Daresbury Primary School Parents Information
SEN Information Report
All Halton Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the LA 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 Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.
The four broad 'areas of need' are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.
What is the Local Offer?
• In 2014 the Children and Families Act came into force. From this date, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs (SEND) aged 0-25. This is 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 parents in understanding the range of services and provision in the local area.
Daresbury SEN local offer Education
Halton's Children Trust Local Offer Website
Your Child has Special Educational Needs. What can we at Daresbury Primary School offer you?
At Daresbury Primary School, we embrace the fact that every child is different, and, therefore, the educational needs of every child are different; this is certainly the case for children with Special Educational Needs.
Please click on the 14 questions below for more information about the Local Offer from Daresbury Primary School and how we can support your child.
The class teacher
• Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs/Disabilities Co-ordinator (SENDCo) know as necessary.
• Writing Pupil Progress targets/Pupil Support Plans and sharing and reviewing these with parents and pupils (where appropriate) at least once each term and planning for the next term.
• Personalised teaching and learning for your child as identified on the school's provision map.
• Ensuring that the school's SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
The SENCo: Mrs Nichola Lockhart
• Developing and reviewing the school's SEND policy.
• Ensuring that you are
i) involved in supporting your child's learning
ii) kept informed about the support your child is getting
iii) involved in reviewing how they are doing.
• Liaising with all the other people who may be coming in to school to help support your child's learning, e.g. Speech and Language Therapy, Educational Psychology.
• Updating the school's SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child's progress and needs are kept.
• Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.
The Head teacher: Mrs Carolyn Roberts
• The day-to-day management of all aspects of the school; this includes the support for children with SEND.
• The Head teacher will give responsibility to the SENDCo and class teachers, but is still responsible for ensuring that your child's needs are met.
• The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.
The SEN Governor: Mrs Anne Windridge
• Making sure that the necessary support is given for any child with SEND who attends the school.
a) Class teacher input, via excellent targeted classroom teaching (Quality First Teaching).
For your child this would mean
• That the teacher has the highest possible expectations for your child and all pupils in their class.
• That all teaching is built on what your child already knows, can do and can understand.
• That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning.
• That specific strategies (which may be suggested by the SENDCo) are in place to support your child to learn.
• Your child's teacher will have carefully checked on your child's progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
Specific group work:
Intervention which may be
•Run in the classroom or a group room.
•Run by a teacher or a teaching assistant (TA).
b) Specialist groups run by outside agencies, e.g. Speech and Language therapy
This means a pupil has been identified by the SENDCo/class teacher as needing some extra specialist support in school from a professional outside the school. This may be from
• Local Authority central services, such as the ASD Outreach Team, Behaviour Support Team or Sensory Service (for students with a hearing or visual need).
• Outside agencies such as the Education Psychology Service (EPS).
What could happen:
• 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 you to understand your child's particular needs better and be able to support them more effectively in school.
• The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.
c) Specified Individual support
This type of support is available for children whose learning needs are severe, complex and lifelong.
This is usually provided via Enhanced Provision or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
Your child will also need specialist support in school from a professional outside the school. This may be from
• Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).
• Outside agencies such as the Speech and Language Therapy (SALT) Service.
If you have concerns about your child's progress, you should speak to your child's class teacher initially.
• If you continue to be concerned that your child is not making progress, you may speak to the Special Education Needs Co-ordinator (SENDCo) or Headteacher.
• The school SEN Governor can also be contacted for support.
If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to
• Listen to any concerns you may have.
• Plan any additional support your child may need.
• Discuss with you any referrals to outside professionals to support your child.
• We value and celebrate each child's views on all aspects of school life. This is usually carried out through the school council.
• Where appropriate, children who have support plans discuss their targets with their class teacher.
• If your child has an Education and Health Care Plan (EHCP) their view will be sought at the review stage, if appropriate.
• The school budget, received from Halton LEA, includes an element of money for supporting children with SEN.
• The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.
• The Head Teacher and the SENDCo 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.
From this information, they decide what resources/training and support is needed.
• The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.
The SENDCo's job is to support the class teacher in planning for children with SEND. The SENDco has the National SEN Award.
• The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEND issues, such as Autism Spectrum Disorder (ASD) and speech and language difficulties.
• Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
Class 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, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary.
• Specific resources and strategies will be used to support your child individually and in groups.
• Planning and teaching will be adapted, on a daily basis if needed, to meet your child's learning needs.
• Your child's progress will be continually monitored by his/her class teacher.
• His/her progress will be reviewed formally with the Headteacher and SENDCo at least once in every term in reading, writing and numeracy
• At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using Standard Assessment Tests (SATS). Children in Year 1 will also complete phonic screening check and as from September 2015 children entering into reception will be formally assessed.
• Where necessary, children will have a support plan based on individual targets or those set by outside agencies specific to their needs. Targets will be designed to accelerate learning and close the gap. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan made. Where appropriate, children will be fully involved in all support plans and targets.
• The progress of children with an EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child's education.
• The SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.
• Regular book scrutinies and lesson observations will be carried out by members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.
The class teacher is regularly available to discuss your child's progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.
• The SENDCo is available to meet with you to discuss your child's progress or any concerns/worries you may have.
• All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
• Personal progress targets /Pupil Support Plans/ IBPs will be reviewed with you and your child (where appropriate) every term.
• Homework will be adjusted as needed to your child's individual requirements.
• A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.
• The school is situated on a split-level site with access via ramps to KS1.
• The school has an access plan with priorities identified annually for improvements to accessibility.
• There is one disabled toilet.
• We ensure where ever possible that equipment used is accessible to all children regardless of their needs.
• After-school provision is accessible to all children, including those with SEND.
• Extra-curricular activities are accessible for children with SEND.
We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.
If your child is joining us from another school:
• For nursery children, the SENDCo will visit pre-schools with the EYFS teacher where appropriate.
• If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.
• Your child will be able to visit our school and stay for a taster session, if this is appropriate.
If your child is moving to another school:
• We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENDCo from the new school.
• We will make sure that all records about your child are passed on as soon as possible.
When moving classes in school:
• Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. Support plans will be shared with the new teacher.
• If your child would be helped by a book/passport to support them to understand moving on, then one will be made for them.
In Year 6:
• The SENDCo will discuss the specific needs of your child with the SENDCo of the child's secondary school. In most cases, a transition review meeting to which you will be invited will take place with the SENDCo from the new school.
• Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
• Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school.
• If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.
We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative.
All classes follow a PSHE (Personal, Social, Health end Economic education) curriculum to support this development. However, for those children who find aspects of this difficult we offer
• Lunchtime and playtime support through planned activities and groups.
- Small group support
- Individual support where necessary
If your child still needs extra support, with your permission the SENDCo will access further support through the CAF process.
The normal arrangements for the treatment of complaints at Daresbury are used for complaints about provision made for special educational needs. We encourage parents to discuss their concerns in the first instance with the class teacher, then SENDCO or Head teacher to resolve the issue. Our full Grievance and Complaints Policy can be found on the school's website.