Raysfield Junior School: Special Educational Needs Core Offer

How does the school know if children need extra help and what should I do if I think my child may have special educational needs? 

How do you identify children with special educational needs?

Any member of staff may bring concerns to the Inclusion co-ordinator, Mrs Sharp, or Special Educational Needs co-ordinator, Mrs Morgan-McDaid. They will then collect evidence and make decisions about the best way in which a child can best be supported.

How will parent/carers be able to raise any concerns?

Parents may raise any concerns with either their child’s class teacher or make an appointment to see the SENCo in the first instance.

 

How will school staff support my child and how will it communicate to all staff that my child has special education needs or a disability and the support he or she will need? 

Who will oversee and plan the education programme and who will be working with the child and how often? 

The head teacher, alongside the INCo and SLT, will look at the school as a whole and decide which interventions will be required and whether your child would need to be part of one of these programmes. Each intervention programme has its own framework which states how many sessions your child will require.

What will their roles be?

The Teaching Assistants or teachers will run the different intervention groups.

Who will explain this to the parent carer?

If your child would benefit from a programme for a specific need, you will be informed in writing prior to your child starting. There will be a chance to talk this through with the class teacher, INCo or SENCo. How are your school governors involved, and what are their responsibilities?

Our school governors liaise with the SENCo and INCo at various times throughout the year. The governors raise questions in regards to SEN, which are addressed by the head teacher and senior leaders.

How does your school know how effective your arrangements and provision are for children and young people with special educational needs?

Each term the INCo looks to see how much progress children on the interventions are making. This information is then shared with the Senior Leadership Team (SLT). At SLT meetings, there are discussions about each of the intervention programmes running and what impact they are having on your child’s progress. The team will look at how effective each intervention is, by looking at how much progress the children in the group have made that term.

What systems do you have in place to inform all staff of the needs and interventions required for a particular child to make progress?

Every term, a school staff meeting is dedicated to looking at how well the children in each class have performed. These are called pupil progress meetings. At this meeting, each class teacher analyses their children’s progress, particularly focusing on children who have already been identified and are on an intervention programme. A detailed list is compiled, with plans for next steps in learning, any partnerships with parents and other interventions.

 

How will the curriculum be matched to my child’s needs?

What are the school’s approaches to differentiation and how will these help a child?

Core lessons, like Literacy and Numeracy, are differentiated and pitched to at least 3 different levels to stretch and support the children within the class.

 

How will both you and I know how my child is doing and how will you help me to support my child’s learning? 

In addition to the normal reporting arrangements, what opportunities are there for the parent carer to discuss the child’s progress with the staff?

If you want to talk through any general concerns you may have about your child, the class teachers are very accessible. You will be able to make an appointment to see them either by asking them for one of via the school office. If your child has a statement or an Education Health Care plan, you will attend an annual meeting to review how your child is progressing towards their targets. At this meeting, staff, parents and external agencies have an opportunity to discuss how your child is doing. As well as these meetings, an individual education plan will be written and reviewed by the class teacher each term. This IEP will focus on two specific targets at a time. If your child has a statement, the class teacher will often have brief after school meetings or keep a home school book for regular updates with you. This helps you have an idea of how your child is getting on, on a more regular basis. If your child does not have a statement or Education Health Care Plan, but does have an additional need or have a report from an agency outside of school, you will also have the opportunity to discuss these additional needs with the class teacher. Your child will also have an IEP written for them and this will be reviewed termly. As well as this, you are able to make appointments to see the SENCo, if you have any specific concerns about your child or feel that your child’s needs need further investigating.

How will the school know how well the child is doing?

Each term the class teacher analyses how much progress your child has made.

How will the parent carer know what progress their child should be making?

Parents have the opportunity to meet with teachers 3 times a year to discuss the progress their child is making. Parents who have pupils with SEN may also have meetings about Individual Education plans or Behaviour plans as well. Parents of children with a Statement or Education Health Care plan may meet regularly to discuss how their child is progressing.

What opportunities will there be for regular contact about things that have happened at the school eg a home/school book?

If a parent requires regular contact about their child, the type and amount of contact needed, will be arranged in consultation with the class teacher.

How will the school explain to the parent carer how the child’s learning is planned and how they can help support this at home?

Through accessing the school’s website, parents are able to view what each year group has planned for the term. Weekly homework is also displayed so that the parent knows what support to provide on a weekly basis.

Does the school offer any parent training or learning events?

In terms 2, 4 and 6, the school holds a parent link course. Throughout the year an open door policy exists where parents can contact the school and ask to talk to the Family Support worker.

 

What support will there be for my child’s/young person’s overall well-being?  

What pastoral, medical and social support is available in the school for children with SEND? There is a team of staff who meet termly to discuss the well-being of the pupils in the school. They monitor any in-school issues and use information supplied by outside agencies to review any pastoral, medical or social support that that pupil may require. Some of the intervention programmes cater for those with social, emotional or communicational needs. Teachers may also arrange Circle of Friends meetings, if needed, for individuals or groups within their class. These meetings help to resolve any issues between individuals and develop social awareness.

How does the school manage the administration of medicines and provide personal care?

Any medication is kept at the school office and arrangements are made for either the pupil or parent to administer the medicine in the first instance. However, arrangements may be made with the office if a parent is unable to administer their child’s medicine.

What support there is for behaviour, avoiding exclusions and increasing attendance?

In the first instance, a behaviour plan is created between the class teacher and pupil and is discussed with the parents. This plan is reviewed on a termly basis and is intended as a short term intervention. If the pupil continues to find it difficult to modify their behaviour then the school seeks support from the Inclusion Support Team or behaviour support team. Every term certificates are awarded to acknowledge those pupils who have 100% attendance.

How will the child be able to contribute his or her views?

Whenever a concern is raised about a child, one of the sources of evidence collected is that of a pupil viewpoint sheet. This is carried out on a 1 to 1 basis by the SENCo and helps to give the pupil’s views about school and their learning.

 

What specialist services and expertise are available at or accessed by the setting/school/college and how do you all work together?

Are there specialist staff working at the school and what their qualifications are?

All Teaching assistants have relevant qualifications, in supporting vulnerable children. These include at least NVQ training in Teaching Assistant support. In addition, a number have additional qualifications, relevant to specific needs, such as Early Birds Plus training, for children with Autism. The SENCO carried out a years’ induction training course about the role of the SENCO in 2007.

What other services does the school access, including health, therapy and social care services? The school has access to a wide range of additional specialist services, through the Local Authority and ‘First Point’ (the process for single referrals to multi-agencies). These include Inclusion Support, Behaviour Support, EMTAS (Ethnic Minority and Traveller Achievement Service), CAMHS (Children and Mental Health Service), Social Services, Educational Psychologist Service, the School Nurse Service and the FISS team (Family Intervention Support Service).

 

What training has the staff supporting children and young people with SEND had or are they having?

What recent training and disability awareness has there has been for staff at your school and what is planned in the future?

A number of school staff have received training in the last few years, in supporting children with Autism (Early Birds Plus). Staff have also attended level 1 training in Autism, in association with Chipping Sodbury Secondary School.

The Senco has attended the following training: pathological avoidance disorder (PDA), dyslexic friendly classrooms, the new SEN framework. All staff have received training this year on working memory. The headteacher has received training in ‘Team teach’: strategies for restraint and avoiding the need for restraint. All Staff have received training in Numicon, supporting numeracy, through practical maths resources. In the future, relevant training will be planned, identified from needs of children in the school.

 

How will my child/young person be included in activities outside the classroom including school trips?

Is a child with SEND able to access all of the activities of the school and how will you assist them to do so?

Staff always attempt to select activities and trips out of school that are inclusive of all the pupils’ needs within the class. A risk assessment is carried out before each school trip and special measures may need to be put into place for those with SEND.

How do we involve parent carers in planning activities and trips?

If your child has a specific need, they will be catered for either on a 1 to 1 basis or in a small group situation. There may be some instances where it may be beneficial for the parent to accompany their child on the school trip.

 

How accessible is the setting/school/college environment?

Is the building fully wheelchair accessible?

We have a purpose built lodge that was designed and constructed to facilitate any child who is wheelchair bound.

Have there been improvements in the auditory and visual environment?

The school has recently undergone upgrading of its auditory and visual environment.

Are there disabled changing and toilet facilities?

There are disabled toilet facilities.

How will equipment and facilities to support children with special educational needs be secured? Funding to support a child with a statement of special educational needs, or Education Health care Plan will be used to secure any resources needed. Some additional funding is built into the main school budget. 

 

How will the school prepare and support my child to join the school, transfer to a new school or for the next stage of education and life?

What preparation will there be for both the school and the child before he or she joins the school?

If your child is joining from our feeder school, Raysfield Infant school, you can rest assured that there are arrangements in place so that the year 3 class teachers and the SENCo are fully informed about your child’s needs. This information is then made known to other staff members if required.

How will my child be prepared to move onto the next stage?

We have close relations with our local secondary schools. Every year our year 6 teachers meet with a member of staff from each school to discuss the children that will be transferring to them. What information will be provided to his or her new school?

As well as these face to face meetings, any essential paperwork that is needed to support your child in their new school will be sent onto their SENCo. This ensures that they have a very clear picture of your child’s needs and are prepared for your child joining them in September.

How will your school support a new school to prepare for the child?

Your child will also have the opportunity to spend a short period of time in their last term in year 6 at their new school. If your child has a statement or health care plan, there will be a very clear and graduated transition plan in place. In that final term, the year 6 teachers also start to prepare your child for leaving their primary school experience and will talk to your child if they are felling anxious or unsure. 

 

How are the school’s resources allocated and matched to children’s special educational needs?

How the school’s special educational needs budget allocated?

All areas of the school budget are allocated to address needs. The SEN budget may be allocated differently each year, from careful consideration of the progress of all our children and the impact of our provision on children with Special Educational Needs. This budget funds Teaching Assistant support, practical resources, IT resources and buying in specialist services.

 

How is the decision made about what type and how much support my child will receive?

What is the decision making process?

Initial concerns are often raised by your child’s class teacher or by another member of staff, usually a teaching assistant, who has worked closely with them. They will initially look at how your child functions within class and compare what they see daily with any assessment data. They will then speak to the INCo or SENCo about their concerns.

Who will make the decision and on what basis?

The decision as to whether your child would benefit from some small group or even 1 to 1 support is a team one, predominantly involving the class teacher, the INCo and the SENCo.

Who else will be involved?

If your child is already involved in a small group for a particular need then the TA supporting that group will provide feedback to the class teacher of how they have progressed that term. The school’s Welfare Group that meets every term may also raise concerns and decide whether a child needs additional support. Finally, the Senior Leadership Team, may decide that certain pupils may benefit from particular interventions or support from a particular member of staff for a variety of reasons.

How will the school judge whether the support has had an impact?

Each term the class teacher re-assesses how your child is progressing. The TAs involved with your child will also provide evidence about progress that has been made that term. The INCO will then compile all the information and make judgements about each of the interventions that have been provided. This is then brought to a SLT meeting so that the impact of each of these supporting groups can be discussed. 

 

How are parents involved in the school? How can I be involved? How will you build on your equal partnerships with parent carers?

What is the school’s approach to involving parents in decision making and day to day school life, including for their own child?

Parents are always encouraged to be actively involved in the school, either through the PTA, hearing readers or helping in the classroom. If you wish to learn more about how to help your child within school, there are the family support meetings and various other information events, e.g how to support your child in numeracy, throughout the school year.

How does the school listen to parent/ carers and act on and value their views?

Surveys take place each year, along with year group for a, where parents are encouraged to share their views. Summaries from this consultation are shared with the school community and used by leaders in planning any changes to the way the school supports children and parent.

 

Who can I contact for further information?

Who is a parent/ carer’s first point of contact if they want to discuss something about their child? Your first point of contact when discussing your child will initially be your child’s class teacher. However, every morning, either the head or deputy, are in the playground from 8.45am if you need to raise any urgent concerns. A message can also be left at the office if you wish to make an appointment to see the school’s SENCo to discuss a specific concern about your child.

Who can a parent carer talk to if they are worried?

If you have any other concerns, you can contact the Family support group that operates within the school. The main contact for this group is Mrs Humphreys and a message can be left for her via the school office.

Who should a parent carer contact if they are considering whether their child should join the school? 

If you are considering joining the school, you will need to contact the head teacher via the school office. The head teacher will be more than happy to take you on a tour of the school and answer any questions you may have, if there are spaces available.

Who is the SEN Coordinator, what is their role and how/why can a parent/ carer contact them? Mrs Morgan-McDaid is the SENCo for the school. She is responsible for working with children who have additional needs. It is her role to liaise with external agencies, hold reviews, support class teachers and TAs to help them provide the right support for individual children. The school also has an INCo – an inclusion co-ordinator, Mrs Sharpe. It is the INCo’s role to assess the impact of the intervention programmes and work with TAs to make decisions about how they can support your child. If you have any concerns about your child and wish to discuss them with the SENCo or INCo, you can contact the office and make an appointment to see them.

What other support services are used by the school that may be able to help a parent carer and provide them with information and advice?

Supportive Parents is a parent-led organisation providing the Parent Partnership Service for Bristol, South Gloucestershire and North Somerset. This service is confidential and provides independent parental support to parents of children with special educational needs. They offer information and support by means of a telephone information and support line, face-to-face support at meetings and help with written information to enable parents to play a more active role in their child’s education. Supportive Parents encourages partnership between parents and professionals and gives feedback on their service to education providers. This service is available 10am – 2pm, Monday, Wednesday and Friday during term time only. Information and Support Line: 0117 9897725. Website: www.supportiveparents.org.uk

The School Health Nurse works in partnership with parents, school staff, children and families offering help and support with any emotional/behavioural or health concerns your child may have. Messages can be left for the School Health Nurses in School or at the Health Centre where the nurse is based.

North Bristol NHS Trust, with Barnardo’s as partners, provides all of the community child health and child and adolescent mental health services for Bristol and South Gloucestershire. The service is called the Community Children’s Health Partnership (CCHP) For general enquiries telephone the switchboard on 0117 950 5050.

Where can a parent carer find South Gloucestershire Council’s Local Offer?

The Local Offer for South Glos can be accessed through searching the council website at

www.southglos.gov.uk