Grange Community Primary School
Special Educational Needs and Disability (SEND) including Safeguarding Early Offer
Under the Children and Families Bill which becomes law in 2014. Local Authorities are required to publish, and keep under review, information about services that they expect to be available for children and young people with disabilities and Special Educational Needs aged 0-25. This is called the Local Offer. The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for professionals in understanding their range of services and provision in the local area.
Our Local Offer describes the range of provision and support available to support identified children as and when appropriate. This Offer is subject to change depending on budgetary constraints and policy review.
Provision for Special Educational Needs and Disabilities
We provide for all kinds of SEND included within the broad areas of need discussed in the SEN Code of Practice:
*Communication and interaction
* Cognition and learning
*Social, emotional and mental health difficulties
*Sensory and/or physical needs
How does the school know if children need extra help and what should I do if I think my child has SEND?
*Liaison with SENDCO and class teacher
*Half termly Pupil Progress meetings with deputy head teacher, class teacher and SENDCO
*Concerns raised by Parent to class teacher, Parent Support manager or SENDCO
*Liaison with external agencies, e.g., health, speech and language
*Data analysis and tracking pupils using pupil asset, assessments and observations
How will the school support my child?
*The SENDCO oversees all support and progress of any child requiring additional support across the school
*The class teacher will oversee, plan and work with pupils with SEND in their class
*There may be a Learning Support Assistant working with your child either individually or as part of a group.
*The class teacher will be given the opportunity to meet with parents on a termly basis and targets are set twice a year on a pupil passport. If the child has a Statement for SEND or an Education, Health and Care Plan they will be reviewed annually.
*For further information the SENDCO is available to discuss support in more detail.
*Your child may have a small steps programme to support them.
*The school will make any necessary referrals to outside agencies that may support the child, e.g., Educational Psychology service, speech and language therapy, behaviour support
Provision to facilitate/support access to the curriculum/independent learning:
*Small group support and one to one support in class from the teacher or TA to facilitate access through support and modified resources.
*Facilitating access to learning through the appropriate differentiation of tasks and activities
*Use of visual support
*Provision Maps for pupils with specific needs
*Pre teaching to familiarise with new content and vocabulary
*Access to IT and a variety of software and IT hardware
*Provision of individual/visual timetables and checklists
*Provision of sand timers where appropriate
*Scaffolding e.g. writing frames, story maps
*Additional or specialist resources if appropriate
*Managed transition programme for moving to high school
*Individualised behaviour plans
*Part time timetable if required
Access to a supportive environment – IT facilities/equipment/ resources (inc. preparation):
*Extensive and consistent use of visual support both in and out of the class to support understanding and facilitate access to the school environment and learning, including visual timetables
*Flexible teaching space
*Pre teaching and review of strategies and vocabulary
*Use of interactive whiteboards
*Regular access to computers, laptops and tablets – including specialised ICT equipment and programmes
*Provision of resources to enhance independent learning including high frequency word lists, easy grip writing tools and multi-sensory resources.
*Supportive computer programmes
*Regular access to specialist resources at Children’s centre, e.g. sensory room, cooking
*Access to laptops and any specialised IT equipment during any formal assessments, e.g., SATs
Strategies to support/develop Numeracy:
*Targeted small group support in class
*Withdrawal of small groups or individual pupils for additional Numeracy support
*Use of support resources such as Numicon and one to one numeracy intervention programmes ,such as Power of 2.
*Provision of resources to ensure that learning is multi-sensory and practical
*White Rose Maths Scheme
*3rd Space maths/KS2 intervention
Strategies to support/develop literacy including reading:
*Small group reading support in class through guided reading and individual reading
*Read, Write, Inc and out of year group if required
*Hand Gym to support handwriting
*Small group and one to one support in class from LSA or class teacher
*Differentiated and multi-sensory activities if required
*Withdrawal in a small group or one to one for literacy intervention programmes such as Toe by Toe, Read, Write Inc intervention, Nessy Spelling and Reading, Five Minute Box, TAs trained in Dyslexia support, Wave 3 Literacy Support, Nessy Fingers, Clicker 6, and Sound Discovery
*Provision of table top packs, containing high frequency word mats and phonics sound mats
*1:1 reading scheme in place in afternoons targeting specific pupils
*Referrals to specialised agencies to support pupils with Specific Learning Difficulties (SpLD)
Strategies to support/modify behaviour:
*Consistent school wide implementation of the school’s behaviour policy
*SEND registration of those pupils whose behaviour difficulties are persistent and constitute a barrier to learning. Provision will include close collaboration with parents/carers, home/school book to ensure daily communication between home and school, daily behaviour oversight by school staff
*Individual Behaviour Plan (IBP)
*Where a pupil’s behaviour deteriorates because of inadequate response to the above provision a referral will be made to one or more of the following agencies: EP, CAMHS
*Social skills intervention programme such as Ginger Bear, Time To Talk.
*Draw and Talk
*Access to Psychotherapist for art therapy
*Support and advice from the County Inclusive Support Service
*Now and Then timetable
*Access to Level 2
Strategies to enhance self esteem/promote emotional well being:
*County Inclusive Support Service
*Parent Support Manager
*Staff trained in Bereavement and Counselling
*Regular liaison between staff including Children’s Centre when there are concerns regarding individual families/children.
* Access to Psychotherapist for art therapy
*Collaboration and communication with all external professionals involved with children as appropriate e.g. GPs, CAMHS and external agencies.
*Educational Psychologist works closely with referred children and their parents.
*Draw and talk
*Access to Level 2
*Now and Then timetable
Support/supervision at unstructured times of the day including personal care:
*Specified midday meals supervisor in the lunch hall and playgrounds, supporting activities
*Some Learning Support Assistants and trained supervisors supporting pupils with severe and complex needs
*Responsible People (Year 5s and 6) helping in playground – Playleaders
*Dedicated Midday Supervisors to organise Playleaders
*Use of separate playground for specific pupils with SEND
*Variety of resources
*Trained midday supervisors in First Aid and behaviour management and ELKLAN speech and language
Strategies/programmes to support Physical needs:
*Assessment by and intervention from an occupational therapist on referral.
*Implementation of recommendations by occupational therapist or physiotherapist by an allocated member of staff.
*Provision of specific resources to support individual needs, e.g. writing slopes, splint training, posture supports
*Overlays – coloured
*Coloured exercise books
*I-visualisers to support visual impairments
*Adapted tablets to support visual impairments
Access to medical interventions:
*Individual Medical Plan
*Regular meetings between Parent Liaison Manager/SENDCO and school nurse
*Wide range of support staff and midday meals supervisors trained in First Aid
*Staff training in the administration of support and/ or medication for Anaphylaxis and Epipen use and Diabetes
*Physical exercise programs for pupils with Occupational Therapy input.
*Two trained members of staff in Paediatric First Aid
*All staff trained in basic First Aid
*Liaison with medical professionals for children with ongoing treatment.
*Folder with photographs of child and detailing the child’s condition and required medication displayed in the staffroom, classrooms, first aid area, school office and school kitchen.
*Individual protocols for children with significant medical needs and allergies
*Provision of aids and resources to support the learning of individual pupils with specific needs as specified by professionals
*Risk assessments in place for individuals
Strategies/programmes to support speech and language:
*Assessment by and intervention from a speech and language therapist on referral.
*Additional support and interventions within class
*Trained ELKLAN speech and language LSA
*ELKLAN Communication Friendly accreditation and two trained teachers
*Talk Partners, Communication Aids and Sound Boxes in use
*Visual timetables in use
*Makaton trained staff
*PECS trained staff
*Delivery of a planned Speech and Language programmes by TAs following advice from a Speech and Language therapist.
Planning and assessment:
*Class provision maps – termly
*Pupil Passports reviewed and updated twice a year
*Small Steps programmes
*Analysis of intervention effectiveness
*Differentiated learning activities
*Incorporation into planning of any advice or guidance provided by external professionals supporting individual pupils.
*CAF referrals to external agencies/social care as required
*Coordinated planning between class teacher and teaching assistant for pupils of SEN
*Regular assessment of progress and achievement against national expectations and targets
*Pupil progress meetings held half termly with SLT and class teacher
*Assessments by external professionals to support specific needs
Strategies/programmes to enhance self-esteem:
*Social groups for targeted children
*Social communication groups
*Draw and Talk
*Student in third year Psychology degree placement
*Transition programme to support induction to high school
*One to one support in unstructured social environments
*Specialist support working with individual children with specific needs
Engagement with parents/carers – Liaison/communication with parents:
*Opportunities to meet the teacher at the start of the academic year
*Parent Support Manager
*Open door policy for parents to meet class teacher or senior management
*Parents invited to regular progress meetings, school reports and parents evenings s with parents/carers by class teacher and SENDCO
*Parents invited to Annual Reviews
*Family Network meetings convened where a pupil’s/family’s needs are assessed as significant
*Support for parents who have concerns
*Any referrals and assessments by external agencies discussed with parents and parental permission required
*Parent Support Manager to attend meetings with outside agencies if requested to support families
Arrangement for specialist expertise in and outside school:
*Early identification of needs requiring referral to external professionals
*Regular communication and information sharing with an extensive range of external agencies – Educational Psychology, Advisory Teacher, CAHMS, CAFs, TACs, Social Care, health and school nurse team, speech and language therapy, Occupational Health.
*Sharing of professional reports with parents
*Observations and referrals to County Inclusive Support Service
*SPLD outreach service – specific learning difficulty
Monitoring and evaluating the impact of the ‘additional and different’ arrangements – on progress and outcomes for pupils with SEND:
*Termly pupil progress meetings
*Monitoring of individual targets
*Teacher and LSA observations
*Analysing data through in school tracking system
*Regular meeting with parents/carers to review child’s progress
*Inclusion meetings with Head Teacher, SENCO and Parent Support Manager
*Half termly analysis of progress and effectiveness of interventions
Arrangements for Safeguarding
*Parent Support manager who offers 1:12 sessions for parents – including help with referrals and applications.
*School protocol in place for Safeguarding issues and all staff aware of this
*Designated person for staff Well Being (not head teacher)
*School interventions to build self esteem and confidence - Draw and Talk, Sand therapy, social communication group, life skills in swimming
*Activities for All funding used to support vulnerable pupils for activities out of school
*Signs of Safety
*Liaison with Police Community Support Officer
*Referrals to mental health, school nurse and emergency services.
*Placement of student studying mental health
*Liaison with NSPCC
*PHSE programme covering sex and relationships
*Level 2 transition project for Year 6 pupils
*Four designated safeguarding persons including one governor
*Prevent training for all staff
- At times the school may purchase additional support services from the Health and Local Authority. These are time limited resources and may not be available each academic year.
- Services to whom we refer have variable waiting times and apply their own criteria for acceptance
Head Teacher Philippa Coleman
Special Educational Needs Coordinator (SENDCO) Jane Armstrong
Parent Support Manager Julie Robinson
Linked team for Statutory Assessment and EHCPs:
Suffolk Coastal Family Services Team (SENDSS@suffolk.gov.uk)