Looe Primary Academy Our DSEN School Offer...1 Looe Primary Academy Our DSEN School Offer July 2018 At Looe Primary Academy, we embrace the fact that every child is different and,

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Looe Primary Academy Our DSEN School Offer

July 2018 At Looe Primary Academy, we embrace the fact that every child is different and, therefore, the educational needs of every child are different. We are committed to supporting all children so they achieve academically and thrive socially and emotionally. For some children this may mean that they have Special Educational Needs. In terms of what we offer children with Special Educational Needs and/or Disabilities, it is important to emphasise that, as much as possible, this provision is designed by the relevant staff members working alongside the child, the child’s family and, where necessary, outside agencies* (e.g. a Speech and Language Therapist or an Educational Psychologist). All children are set targets and encouraged to set their own personal goals. Pupils' targets will be connected to learning and will often be specifically to do with English and maths. For other children, they may be to do with social interaction, communicating with children and adults, emotional difficulties, overcoming physical issues (for example problems to do with fine motor control) … the list is endless! The most important point is this: the targets depend on the needs of the child. The School offers many different forms of additional provision. This can include: additional in-class support; additional out-of-class support; one-to-one support; flexible groupings (including small group work); access to specific resources; and access to a wide range of outside agencies. Additional provision and intervention programmes are monitored and discussed regularly to ensure that the pupil is making expected or better than expected progress and whether the provision is successful or needs changing. The staff of Looe Primary Academy are kept up to date with training and the latest developments in DSEN education and how to ensure excellent rates of progress for the pupils. We also share the SENDCo provision with Looe Primary Academy and this provides opportunities to share good practice, and to benchmark effective provision for our pupils. We ensure that all our extra-curricular activities, including residential trips, are adapted for children’s specific needs. We are delighted that our pupils with Special Educational Needs are confident and happy to participate fully in school trips, residentials, extra-curricular clubs, creative and performance events, sports teams and school committees. If you have any queries about our local offer please contact the School.

Name of the Special Educational Needs/Disabilities Coordinator: Hannah Lockyer DSEN Governor: Helen Casson

Contact details: [email protected] 01503 272249

mailto:[email protected]

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The levels of support and provision offered by our school

1. Listening to and responding to children and young people

Whole school approaches The universal offer to all children and YP.

Additional, targeted support and provision

Specialist, individualised support and provision

➢ The views and opinions of all pupils are

valued.

➢ Pupil voice is represented in all aspects of

school, for example:

- class and group discussions

- consultation

- school council

- questionnaires

➢ Pupils with DSEN are invited to participate

in all consultation groups.

➢ Individual support is responsive to the

needs of the pupil.

➢ Where possible pupil views are an

integral part of TAC meetings and DSEN

reviews.

➢ Pupils are supported in person centred

planning and target and outcome setting.

➢ Resources and vocabulary used are

accessible to the pupil.

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2. Partnership with parents and carers

Whole school approaches The universal offer to all children and YP



➢ The school works in partnership with all

parents and carers.

➢ The parents and carers of all pupils with

DSEN attend parent and carer reviews and

meetings.

➢ Reports on pupil progress are shared with

parent/carers on a regular basis.

➢ Dialogue between families and parents and

school is encouraged via informal chats, open

door policy on appointments with staff, home-

school books and reading journals.

➢ Parents and carers know exactly who to

contact if they have any concerns.

➢ The School website and/or prospectus

enables parents and carers to understand

more about what their child is learning.

➢ Families are invited into school for regular

events such as pupil performances,

school fundraisers and curricular events

such as autumn art and craft days;

parents are invited to run or support

extracurricular clubs and activities.

➢ Families are invited to attend information

sessions re supporting their young person

at home e.g. parenting skills, literacy and

numeracy skills, ICT and cyber-bullying

awareness

➢ Parents are able to contact school re

concerns at any time.

➢ Details for the FIS (Family Information

Service) website and any other targeted

provision is shared on a regular basis via

meetings, leaflets and the school

reception, school noticeboard or website.

➢ Parents and carers are supported in

attending, and are actively involved in, all

TAC meetings and reviews.

➢ Parent and carer’s views are an integral

part of TAC meetings and DSEN reviews.

➢ All documentation is presented in a

format that is accessible to individual

parents.

➢ Parents are encouraged to engage in

one-to-one reading at home and other

supportive learning activities.

➢ Outside agencies book appointments to

see pupils and their parents and carers in

the School setting, e.g. the Speech and

Language Therapist, the School Nurse

Service.

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3. The curriculum

Whole school approaches. The universal offer to all children and YP



➢ The curriculum is designed to ensure the

inclusion of all pupils.

➢ All pupils, regardless of their ability and/or

additional needs, have full access to the

curriculum. A creative, cross-curricular

programme is used. Outdoor learning,

including Forest School, is utilised to best

effect for all age groups.

➢ All pupils in Key Stage 2 have access to a

homework club.

➢ Useful provision for all pupils such as

educational websites, school's own library

and Cornwall library service are shared with

families via class newsletters and/or school

newsletters.

➢ Assessments and staff knowledge are used

to identify students who need specific

interventions.

➢ Intervention programmes are bespoke

and needs led.

➢ The progress of pupils taking part in

intervention groups is measured on a

regular basis. The intervention

programmes are adapted in light of pupil

progress.

➢ Small group interventions can include:

- English – reading,

comprehension, spelling,

writing, grammar etc.

- handwriting and fine motor

skills

- maths

- speech and language therapy

- study skills

- social skills

- Phonological awareness

- Working memory

- TISUK

➢ When pupils are following a task where

choice and opinion is involved, the pupils

are supported in following their interests,

regardless of their DSEN and/or

disabilities. For example, a student with a

physical impairment may need support or

adapted equipment in a design and

technology project.

➢ Pupils with special needs and/or

disabilities can access the curriculum

with adult support as appropriate.

➢ In exceptional circumstances pupils

may be disapplied from some

assessments or tasks.

➢ This must be agreed by all involved

and may require supportive

documentation.

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4. Teaching and learning




➢ We are a school that advocates ‘Visible

Learning’, which empowers the children in

taking ownership of their own learning and

progress.

➢ The lessons are carefully planned to include

clear stages, regular progress checks and

different learning styles.

➢ Different level groupings are identified for

each class. Pupils will be taught in groupings

that will lead to all making progress, this could

be in higher and lower level groupings or

mixed level groupings.

➢ Preferred learning styles are used.

➢ Learning Challenges are displayed and

discussed.

➢ Pupils' work is regularly marked, according to

the school's marking policy, and discussion

and feedback given to pupils on work.

➢ Targets will be shared and accessible to all

pupils in their books.

➢ Class teachers and teaching assistants

share information and lesson plans to

ensure that pupils with DSEN have

targeted support and provision.

➢ Teaching assistants/class teachers work

with small groups to:

- ensure understanding

- facilitate learning

- foster independence

- keep pupils on task.

➢ If the class teacher is working with a

small group, the teaching assistant

supports the class with tasks already set

by the teacher.

➢ Independent pupil learning is supported

by the use of accessible resources and/or

technology,

➢ for example:

- IPADS

- subject specific resources such

➢ Personalised and highly differentiated

work is provided enabling independent

learning.

➢ One-to-one support is in place for pupils

who need more intensive support, e.g. for

those with physical disabilities, sensory

needs, speech and language difficulties,

autism, severe literacy difficulties/dyslexia,

dyspraxia, dyscalculia, etc.

➢ Outreach and staff training from special

schools or organisations is requested for

advice on teaching and learning.

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➢ English and maths are a priority for all staff:

key vocabulary and key terms are displayed

and discussed.

➢ Alternative ways of recording are used, such

as iPads and talking tins, etc.

as number lines for maths

- general resources such as

rulers, paper, dictionaries

- Special examination

arrangements are put in place

for tests (readers, scribes etc.)

➢ Homework support is available

5. Self-help skills and independence




➢ Pupils follow the rule, think for yourself, ask a

friend, then ask an adult for help.

➢ Technology is available to aid independence

e.g. IPads, laptops, voice recognition

software, easispeak microphones, talking tins,

noise reducing headphones.

➢ Age and ability appropriate resources are

available in all classrooms e.g. stationery,

dictionaries, counting equipment etc. which

promote independent learning.

➢ Pupils in Years 5 and 6 can access a regular

homework club (after school, lunchtime

➢ Where teaching assistants are in the

classroom they facilitate independence.

➢ Pupils may have personalised equipment

to help them to learn, such as talking tins,

overlays, computers and timers

➢ Pupils may have access to resources and

aids specific to their needs, for example:

➢ visual timetables, visual task cards, traffic light system or spot timers

➢ time out cards

➢ Teaching assistants working one-to-one

with pupils, encouraging them to be

specific about what they need help with,

along with asking them what they have

done already to find the help for

themselves, e.g. ask peers, check books

and learning journeys/learning walls, etc.

➢ Additional support is shared to build

resilience in the young person, so that

they have self-coping strategies when

and if the teaching adult is absent

➢ Personalised task boards and timetables

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➢ etc.)

➢ All pupils and their families can ask for

support with homework from school teaching

staff.

➢ Regular workshops are run to support families

with methods of calculation, reading and

phonics etc.

can be put in place to support

independence.

6. Health, wellbeing and emotional support




➢ Our PSHE curriculum subject includes all

pupils.

➢ We use the Trauma Informed School (TIS)

approach to inform whole-class planning.

➢ There is a named member of staff who

coordinates provision for pupils with well

being, emotional, physical and mental health

needs.

➢ The school responds to the needs of pupils

by setting up groups, offering support, asking

outside agencies for support or by

emphasising certain aspects of support, e.g.

➢ Pupils have access to TIS group

sessions focussing on their wellbeing

and emotional support.

➢ Pupils are encouraged to and know they

can find support at break times from

adults and play leaders. There are

trained members of staff running

morning club, supervising break and

lunch times and all extra-curricular clubs.

➢ Time limited and monitored interventions

groups may address issues such as:

- self-esteem

➢ One-to-one TIS interventions are

offered to individual children.

➢ TACs, Early Support meetings and

reviews are supported by a range of

agencies including the school nurse.

➢ Additional support for pupils can be

requested from

- CAMHS

- Social Care

- Penhaligans Friends

- Autism Team Cornwall

- Family Support Service etc.

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a bereavement club is run when school and

families feel it is appropriate.

➢ Pupil issues are dealt with by trained staff,

as they arise, or school will give information

on or direct families to appropriate agencies.

➢ Risk assessments are carried out to ensure

all pupils can participate in all rips and

activities offered.

- social skills

- life skills

- anger management

➢ Extra-curricular clubs, such as sports

club, gardening club, Lego Club etc. are

open to all and encourage resilience,

teamwork, social interaction and

emotional well-being

➢ The School will offer extra opportunities

from staff or outside organisations to

promote a 'have a go' attitude e.g.

- Nature activities

- art and performance skills

- learning a musical instrument

- Sports fixtures arranged with

other schools

➢ Risk assessments carried out.

➢ Pupils with specific medical conditions,

that can affect their school life, have

individual care plans. Specialist nurses

or other advisors are encouraged to visit

school to offer advice and inset for staff.

School promotes close and positive

relationships with outside agencies.

7. Social Interaction opportunities




➢ All pupils have opportunities for social

interaction, regardless of need.

➢ Politeness and good listening skills are

➢ Opportunities for interaction between

different ages and abilities are promoted,

for example, paired buddy reading

➢ Pupils may be individually supported by

TAs or supportive peers to enable their

attendance at extra-curricular school

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modelled and encouraged by staff

➢ All pupils belong to a specific class for

registration.

➢ All pupils are reminded on a regular basis

that they can approach and interact with all

adults in school, positive and mutually

trustworthy relationships are promoted.

➢ All pupils are invited on trips, visits,

participation in all activities and events, all

pupils come to assemblies.

➢ School Council representatives are

encouraged to take their friends' ideas to

meetings and they give feedback to the

whole class after meetings.

➢ Questionnaire forms for groups such as pupil

premium and intervention groups are often

carried out informally between pupil and

adult and used as a basis for discussion.

sessions, mixed age clubs at lunchtimes

and after school, workshops and special

days such as autumn art day and

Christmas craft day with mixed age

groups.

➢ Play leaders and break time supervisors

encourage interaction

clubs.

➢ Teaching staff may use social stories with

individual pupils.

➢ Small groups may operate to promote

social and interaction skills between

pupils with an adult supporting.

8. The physical environment (accessibility, safety and positive learning environment).




➢ All areas of the School are accessible to

everyone including those pupils with DSEN.

➢ A quiet area for vulnerable pupils is

offered.

➢ Pupils who feel the need to store

items are accommodated for.

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➢ The school building is wheel chair

accessible and on one storey for pupils. The

field and playground are wheelchair

accessible.

➢ Pupils feel safe and in an environment

where bullying and anti-social behaviour is

absolutely minimal and dealt with effectively.

➢ There is a named child protection officer,

‘Designated Safeguarding Officer’ (and

deputies) and a named ‘Child in Care’

teacher.

➢ All areas of the school are uplifting,

positive and support learning.

➢ Teachers focus on rewarding good

behaviour to promote a positive learning

environment.

➢ Risk assessments are made.

➢ There are always staff available with First

Aid and Paediatric First Aid training.

➢ Non-slip, safe equipment available in

practical lessons.

➢ Adapted PE equipment available

➢ Some toilets adapted by height.

➢ Chairs/ tables adapted by height and

age.

➢ There are named adults who are

‘Team Teach’ trained

➢ Specialist equipment in practical

lessons enables disabled students to

be independent.

➢ Classrooms/halls/corridors are made

accessible for young people with

sensory needs.

➢ Risk assessments for individuals are

made when appropriate.

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9. Transition from year to year and setting to setting




➢ There are strong links with feeder pre-schools

and nurseries.

➢ Home visits are offered for pupils starting in

the reception year.

➢ Pre-school children visit school regularly

before starting, with families, pre-school staff

and independently.

➢ New pupils are warmly welcomed and given a

'buddy' to help them through their first days.

➢ Transition days are planned for children to

settle into their new classes.

➢ Teaching staff may teach or run clubs and

activities for children in different classes and

year groups.

➢ A close relationship with our local secondary

school offers opportunities for activities, events

and taster days to be attended by KS2 pupils.

➢ Pupils may be supported by adults

and supportive peers during times

of transition.

➢ Some pupils may have extra

transition sessions.

➢ Meetings with families, outside

agencies, pre-school or secondary

school staff may take place to plan

transitions in more detail.

➢ For pupils on EHCP’s and

transitioning to another educational

setting at the end of Year 6, a DSEN

review meeting will take place in the

Summer term of Year 5 and a

representative from the chosen

secondary school is invited to attend.

➢ Extra transition days for pupils with

DSEN may be planned as

appropriate.

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10. The DSEN qualifications of, and DSEN training attended by, our staff

To enable all children to have access to the curriculum, information and guidance, physical environment, school and wider community

To enable targeted support and provision

To enable specialist, individualised support and provision

➢ All teachers have a broad experience,

knowledge and skills set to ensure all children

can access the curriculum at all levels. They

plan and differentiate lessons accordingly to

ensure an inclusive ethos.

➢ All members of staff are regularly trained in

the safeguarding of children and young

people.

➢ All teaching staff and most support staff are

First Aid trained, with some specialising in

Paediatric First Aid.

➢ All support staff have received training for

TAs.

➢ The SENDCo has achieved the

National Award for DSEN

Coordination.

➢ The SENDCo is a trained Trauma

Informed Practitioner.

➢ The following are courses that have

been attended by members of staff to

enable targeted support and provision:

- Trauma Informed Schools

- Supporting Working Memory

- Phonological Awareness

➢ The following are courses that have

been attended by members of staff to

enable individualised support and

provision:

- Autistic Spectrum Disorder

- Supporting children with

complex communication

needs

- Precision teaching

- Attachment disorder

- Physical and sensory needs

- Supporting pupils with

anxiety

- Dyslexia

- Trauma Informed Schools

- ADHD

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11. Services and organisations that we work with:

Service/organisation

What they do in brief Contact details

School Nurse

As well as helping parents to bring up healthy children by providing information on healthy eating and hygiene, they also help teachers to meet any health needs children may have at school.

Contact through Early Help Hub

Educational Psychologist

An Educational Psychologist might become involved with your child if they have difficulties with:

● Learning ● Behaviour ● Managing their feelings ● Getting on with others ● Communication ● An Educational Psychologist will only

become involved if the parent/carer’s permission has been given.

01579 341132 www.cornwall.gov.uk/default.aspx

Speech and Language

This is a service that supports children and young people in Cornwall aged 0-19 years who have difficulty with:

● understanding what is said to them ● expressing themselves ● talking clearly (saying speech sounds) ● stammering ● swallowing (eating and drinking).

Contact through Early Help Hub.

ASD team

The Autism Spectrum Team is an expansion of the existing Autism Services consisting of advisory teachers, specialist and highly

0300 1234 101 [email protected]

http://www.cornwall.gov.uk/default.aspx?page=20721


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specialist speech and language therapists, a specialist nurse practitioner, educational psychologists and Autism Spectrum Team workers. The Autism Spectrum Team in Cornwall will play a significant role in promoting the inclusion of young people with Autism and in supporting multi agency working to meet the needs of these young people and their families.

Early Support

Early Support is an approach that works to ensure that services for disabled children are better coordinated, with a key working practitioner who can offer a single point of contact, coordination and support where families need it.

01872 323329 [email protected]

Council for Disabled Children Council for Disabled Children (CDC) aims to make a difference to the lives of disabled children and children with special educational needs. We do this by influencing Government policy, working with local agencies to translate policy into practice and producing guidance on issues affecting the lives of disabled children.

0207 843 1900 [email protected]

Early Help Hub

Early Help includes help provided in both early childhood and early in the development of a problem. Early Help is available to children and young people of all ages from pre-birth up to the age of 18, and up to the age of 25 where young people have special educational needs or disability.


SENDIAS

They provide information, advice and support for any child or young person aged 0-25 with

01736 751921




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a special educational need or disability and their parents and families.

[email protected]

Education Welfare Officer

Each school in Cornwall has a nominated Education Welfare Officer (EWO) who visits regularly to check registers and discuss pupils about whom the school is concerned. The EWO can provide help and advice on: school attendance issues, bullying, exclusions, child protection measures, advice and information on other agencies. They can also offer a degree of parenting support


Penhaligon’s Friends The vision of Penhaligon's Friends is to provide bereavement support for children, young people and their parents and carers.


CAMHS

The service helps children and young people deal with a range of emotional, behavioural or mental health issues. They include social workers, doctors, nurses, psychologists, mental health workers and other therapists.

01872 221400 Contact through Early Help Hub

Occupational Therapist

The Occupational Therapy service is available for any disabled child or young person resident in Cornwall aged 0 - 18 years who has a permanent and substantial learning or physical disability and a need to improve their access, independence, and activities of daily living.

They usually assess children and young people who have:

A physical disability

0300 123 101 www.cornwall.gov.uk/.../otchildren




http://www.cornwall.gov.uk/otchildren

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A learning disability A chronic life-limiting or life-threatening

condition Sensory impairment or loss Autism Spectrum Condition Other complex needs

Cognition and Learning Service This service supports schools in ensuring the effective inclusion, achievement and progression of children and young people with cognition and learning needs. The service works with learners with:

Specific Learning Difficulties (SpLD - including dyslexia) and

Moderate (or general) Learning Difficulties (MLD - including Down’s syndrome)

Jo Davidson [email protected]

Pupil progress

How we assess and review pupil progress towards outcomes, including how we communicate with parents and young people:

What Who When

Ongoing curriculum assessments and tracking progress using data

Class Teachers, SENDCo, Headteacher

Half termly

Informal Discussions Class Teachers and SENDCo

Half termly

Parents’ Evenings and open afternoons

Class Teachers Termly

Home-School Book Parents, children, Class Teachers and TAs

Daily/weekly

Assess, Plan, Do, Review meetings to set

Class Teachers, SENDCo, parents and

Termly


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individualised targets and evaluate progress

children

Pupil conferences Children and DSEN governor

Termly

Academic reports include pupil comments

Children Yearly

12. How we know how good our DSEN provision is ➢ Continual monitoring of the quality of planning and teaching by the Headteacher, SENDCo, DSEN Governor

➢ Half-termly tracking of data shows that pupils with DSEN make good progress throughout the year

➢ We listen to the views of the children through pupil conferencing and the views of the parents and adapt practice accordingly

➢ Regular moderation of books, involving DSEN pupils

➢ Impact review reports of interventions show pupils make good progress towards meeting their targets.

➢ DSEN action plan written and reviewed annually to ensure the consistency and development of high-quality provision.

13. If you wish to complain

Anyone wishing to make a complaint with regard to DSEN support and provision should refer to our Complaints Policy http://www.looeprimary.co.uk This year we received no complaints with regard to DSEN support and provision.

Cornwall’s Local Offer, which details provision in schools across the county, can be found on The Cornwall Family Information Services (FIS) website: http://cornwall.childrensservicedirectory.org.uk

Answers to Frequently asked Questions

1. How do people in school know if a pupil needs extra help? If a child enters school with a statement or Education Health Care Plan (EHCP) then this information will be shared with appropriate individuals who support the child and resources put in place to meet their individual needs. By completing ongoing curriculum assessments and tracking progress data half-termly, children are identified that may need additional or different provision from what is already being provided to help them ‘catch up’. The Class Teacher refers any concerns to the SENDCo, who

http://cornwall.childrensservicedirectory.org.uk/

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can identify their needs and track their progress closely on class ‘On Alert’ lists for a minimum of 6 weeks. They then plan and deliver necessary interventions and provision tailored to their specific needs, continue to monitor and assess their progress and will consider a transition from ‘On Alert’ to ‘DSEN Support’ if they require additional support and possible further assessments by specialists and outside agencies, where support and advice is given to the school and an action plan is put in place. We follow the assess-plan-do-review cycle to ensure the regular monitoring and tracking of progress, as well as holding consultation meetings with pupils, parents and Class Teachers to listen to their views. 2. What should I do if I think my child may have special educational needs? Initially the parents should contact their child’s Class Teacher if they have any concerns about their child’s learning. The SENDCo will then be contacted regarding concerns and plans put in place as necessary.

3. How can you help me to support my child’s learning? Regular assess-plan-do-review meetings take place for all pupils on our Record of Need, which provide opportunities to discuss targets and how parents can support their children at home. Advice and support can also be sought directly from Class Teachers. 4. How are school resources allocated to match children’s DSEN? The SENDCo is allocated an annual DSEN budget for the purchase of resources to support those with additional needs. In addition, a team of Teaching Assistants is employed to deliver programmes designed to meet individual needs and support learning within the classroom. 5. How is my child included in activities outside the classroom including school trips? The Equalities Act states that all reasonable adjustments should be made to ensure that every pupil, regardless of need or disability, is included in any extra-curricular activities. We aim for all children, including those with additional needs, to be included on residential and day trips. Where necessary, adaptations will be made, in consultation with parents/carers to ensure that inclusion is achieved. Risk Assessments are carried out, prior to any off site activity to ensure that Health & Safety is not compromised. In the unlikely event that it is considered unsafe for a child to take part, alternative activities will be provided. 6. How accessible is the school environment?

Please see Accessibility Plan. 7. How is the decision made about what type and how much support each pupil receives? This is dependent on each child’s individual needs and the type, availability and suitability of resources. This will be agreed in consultation with

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professionals, parents, pupils and Class Teachers. Every step will be put in place to ensure each pupil receives the necessary support needed to address their individual needs. Further information Cornwall Parent Partnership is an organisation that provides independent advice and support for families. (01736) 751921 SENDIASS is a disability information advice and support service. www.cornwallsendiass.org.uk (01736) 751921

http://www.cornwallsendiass.org.uk/

Documents

Looe Primary Academy Our DSEN School Offer...1 Looe Primary Academy Our DSEN School Offer July 2018 At Looe Primary Academy, we embrace the fact that every child is different and,