doing and how will you help me to support my child’s learning?
How will the school staff support my child?
How will the curriculum be matched to my child’s needs?
How is the decision made about the type and how much support my child will receive?
How will my child be included in activities outside the school classroom including school trips?
|Impact is monitored by tracking children’s progress against national expectations and age related expectations.
The CT continually assesses each child and notes where they are improving and set individual targets, this information is reviewed with the Senior Leadership Team and governors.
Children at SEN support and EHCP will be invited to a termly meeting with the Class Teacher and SENCO to review and set new targets.
Parents are given advice as to the different ways which can help to support their child at home.
If children have individual programmes e.g. SALT, review and progress will be monitored by the SALT ,CT, LSA and SENCO and feedback given to parents.
The SENCO, liaises with the HT regularly to evaluate the effectiveness of provision of all children with SEND.
The school is committed to ensuring that staff training is monitored and kept up to date.
The school is monitored by HIAS SEN team and Ofsted.
See Parental Support Involvement
It is the responsibility of the class teacher to ensure all children and those with SEND make progress, therefore the CT will oversee, plan and work with your child with SEND in their class to ensure full accessibility to the curriculum.
There may be a learning support assistant working with your child on a 1:1 or in a small group.
Intervention and support is implemented according to individual pupil need.
Your child may be withdrawn from the classroom at times for their additional support.
Advice will be given by the SENCO as to the nature of the support. Parents will be informed by the CT /SENCO.
Support will be allocated flexibly to meet pupil need.
High quality teaching takes place so that work within the class is differentiated to an appropriate level to ensure children are able to access tasks according to their specific needs.
Some work will be personalised and adapted to an individual level.
Some children with SEND may require specific resources to help them make progress.
The type and how much support your child needs will be determined by the CT, SENCO and the HT. The amount of support depends on the complexity of the needs and possible involvement of outside agencies. The school likes to involve parents in the discussions as to the nature of the provision. Provision is reviewed on a regular basis according to the needs.
Pupils with SEND are included on all school trips including residential, playtimes and lunchtimes, after school clubs and all extra-curricular activities.
There is a lunchtime Nurture Group for those children who require support at lunchtime.
Emotional Support is provided at lunchtimes and break times according to the needs of the school at the time and this is an on-going flexible arrangement.
|Parental support and involvement||St. Faith’s School communicates progress and involves parents by:
Home / school communication books
Termly SEND Meetings
IPA meetings for SEND pupils with complex needs
Annual Review meetings
Family Support (contact the SENCO for more details)
Links with charitable organisations which support families i.e.: Parent Partnership.
Kings cluster – family support worker.
CAMHS support helpline
Educational Psychologist helpline
Educational Psychologist bookable session
Primary Behaviour Support Service
Should you wish to discuss the provision for your child, please contact the class teacher in the first instance. If further information or advice is required please contact the SENCO or Head teacher via the school office.
Please contact the school office for procedures in the event of a complaint.
How will St. Faith’s school prepare pupils with a SEND to join their next setting.
|We have carefully planned and structured transition programmes in place for pupils with SEND at Foundation Stage, end of Key Stages and all other times where support with transitions might be needed.
Foundation Stage staff meet with playgroups and any IPAs are attended by both the SENCO and CT for those children with complex needs.
Year 6 staff and SENCO meet with secondary staff to plan transition arrangements. Pupils who need additional support for any reason will be offered an IPA transition meeting which are arranged with parents and new staff from the new school.
|Pupil Voice||Explain how children are involved in their provision.
Pupils are involved in their targets which are discussed with the class teacher
Pupils contribute to IPA / EHCP reviews
|Completed by||SENCO:||Lucy Whiteman|
|SEN Governor:||Mrs Sarah Hampson|
|Explanations of Abbreviations||CT||Class Teacher|
|LSA||Learning Support Assistant|
|ELSA||Emotional Literacy Support Assistant|
|SALT||Speech and Language Therapist|
|YISP||Youth Inclusion Support Panel|
|SEND||Special Educational Needs and Disabilities|
|SENCO||Special Educational Needs Coordinator|
|CAMHS||Children and Mental Health Service|
|HIAS||Hampshire Inspector Advisory Service|
|EHCP||Education Health Care Plan|
|IPA||Inclusion Partnership Agreement|