LOCAL OFFER: INDIVIDUAL SETTING / SCHOOL / COLLEGE INFORMATION What is the local offer? The Government plans, through the Children and Families Bill, to require all local authorities to publish, in one place, information about provision they expect to be available in their area for children and young people from 0 to 25 who have special educational needs – a local offer. The local offer must include both local provision and provision outside the local area that the local authority expects is likely to be used by children and young people with SEN for whom they are responsible, including relevant regional or national specialist provision. As well as providing clear, comprehensive and accessible information about the support and opportunities that are available, the local offer should make provision more responsive to local needs and aspirations by directly involving children and young people with SEN, parents and carers, and service providers in its development and review. Clause 30 of the Children and Families Bill gives details of the duty on local authorities to develop, publish and review their local offer. Further detail about what is required is given in indicative draft regulations, whilst guidance on carrying out the statutory duty is given in the indicative draft Special Educational Needs Code of Practice. With the implementation of the Schools Funding Reform (April 2013) work has been on-going to develop the wider Schools Local Offer, which covers the universal banded funding approach (SEN Matrix) the authority has agreed. This sets out what schools and settings are expected to deliver for their high needs pupils and students through funding elements 1 and 2, and following robust evidence that these elements are insufficient to meet the pupil or student’s needs and explanation of element 3 (top up funding) provided by the authority. As well as setting out the provision the local authority expects to be available in early years settings, schools and post 16 institutions the local offer should make clear where information provided by schools (under Clause 64 of the Children and Families Bill) about their arrangements for identifying, assessing and making provision for children and young people can be found. *Subject to Parliamentary approval of provisions in the Children and Families Bill, it is intended that implementation of the SEND reforms will take effect from September 2014.
Aldersley High School – SEND INFORMATION REPORT 1) Assessment, Targets & Review Details of how children and young people’s special educational needs are identified.
Close liaison and data transfer with and from feeder primary schools through the transition period.
Liaison with outside agencies as appropriate.
Clear referral structure within the school – concerns from subject teachers are communicated to the SENCo via a referral form which requires specification on which areas of learning behaviour are of a concern and also which strategies have already been tested.
Each Learning Support Assistant has a link to a specific year group and will liaise with key personnel for that year group and attend meetings as required.
SEND Policy
Accessibility Plan
Details of how parents and carers are informed that their child has special educational needs, including how the school communicates with parents and carers in particular parents and carers whose first language is not English.
Curriculum liaison by CTL meetings will take place half termly.
Use of Prior Attainment Data (PAD)
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Concerns about any additional needs will be discussed with parents. Meetings can be arranged at parental/school request.
Letters will be sent to confirm any additional provision agreed for students.
The schools SENCo will be available at parental consultation events to discuss any concerns. The SENCo can also be contacted via the schools SEND Administrative Assistant.
As a school we have a cohort of students with EAL. Communication with parents will be adapted accordingly.
Details of how children and young people’s special educational needs are assessed.
Praise postcards
Website
A range of assessment methods used within the SEND department are:
BPVS (British picture vocabulary scales)
Basic numeracy assessment
Access Reading Test
Experimental spell checker
Parallel spelling
Phonics
Behaviour checklist
Where necessary we will refer students to outside agencies such as:
MASH – for assessments from EP, EWO.
Gem Centre (CAMHS)
Speech & Language Therapy
Details of how progress is measured and evaluated.
Details of how children and young people’s special educational needs are monitored and reviewed. Details of how often monitoring and reviews take place.
Occupational Therapy
Physiotherapy
We measure the impact of interventions using the Goal Attainment Scale (GAS).
Progress is monitored through the school’s data tracking system. Data based on current performance is captured every term and attainment is compared to FFTD expected progress. Following this data capture, the SENCO will identify underachievers of specific cohorts (e.g. Additional educational needs, Statement, EHCP, Pupil Premium, EAL) and review interventions in place. SEND department has its own departmental progress tracking system which is applied termly. Student passport - targets are set and monitored either termly or biannually dependent on severity of need. Student questionnaires.
Details of how children and young people’s needs are provided for (level of impact / of support)
Following identification of a child’s needs intervention will be put in place tailored to the individual’s needs. This may entail any of the following interventions: Resource Base
Details of how parents/carers can be involved and how they can support their child.
Literacy precision teaching
Numeracy teaching
Catch-up programmes (student specific)
Accelerated Reader
EAL language support
SEMH – (Counselling, Anger Management, Self Esteem, Empathy skills)
Memory
Visual Perceptual skills
Speech & Language support
Handwriting and Dyspraxia
Parents are invited to contact the school at any moment of the academic year if they wish to discuss any issues / concerns. Resources are sent home so parents can assist in the reinforcement of intervention programmes. Parents are invited to all reviews of Statements/EHCP’s. Student passport targets are shared with parents and their views
sought.
Details of training opportunities/learning events provided by the school for parents/carers.
Details of how parents and carers/ children and young people can raise any general concerns they may have.
Names, roles, telephone numbers of key contacts within the school (SENCo)
Local Authority and school events are communicated to parents where relevant
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During parents evening
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Year 7 induction event
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Consultation evening
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Open day/evening
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Any time via email/phone etc
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Target setting days
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Contact with SEND Administrative Assistant
SENCo Mrs L Vernon
SEND Administrative Assistant Mrs C Palmer Tel 01902 556875
2) Curriculum Access Details of the school curriculum offer. Including curriculum provision, mapping of provision and differentiation.
Details of how the curriculum is organised (Policy) and made accessible to all, including the organisation of teaching groups.
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College Tracker provision mapping
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Differentiation across all curriculum areas
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Student passport and SEND register
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Achievement Manager – to support students with emotional and social difficulties
Students are set in core curriculum subjects. There is a lower level learners group for students working below a level 4 on entry. Risk assessments. In KS3 all students have access to a full national curriculum offer. In KS4 students have the opportunity to study vocational subjects such as BTEC Health and social care, Drama and P.E. Special exam arrangements are made for identified students.
Details of Governor involvement in terms of curriculum provision, including name of SEN Governor, parent/carer Governor, Link
B Stephenson.
Governor.
Details of staff expertise and professional development/training of staff.
Details of the types of special educational needs for which provision is made.
Attendance of governor at exam debriefs.
Regular meetings between Governor and SENCo to discuss current practice.
In-house training in the past 12 months has included: -
Dyslexia
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Dyspraxia
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Autism
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Safe guarding
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Speech and Language Therapy training
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How to use the Goal Attainment Scale to measure impact
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MLD – (Moderate learning difficulty) Literacy and Numeracy
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SpLD – (Specific learning difficulty) dyslexia, dyspraxia
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ASD (Autistic spectrum disorder)
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VI (Visually impaired)
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HI (Hearing impaired)
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SLCN (Speech language and communication needs)
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3) Grouping and Pastoral Care Details of the school pastoral support system.
The school pastoral system is based around year groups. There is a Raising Standards Leader and a Pastoral Manager for each year group.
Details of what support mechanisms are in place and how groups are planned, including what social support is available i.e. mentoring.
A peer mentoring system operates with sixth form students supporting as academic and pastoral peer mentors. Pastoral button on the school system allows students to record their concerns which are then supported by the pastoral team, who will then liaise as necessary with the SEND team.
Details of how parents and carers/ children and young people raise any concerns they may have about progress, or request for additional support.
Details of opportunities for pupils/students to have a voice.
Details of the strategies available to support regular attendance, including what support is available.
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Through parents’ evenings
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Telephone contact – SEND Administrative Assistant
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Meeting with Heads of year, form tutors, pastoral managers
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Voice of the student survey
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School Council
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Close liaison with the EWO who carries out home visits
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End of year trip for all students achieving 100% attendance
Details of the strategies available to support good behaviour, including what support is available.
Details of access activities out of the classroom and support available, including how parents are involved in planning of school trips etc.
Challenging school target set (95%+)
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Attendance and Inclusion manager involvement
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Assertive discipline
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Pastoral support plans
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SEMH intervention
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Peer mentoring
Inclusion of students with SEND in enrichment days, theatre productions.
Details of the transition procedures and arrangements i.e. moving into school and moving on from school. Plus details of how the school prepares young people for adulthood/ independent living.
Details of medical and personal care procedures.
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Close liaison with feeder primaries throughout the Summer Term. Visits carried out by the SENCo and other relevant staff
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Induction in July
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Induction Evening for parents to meet form tutors etc.
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Tour/Visit to school arranged for parents and students with SEND at parents’ request
First aider timetable in operation
4) Equipment & Resources Details of the specialist staff working within the school and qualifications.
Speech and language therapist, Communication Sciences/Speech and Language Therapy. School Nurse – DipHE (Nursing), Bsc (Hons) Primary Health Care Practice. L Reynolds – Certificate of Education. E Woodman – BA (Hons) QTS, C Preece – Bed (Hons), BA (applied Theology), DIP – pre-school practice. S Fellows – Cache Diploma in Childcare and Education (level 3). Foundation Degree in supporting inclusive Education.
What services the school accesses, including other educational establishments, health and social care services. What links does the school have with Voluntary organisations, including support services for parents and carers. Details of the schools access arrangements.
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The Orchard Centre, Gem Centre – CAMHS, Speech and Language Therapists, Occupational Therapists, MAST, Educational Psychologists, Spurgeons, Outreach workers from Penn Hall, primary speech and language resource bases.
Assessments are carried out by a specialist teacher for KS4 students who are identified as possibly requiring additional support during examinations.
Details of how the schools SEN budget is allocated.
Details of travel arrangements to and from school.
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Staffing
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Intervention – small group tuition/one to one
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Development of resources
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Enrichment sessions – Art & Crafts clubs, Homework Clubs etc.
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Staff CPD
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Lunch time Nurture room for vulnerable students
Certain students who qualify for transport provided by pupil services come to school and are taken home by taxi. School mini bus.
February 2017
