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Primary School Local Offer

1. Identification of additional or Special Educational Needs and Disabilities (SEND)

1.1 How does the setting identify children with additional needs or SEND?

All teachers are responsible for identifying pupils with SEN and, in collaboration with the SENCO, will ensure that those pupils requiring different or additional support are identified at an early stage. 

At HWPS children are identified as having SEND in a variety of ways:

  • Liaison with previous school/nursery
  • Child performing below age expected levels
  • Concerns raised by parents
  • Concerns raised by teacher -  for example, behaviour or self esteem affecting performance
  • Liaison with external agencies – for example, Health Care professionals
  • Health diagnosis through paediatrician

1.2 What should I do if I think my child has additional needs or SEND?

  • You can talk to our staff – the class teacher first and then the SENCo, who is also an Assistant Headteacher. You could also talk to a Deputy Head or the Headteacher.
  • We have an open door policy and hope that parents will feel confident to approach us with any concerns they have.
  • You could also approach Jan Lorey, our Family Support Adviser, for advice.

2. Support for children with additional needs or SEND

2.1 If my child is identified as having an additional need, who will oversee and plan  their educational programme?

  • Our SENCo will oversee all of the provision and the progress of any child requiring additional support.
  • The class teacher plans differentiated work for each child with additional needs to ensure that progress is made in every area.
  • There may be a Teaching Assistant working with your child either individually or in a small group.  This may be support with activities within the classroom or may be a specific intervention programme. The class teacher will explain this to you and how regular the sessions will be.
  • The SENCo will meet with parents of children on the Special Needs Register at least termly in addition to the usual class teacher discussions at parent consultation evenings. The class teacher with the support of the SENCO will plan your child’s educational programme through the use of Provision Maps.  These Provision Maps will consider your child’s individual needs and will focus on supporting your child through small personalised steps and interventions as necessary.

2.2 How will I be informed/consulted about the ways in which my child is being  supported?

  • At parent consultation meetings with your child’s class teacher.  Your child’s One Page Profile will be shared here and you will be able to contribute to this
  • Through meetings with the SENCo
  • If your child has an Education, Health Care Plan (EHCP)  a review will be held annually to look at the progress made against your child’s identified targets.  All of the professionals involved with your child’s care will be invited to attend this meeting.

 2.3 How will the setting balance my child’s need for support with developing their independence?

  • We will review termly how the interventions and support your child receives impacts on their progress
  • Support that includes the child in their class activities will be prioritised and where possible will be put into the classroom
  • It is important to facilitate your child through a range of support methods (eg group, 1:1 support, in-class resources and peer support)
  •  We encourage all of our children to participate in activities outside of the classroom, for example sporting events and musical productions

2.4 How will the setting match/differentiate for my child’s needs?

  • Work within the class is pitched at an appropriate level to enable all children to have access to the curriculum according to their specific needs
  • Careful monitoring through assessments and teacher liaison meetings will help the school to make the curriculum suitable for your child’s needs
  • We also buy in to external support from agencies such as Speech and Language team and Support for Leaning who further help to advise and differentiate the learning for your child
  • Your child’s One Page Profile identifies activities that your child may need to practise.

2.5 What teaching strategies does the setting use for children with additional needs Or learning difficulties, including Autistic Spectrum Disorder (ASD), hearing impairment, visual impairment, speech and language difficulties and physical difficulties?

  • Every child is unique and has different needs even with similar diagnoses so the teaching strategies we use are tailored to the child’s needs
  • Where appropriate we use additional resources, e.g. visual timetables, individual workstations, computer hardware and software to support specific needs and help support your child through a school day
  • Children’s needs may also change across the child’s school life; therefore the teaching strategies used vary to support each individual child
  • Staff are advised by specialist services such ASSC and the Sensory Consortium 

2.6 Does the setting provide any additional staffing from its own budget for children with additional needs or SEND?

  • We identify the needs of the children within the school and provide interventions for educational, social or behavioural needs either in groups or on a 1:1 basis, as necessary
  • The school employs Teaching Assistants trained in Speech and Language support
  • We have a Behaviour Specialist who can advise on supporting children with a range of behavioural needs
  • The school has three ELSAs (emotional Literacy Support Assistants) who may work with children who have SEND 

2.7 What specific intervention programmes are offered by the setting for children with additional needs or SEND and are these delivered on a one to one basis or in small groups?

  •  The school uses names interventions such as Precision Teaching, First Class@Number and Words First to support some children
  • Support for Learning one to one support
  • Small Group and One to one SALT
  • One to one or small group motor skills
  • One to one or small group social skills
  • ELSA

2.8 What resources and equipment does the setting provide for children with additional needs?

  • The school seeks resources advice for individual children with SEN from professionals
  •  Resources such as coloured overlays for reading, wobble cushions and slanted desks are available if your child is assessed as needing these
  • The school has resources and equipment found in a mainstream school

3. My child’s progress

3.1 How will the setting monitor my child’s progress and how will I be involved in this?

  • All children including those with SEND will be regularly assessed and their progress carefully monitored
  • Progress is discussed termly at Pupil progress meetings. We measure children’s progress in learning against national and age-related expectations.
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed.  The children are tracked in a range of ways to give an accurate assessment of their progress
  •  Children who are not making expected progress are identified through regular review meetings with the class teacher and the Leadership Team.  In these meetings we will discuss why individual children are not making expected progress and what further support will be given
  • You will have the opportunity at parent consultation meetings with your child’s class teacher to contribute to your child’s One Page Profile.
  • If your child has an Educational Health Care Plan (EHCP)  a review will be held annually to look at the progress made against he identified needs of your child – you will be invited to attend this meeting

3.2 When my child’s progress is being reviewed, how will new targets be set and how will I be involved?

  • Your child’s One Page Profile will be reviewed every term, or sooner where necessary.  The reviewed and new One Page Profile will be discussed at parent consultation meetings where you will be invited to contribute to these

3.3 In addition to the setting’s normal reporting, what opportunities will there be for me to discuss my child’s progress with setting staff?

  • In addition to the opportunities already mentioned, you can book an appointment with your child’s class teacher or the SENCo at any time

3.4 What arrangements does the setting have for regular home to school contact?

  • When appropriate, there will be various strategies for regular contact to be set up, for example through a daily contact book, weekly phone calls home or behaviour report cards

3.5 How can I support my child’s learning?

  • The school will share your child’s targets with you and suggest practice tasks and other ways that you can support their learning
  • By hearing your child read as regularly as possible and keeping a record of this

3.6 Does the setting offer any help for parents/carers to enable them to support their child’s learning etc training or learning events?

  • The Family Support Adviser is available to support parents and runs courses and workshops for parents
  •   We facilitate meetings between specialist support services and parents when necessary.

3.7 How will my child’s views be sought about the help they are getting and the progress they are making?

  • Children with a pastoral support plan or a behaviour management plan are involved in setting their own targets
  • There is an opportunity  for all children to speak at any time to their class teacher, TA or the SENCo. Our Behaviour Specialist offers drop-in sessions for children
  • If your child has an EHCP, their views will be sought before any review meetings
  • We also undertake regular pupil conferencing
  • All children take the PAA (Pupil attitude to Self and School) survey annually

3.8 How does the setting assess the overall effectiveness of its SEN provision and how can parents/carers take part in this evaluation?

  • Termly progress meetings and SEN-Liaison Meetings look at the effectiveness of SEN provision
  • One Page Profile
    s are compared to actual outcomes at the end of each term and look at the progress each child is making towards their targets, their targets are then reviewed and updated
  •  The SENCO also reports to the Governing body where SEN provision is evaluated
  • If your child has an EHCP a review will be held annually to look at the progress made against the identified needs of your child.  This will also look at the effectiveness of your child’s SEN provision.

4. Support for my child’s overall well being

4.1 How does the setting support children’s social and emotional development?

  • Through our school values we aim to provide a nurturing environment for all children
  • The school has three ELSAs
  • We have regular anti-bullying events and there are anti-bullying posters in all classrooms
  • There are thoughts boxes in each classroom providing opportunities for children to express worries as well a positive thoughts
  • There is a worry box in our Quiet Learning Zone which is locked and which is emptied each day so that worries can be followed up
  • Children who are particularly anxious are met at the door and given pastoral support at the beginning of the day to provide a ‘soft start’
  • We have a programme of PSHE and Circle Time
  • Our behaviour specialist offers drop-in sessions for children

4.2 How does the setting support children who find it difficult to conform to the setting’s normal behavioural expectations?

  • Where necessary an adapted or individual curriculum programme can be provided for children
  •  Many of our staff are Team Teach (Positive Handling) trained
  • Our behaviour specialist is able to provide advice to staff and we also take advice from the Behaviour Support Team as necessary
  • We have a ‘Quiet Learning Zone’ where children ca choose to go and complete work in a quiet environment

4.3 What medical support is available in the setting for children with additional needs or SEND?

  • Care plans agreed with the school nurse/specialist nurses are put into place for children with additional medical needs

4.4 How does the setting manage the administration of medicine?

  • The school follows the administration of medicines policy which is in line with the local authority’s guidelines

 4.5 How does the setting provide help with personal care where this is needed, for example, help with toileting, eating, etc?

  • The school has an intimate care policy

5. Specialist services and expertise available at or accessed by the setting

5.1 Are there any specialist staff working at the setting and if so, what are their qualifications?

  • Specialist staff are consulted and, where the budget allows, bought in as required to support the needs of identified children.

5.2 Does the setting use any support services, for example, learning support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers, etc?

  • All of the above advise and support the school as and when needed.

5.3 What should I do if I think my child needs to be seen by one of these professionals?

  • Make an appointment to discuss your concerns with our SENCo

6. Training

6.1 What SEND training is provided for practitioners with the Primary setting?

  • All school staff are aware of the procedures they need to follow when working with SEND children
  • A variety of appropriate and relevant training is given to meet the needs of all children, including those with SEND
  • Regular updates in regards to specific SEND – e.g. ASD are revisited on a regular basis with the support of the SENCO
  • A number of staff trained in specific interventions  to support SEN or emotional and behavioural difficulties

6.2 Do any practitioners have specific qualifications in additional needs or SEND?

  • Some members of staff have undertaken specific training e,g, with SALT
  • The SENCO has completed the mandatory SENCO accreditation programme

7. Activities outside the setting including trips

7.1 How do you ensure children with additional needs or SEND can be included in all activities and trips?

  • Activities and trips are an important part of all children’s education.  We would make a risk assessment for any children with SEND to ensure that we have the appropriate safeguards in place.  Discussions with parents/carers will also help us to ensure SEND children can be included in activities and trips.

 7.2 How do you involve parent/carers in planning the support required for their child to take part in activities and trips?

  • We value the parent/carers involvement in planning the support required for their children to take part in activities and trips.  Parents will be sent letters and asked to return permission slips for their children to attend activities and trips.  Where necessary, the class teacher and SENCO will discuss the needs of SEND children with parents/carers to ensure appropriate support is provided for children to participate in activities and trips.

8. How accessible is the setting environment?

8.1 How accessible is the building for children with mobility difficulties/wheelchair users?

  • Our building was built in the 1960s and pre-dates the DDA (Disability Discrimination Act). However, we have made substantial efforts to improve access to our site and enable those with mobility difficulties and wheelchair users to access areas of the building
  • There is an accessible toilet
  • We will always make reasonable adjustments as and when deemed necessary.

8.2 Have there been improvements made to the auditory and visual environment?

  • We are able to print work in large print for visually impaired students and have appropriate IT equipment and software to support children with visual impairment
  • The Sensory Consortium regularly visits our children with auditory and visual impairments and advises the school on adjustments that can be made to support these children.

8.3 Are there accessible changing and toilet facilities?

  • We do have an accessible toilet
  •  We do not have changing facilities currently within the school

8.4 How does the setting communicate with parents/carers who have a disability?

  • We would endeavour to communicate in whichever means is accessible to the parent/carer,  for example we employ  a sign language interpreter to support deaf parents on parents evenings
  • The school’s Family Support Advisor is also available to support the parents/carers and families of all children in the school.

8.5 How does the setting communicate with parents/carers whose first language is not English?

  • Where possible, the school will ask for translators to be present at meeting with parents.  The school accesses names of interpreters from Bracknell Forest Council (BFC).  The Local Authority (BFC) also provides a number of educational leaflets and advice in various language formats (please visit http://www.bracknellforest.gov.uk/languages for further details.) 

9. Preparing my child to join the setting or to transfer to a new school

9.1 What preparation will there be for both the setting and my child before he or she starts?

  • We encourage all new children to visit the school prior to starting for a tour of the school. For children with SEND we encourage additional familiarisation visits
  • When children are preparing to leave us, we arrange extra visits to our local secondary schools to help with transition
  • We have close links with local secondary schools and their staff come into school to work with Year 6 children
  • We liaise closely with staff in other schools to make sure all paperwork is passed on and all needs are discussed and understood
  • If your child has complex needs then a review will be arranged for a transition meeting which involves  all parties
  • Where necessary, a transition plan will be put into place for your child

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

  • The school will provide your child with a photograph and some information about their new teacher to bring home prior to transition
  •  The school will hold a transition meeting for children to meet their new classes, teachers and teaching assistants before the end of the Summer Term
  • We will provide additional opportunities for you and your child to meet with your child’s new teachers before they move on to the next stage in the education
  • Where necessary, a transition plan would be put into place for your child  

9.3 How will you support a new setting or school to prepare for my child?

  • Transition meetings are held between current and new class teachers to ensure that information and advice is passed on to your child’s new teacher
  • You can also request to meet with your child’s new teacher if you feel this will be beneficial
  • If your child is moving to a new educational setting, advising the school of this transition as soon as possible will help the school in passing on any information/advice to your child’s new school. The school SENCO will be able to liaise with the new school/setting’s SENCO to ensure a transition plan is in place for your child.

9.4 What information will be provided to my child’s new setting or school?

  • Your child’s Provision Map and SEN file will be provided to your child’s new setting/school along with the normal information that will move with a child eg school books, school reports, current attainment levels and assessment records.

9.5 How will you support my child’s transition to a new setting or school?

  • Transition meetings are held between current and new class teachers to ensure that information and advice is passed on to your child’s new teacher
  • The school’s SENCO will be able to liaise with the new school/setting’s SENCO to ensure a transition plan is in place for your child.

10. Discussing concerns about my child

10.1 Who should I contact if I am considering registering for a place at the setting?

  • Please contact the school office:-  01344 422196

 10.2 Who would be my first point of contact if I want to discuss something about my child?

  • Your child’s class teacher will be the first person to discuss any issues you may have
  • You could also contact the Year Leader, the SENCo, a Deputy Head or the Headteacher

10.3 Who can I talk to if I am worried?

  • Your child’s class teacher would be the first point of call
  • The school’s Family Support Advisor is also there to support families
  •  The school’s SENCO may also be contacted if you have specific SEND concerns

10.4 What arrangements does the setting have for feedback from parents/carers, including compliments and complaints?

  • There is a suggestion box in the school office
  •  Please also see our complaints procedure in the policies section of our website
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