Special Educational Needs and Disability (SEND) Local Offer

Updated by: Mrs K. Hemingway, January 2017

Review date: January 2018

Click on the questions to view each section’s details.

SEN Local Offer

  • At St Mary’s we have a whole-school approach towards Special Educational Needs and disability (SEND) policy and practice.

    Pupils identified as having SEND are, as far as practicably possible, fully integrated into mainstream classes. Every effort is made to ensure they have full and equal access to the National Curriculum and that they are integrated into all aspects of school life including trips, residential and after school activities/ clubs etc.

    All Kirklees maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Needs and or Disability being met in a mainstream setting wherever possible, where families want this to happen.

  • Type of schoolChurch of England Controlled School
    Specialist provision on siteNone
    HeadteacherMiss Jane Barker
    Senco

    Mrs Kirsty Hemingway

    Governor with responsibility for SENMrs Joyce Jackson
     Contact details
    School office Emailoffice.gomersalstmaryscep@kirkleeseducation.uk
    Senco Emailkirsty.hemingway@kirkleeseducation.uk
    School office Telephone01274 335260
    Local offer website linkwww.kirkleeslocaloffer.org.uk
    Age Range5 – 11 years
    FundingKirklees LA
  • Students with SEN are allocated places in two separate & distinct ways:

    • Those pupils with statements or EHCPs have a separate admissions procedure overseen by Kirklees SEN team.
    • Those pupils who have SEN but do not have a statement or EHCP are admitted via the normal school admissions criteria.

    Detailed information and guidance of how to apply for a place at Gomersal St Mary’s both if your child has statement of special educational needs, or if he has special needs but does not have a statement, can be found on the following link:

    https://www.kirklees.gov.uk/beta/admissions/apply-primary-school-place.aspx

  • The Inclusion Manager: Mrs Kirsty Hemingway

    The Inclusion Manager is responsible for:

    • Coordinating all the support for children with special educational needs and disability (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high-quality response to meeting their needs in school.
    • Ensuring that you are:
      • involved in supporting your child’s learning
      • kept informed about the support your child is getting
      • involved in reviewing how they are doing
      • part of the process in planning ahead for them.
    • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
    • Updating the school’s SEN register (a system for ensuring all the SEN needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
    • To provide specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEN in the school) achieve the best possible progress in school.

    Class Teachers

    Class teachers are responsible for:

    • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENCO know as necessary.
    • Ensuring that all staff working with your child in their classroom are supported to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
    • Ensuring that the school’s SEN and Teaching and Learning Policy is followed in their classroom, and for all the pupils they teach with any SEN. 

    Head Teacher: Miss Jane Barker

    The Headteacher is responsible for:

    • The day to day management of all aspects of the school, this includes the support for children with SEN.
    • The Headteacher will give responsibility and delegate to the SENCO team and class teachers but is still responsible for ensuring that your child’s needs are met.
    • The Headteacher must make sure that the Governing Body is kept up to date about any issues in the school relating to SEN.

    SEN Governor

    The SEN Governor is responsible for making sure that the necessary support is made for any child who attends the school who has SEN.

  • Children in school will get support that is specific to their individual needs.  This may be all provided by the class teacher or may involve:

    • Other staff in the school
    • Staff who will visit the school from the Local Authority central services such as the Sensory Service (for students with a hearing or visual need)
    • Staff who visit from outside agencies such as the Speech and Language therapy (SALT) Service and Educational Psychology Service
    • Our school provision map shows the range of interventions in place in our school which may be used when we identify a need for additional support.
    • When the school identifies the need for additional intervention to enable a pupil to make expected progress, the parents/carers will be informed of the planned support and may be invited to a meeting at the school to discuss this further.
    • We will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having the impact we are expecting.
    • Governors are responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND and they will receive a report from the SENCO on the progress of pupils with SEND.

    Wave 1: Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.

    All children in school should be getting this as a part of classroom practice as appropriate.

    • Ensuring that the teacher has the highest possible expectations for your child and all pupils in their class.
    • Ensuring that all teaching is based on building on what your child already knows, can do and can understand.
    • Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more kinaesthetic learning and personalised teaching and learning approaches.
    • Putting in place specific strategies (which may be suggested by the SENCO or outside staff) to support your child to learn.

    Wave 2: Specific group work within a smaller group of children. This group may be run in the classroom or in a designated area. 

    Any child who has specific gaps in their understanding of a subject/area of learning.

     New Code of Practice: Identifying learning needs and effective small group support/interventions Plan/Do/Review

    • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
    • A member of staff may run sessions using the teacher’s plans either in a small group or within the classroom setting.

    Wave 3: Specialist groups run by or in partnership with outside agencies e.g. Speech and Language therapy or Occupational therapy groups AND/OR Individual support

    Children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

    New Code of Practice: SEN Support – have been identified by the class teacher/SENCO as needing some extra specialist support in school from a professional outside the school.

    • Your child will have been identified by the class teacher/Inclusion manager (or you will have raised your worries) as needing more specialists input instead of or in addition to outstanding class room teaching and intervention groups.
    • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
    • You may be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
    • The specialist professional will work with your child to understand their needs and make recommendations, which may include:
      • Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better
      • Support to set better targets which will include their specific expertise for teachers to implement
      • A group run by school staff under the guidance of the outside professional e.g. a behaviour, speech and language group
      • Group or individual work with an outside professional
    • The school may suggest that your child needs some agreed individual support in school. They will tell you how the support will be used and what strategies will be put in place. Detailed in your child’s Helpful Learning Guide

    Specified Individual support for your child in school

    Children whose  learning needs are:

    • Severe, complex and lifelong
    • Needs additional funded support in school

    This is usually provided via an Education, Health and Care Plan (EHCP) or previously by a Statement of Special Educational Need. This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.

    Usually your child may also need specialist support in school from a professional outside the school.

    • The school (or you) can request that the Local Authority carry out a statutory assessment/EHC (Education, Health and Care Plan) detailing your child’s needs. This is a legal process and you can find more detail about this in the Kirklees Local Offer. This is a person-centred review and will involve key working.
    • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to hold a multi-agency meeting and write a plan outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the SEN Support.
    • After the reports have all been sent in, the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need additional funded support in school to make good progress. If this is the case they will write an Education, Health and Care Plan. If this is not the case, they will ask the school to continue with the SEN Support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
    • The Education, Health and Care Plan will outline the support your child will receive as a ‘top up’ (high-level funding) from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term outcomes for your child.
    • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.
    • All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all pupils are able to make progress.
    • Differentiation is planned for groups and individuals according to need: for example, for a child who has Speech, Language and Communication Needs (SLCN), teachers will use personalised communication strategies and/or pictures to support them to understand new vocabulary.
    • Parents and carers are consulted to discuss where changes or adaptions can be made to the curriculum to support a child’s individual needs.
    • Assertive mentoring forms, annual reports and Parents’ Evenings give all parents and carers regular feedback on their child’s up to date academic levels, individual reading, writing and maths targets and any behavioural, emotional or social difficulties.
    • When appropriate, parents/carers may be contacted mid-term to discuss the support that the school are providing and how they can help their child at home: this may be a phone call or a meeting. Pupils’ views will be obtained and when appropriate, they may attend all or part of any meeting.
    • Assertive mentoring forms are shared and discussed with parents. Parents/ carers and pupils are involved in developing their targets and the progress they make towards achieving them. Children will be able to add information, comments and work to highlight progress.
    • If you have concerns about your child’s progress you should speak to your child’s teacher initially.
    • The concerns may need referring if your child is still not making progress, speak to Kirsty Hemingway. If you continue to feel that your child is still not making progress you should speak to the Head teacher or the school SEN Governor.
    • When a teacher or a parent has raised concerns about your child’s progress, and targeted teaching has not met the child’s needs, the teacher must raise this with the Inclusion manager.
    • At Gomersal St Mary’s we hold termly pupil progress staff meetings at which children who give concern are discussed and appropriate actions agreed and reviewed. Teachers are able to raise any concerns and seek advice from the inclusion manager whenever there is a need.
    • There regular meetings within the Key Stage teams to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as they could be.
    • If your child is then identified as not making progress the school will set up a meeting to discuss this with you in more detail.
      • To listen to any concerns you may have
      • To plan any additional support your child may receive
      • To discuss with you any referrals to outside professionals to support your child’s learning
    • Quality First Inclusive Practice (Wave 1) is clearly defined in our setting and we expect all staff to deliver this.
    • Should additional (Wave 2 or 3) support be required, this is undertaken after consultation with the relevant staff, the learner and their families as necessary. All interventions are monitored for impact and outcomes are defined at the start of any intervention. The inclusion manager oversees all additional support and regularly shares updates with the SEN Governor.
    • The school budget, received from Kirklees council, includes money for supporting children with SEN.
    • The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of needs in the school.
    • The Head Teacher and the Senior leadership team discuss all the information they have about SEND in the school, including
      • the children getting extra support already
      • the children needing extra support
      • The children who have been identified as not making as much progress as would be expected.

    Decisions are then made in regard to what resources/training and support is needed. All resources/training and support are reviewed regularly and changes made as needed.

    1. Directly funded by school
    • Educational Teaching Assistants
    • Learning mentor
    1. Paid for centrally by the Local Authority but delivered in school
    • Educational Psychology Service
    • Sensory Service for children with visual or hearing needs
    • Speech and Language Therapy (provided by Health but paid for by the Local Authority).
    • Looked After Child team
    • Social Services
    • Autism Outreach Support
    • Pupil Referral Unit
    1. Provided and paid for by the Health Service but delivered in school
    • School Nurse
    • Occupational Therapy
    • Health Visitor
    • Physiotherapy
  • The job of the inclusion manager is to support the teachers in planning for children with SEN.

    • The school supports continuous professional development as a priority to enable staff to improve the teaching and learning of children including those with SEN. The inclusion manager has completed the National College Award for SENCo’s. This includes whole school information & training on SEND issues such as ASD, dyslexia, attachment etc.
    • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. from the Speech and Language Therapy Service
    • The Inclusion manager is involved in the Ten Primaries Partnership SEN/Additional Needs Partnership which meets half termly to discuss and share advice and guidance for pupils with SEN with the support of the Educational Psychology Service
    • Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
    • Support staff will support with your child’s learning in the classroom.
    • Specific resources and strategies will be used to support your child individually and/or in groups.
    • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
    • Quality First Inclusive Practice (Wave 1) is clearly defined in our setting and we expect all staff to deliver this.
    • Should additional (Wave 2 or 3) support be required, this is undertaken after consultation with the relevant staff, the learner and their families as necessary. All interventions are monitored for impact and outcomes are defined at the start of any intervention. The inclusion manager oversees all additional support and regularly shares updates with the SEN Governor.
    • Your child’s progress is continually monitored by their teachers and the senior leadership team.
    • Their progress is reviewed formally every term.
    • If your child is working below their chronological age and has a significant learning need, your child will be assessed using another scale of levels that assess attainment. The levels are called ‘P scales and pivats”.
    • At the end of Year 1, children will take part in a Phonics Screening. This shows children who are struggling with phonics and are therefore likely to require additional support with the reading and writing. Children who do not meet the required mark in this test in Year 1 will retake it at the end of Year 2.
    • At the end of Key Stage 1 teachers are required to report their assessments of speaking and listening, reading, writing and science for all children. These levels are used to measure the progress that children make throughout Key Stage 2.
    • At the end of Key Stage 2 the school is required to report English, Maths and Science National Curriculum scores for your child.  This is something the government requires all schools to do and the results that are published nationally. Additionally, progress since the end of Key Stage 1 is measured.
    • For children on the SEN Register, progress towards set targets on their assertive mentoring sheets will be discussed regularly, generally upon completion of an intervention intended to support the child in meeting these targets. Parents/carers and the child will be invited to discuss progress and set new targets.
    • The progress of children with a statement of SEN/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education. Progress towards agreed targets is discussed during this meeting.
    • The teacher and inclusion manager will also check that your child is making good progress within any individual work and in any group that they take part in.
    • We work in partnership with parents to support each child/young person’s well-being, learning needs, progress and aspirations.
    • We operate an open-door policy to allow parents to contact their child’s class teacher with ease in order to make an appointment to discuss these in more detail.
    • We would like you to talk to your child’s teacher/ Mrs Priestley regularly so we know what they are doing at home and we can tell you about what we are doing in school.  We hope this will make sure that we are doing similar things to support your child both at home and school and can share what is working in both places.
    • The inclusion manager is available to meet with you to discuss your child’s progress or any concerns/worries you may have and will also hold pupil progress meetings for those children identified as needing SEN Support or for those who have a Statement or EHC Plan.
    • All information from outside professionals will be discussed with you directly, or where this is not possible, in a report. The inclusion manager will also arrange to meet with you to discuss any new assessments and ideas suggested by outside agencies for your child.
    • The well-being of all of our pupils is our primary concern at Gomersal St Mary’s Primary School. They are supported with their social and emotional development throughout the school day, through the curriculum and extra-curricular activities.
    • Our well attended Breakfast Club provides a calm, nurturing start to the school day.
    • Additional support from specialist staff is arranged as needed for individual pupils, both in and out of the classroom; a tailored personal plan may be put in place for pupils with the highest need
    • Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.
    • After school clubs are planned to meet the needs of pupils and often involve nurture activities and social and emotional aspects to support children’s well-being and development.
    • Additional support from our well trained Learning Mentor is arranged as needed for individual pupils and small groups, both in and out of the classroom.
    • We regularly monitor attendance, support pupils returning to school after absence and take the necessary actions to prevent prolonged unauthorised absence.
    • Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.
    • Pupils’ views are sought through school council and other forums.
    • Advice from the Pupil Behaviour Unit is sought if this becomes necessary. Care Plans may be put in place following an initial period of observation and consultation
    • Gomersal St Mary’s School is an inclusive setting that welcomes all children regardless of their abilities.
    • The school building is all on one level and doors, entrances and exits are wheelchair accessible.
    • We have an Accessibility Plan in place and where feasible, make reasonable adjustments to improve the accessibility of our environment to meet individual needs. Our policy and practice adheres to The Equality Act 2010.
    • The school is fully accessible to children and adults, with full disabled access and toilet facilities.
    • We ensure that equipment used is accessible to all children regardless of their needs.
    • We provide before and after school sessions for children.
    • Key words and literacy resources are used across the school to support learning.
    • We have an Induction process in place for welcoming all new learners to our setting including home visits wherever possible
    • We have very good relationships with our feeder settings and the settings that most of our pupils move on to; we share information to support pupils’ learning and well-being at transition
    • Further support is provided as necessary for those with SEND including additional visits to the new setting, both individually and as part of an enhanced transition programme for identified pupils. Information is regularly shared between key stage teams so that children’s progress is consistently monitored and evaluated.
    • We regularly invest time and money in training our staff to improve Wave 1 provision for all students, to develop enhanced skills and knowledge to deliver Wave 2 (short term support interventions) and Wave 3 (individualised support and interventions). Relevant staff training includes Team Teach, CAF, Restorative Practice and Elklan.
    • Our inclusion manager is a qualified, experienced teacher and holds the National Qualification in Special Educational Needs, as well as receiving ongoing SEN training in specific areas.
    • All our teachers hold qualified teacher status and all staff members, including TAs and HLTAs, receive regular training to best support our pupils with SEND, for example in dyslexia, Autism, speech and language needs.
    • Our SEN/Inclusion Policy promotes involvement of all of our learners in all aspects of the curriculum including activities outside the classroom.
    • Where there are concerns for safety and access, a personalised risk assessment is carried out to consider if reasonable adjustments can be made to meet any additional needs; if appropriate parents/carers are consulted and involved in planning.
    • In the first instance, parents/carers are encouraged to talk to their child’s class teacher or key stage leader. For students with SEND, further information and support can be obtained from the inclusion manager.
    • The Local Offer has been developed as part of the new Children and Families Act. It aims to provide information on education, health and social care provision available for disabled children and young people and those with special educational needs, in a way that can be accessed quickly and easily.
    • The Kirklees Local Offer can be found at www.kirkleeslocaloffer.org.uk.
    • This is a work in progress. Kirklees Council and partners are working hard to create a Local Offer that includes links to all relevant information that Kirklees residents would find useful. If you have any suggestions for improvements or ideas about what might help you, contact CSA.Admin@kirklees.gov.uk.
    • Kirklees Council will continue to develop its ‘local offer’ over the coming months; we are committed to embedding inclusive practice and working with parents, carers, young people and professionals to provide something that is meaningful and useful to everyone.
    • In the first instance, you should phone school on 01274 335260 and arrange a meeting with the inclusion manager and or the head teacher.
    • If you are still not satisfied with the outcome of your complaint the chair of governors email address will be made available.