Bugthorpe CE Primary School.
SEND Local Offer Information Report
The local offer information report provides information for children and young people with special educational needs and disabilities (SEND) and their parents or carers in a single place.
Download the document below:
East Riding Local Offer Website.
www.eastridinglocaloffer.org.uk is now live, please visit the website and give us your feedback.
What is a local offer?
The local offer provides information on what services children, young people and their families can expect from a range of local agencies, including education, health and social care. Knowing what is out there gives you more choice and therefore more control over what support is right for your child.
The local offer provides information on a number of things, including:
- special educational provision;
- health provision;
- social care provision;
- other educational provision;
- training provision;
- travel arrangements for children and young people to schools, colleges and early years education; and
- preparing for adulthood, including housing, employment and leisure opportunities.
SEN Information Report – March 2016
This document is regarded as a live document, and as such is subject to periodic review and amendment.
|1. The kinds of special educational needs for which provision is made at the school.
Bugthorpe C.E. (V.C.) Primary School is a mainstream, fully inclusive school. We strive to ensure that all pupils reach their full potential regardless of whether they have a special educational need or disability.
This will be achieved by:
· Designing a curriculum that promotes a full range of learning, thinking and life skills
· Providing a broad, balanced and relevant curriculum
· Using flexible and responsive teaching and learning styles
· Equipping students with the skills, knowledge and attitudes necessary to succeed as individuals and as responsible and valued members of society
· Developing a close partnership with the whole community, particularly parents and carers.
|2. Information, in relation to mainstream schools and maintained nursery schools, about the school’s policies for the identification and assessment of pupils with special educational needs.
Children are identified as having special needs in a number of different ways. We aim to do this as early as possible by identifying children who:
· Are making little or no progress even when teaching approaches are targeted particularly in a pupils identified area of weakness
· Show signs of difficulty in developing literacy and mathematics skills, which result in poor attainment in these areas
· Present persistent emotional or behavioural difficulties
· Have sensory or physical problems resulting in the pupil making significantly slower progress than others
· Have a communication and / or interaction difficulty
The progress of all pupils is tracked throughout the year via informal and formal assessment. The school tracking system is updated every term. Those children who are seen to be making little or no progress are placed on a progress planner where an intervention is put into place immediately and their progress is closely monitored.
More information can be found in the following policies:
· SEND Policy
· Behaviour Policy
· Child Protection Policy.
These will also be available to access through the school’s website soon.
Role of the SENCO: Coordinating and managing provision.
The SENCO is a qualified teacher with wide experience of working within SEN. The SENCO plays a key role in determining the strategic development of the SEN policy and provision within the school in line with the Government targets.
The SENCO’s role includes:
· Managing the implementation of this policy, the Code of Practice, disability legislation and any other relevant legislation in school.
· Keeping the SEND Register and Monitoring Register up-to-date.
· Advising and assisting staff of children identified as having special educational needs.
· Monitoring records and identifying all those children with special educational needs in conjunction with the SEN Consultant.
· Producing the Intervention Map (with input from the class teachers and relevant support staff).
· Evaluating the interventions by monitoring lessons/interventions, discussions with pupils/staff and analysing the impact of the intervention provided by teachers.
· Analysing the needs using test results and assessments, and monitoring children’s progress in consultations with class teachers.
· Updating the SEN audit annually.
· Overseeing the work carried out by the SEN teaching assistants.
· Attending training for the school development and feeding back to school where appropriate.
· Working with the Head Teacher and Governors to ensure that the school meets the responsibilities of the Equality Act 2010.
Support for parents and carers.
The school encourages support through informal discussions with the class teachers, the SENCO and the SEN support staff. Other agencies such as the Parent Support Advisor (PSA) or FISH may also be appropriate and can be arranged.
|3. Information about the school’s policies for making provision for pupils with special educational needs whether or not pupils have EHC plans, including:
The school uses a numbers of ways to ensure that the provision made for pupils with SEND is appropriate and effective. These include:
· Data tracking.
· Pupil progress meetings with teaching staff.
· Outcomes of intervention programmes.
· Regular assessment.
· Lesson observations.
Role of the SEND Governor.
The SEND Governor monitors the SEND Policy and meets with the SENCO to discuss progress data for pupils who are on the SEND Register.
How will both you and I know how my child is doing and how will you help me to support my child’s learning?
Open door policy/Come in and ask.
The school encourages parents to come into school for updates on progress and to ask for support.
These are reviewed termly and discussed at parent consultation evenings or at a mutually convenient time.
Written reports to parents/carers.
Full written reports are distributed in July.
Consultations take place twice a year in the Autumn and Spring terms.
The school’s approach to teaching pupils with special educational needs:
· Quality first teaching.
· Differentiated planning that outlines the support for the child.
· Differentiated teaching at a pace to maximise opportunity.
· Differentiated activities.
· Supporting resources i.e. enlarged print, maths resources, audio/visual aids, coloured laminates to aid reading.
· Flexible use of staff and equipment to support the needs of the child.
How the school adapts the curriculum and learning environment for pupils with special educational needs:
· Most parts of the building have appropriate access arrangements for pupils/carers who are unable to use steps.
· Changes to the curriculum are made when necessary.
· Small group and 1-to-1 teaching.
· In class support.
· Quality first teaching.
· ICT support
· Choosing activities designed to engage and motivate.
· Teaching lessons to suit all learning styles.
Additional support for learning that is available to pupils with special educational needs.
Bugthorpe School has small class sizes (average size 18) and extra adult support to meet the needs of all our pupils..
Activities that are available for pupils with special educational needs in addition to those available in accordance to the curriculum.
All activities are designed to be accessible by all pupils, with support, if necessary. Children who may require higher levels of support have additional access to external support agencies such as the Educational Psychologist.
Support that is available for improving the emotional and social development of pupils with special educational needs.
· Access to PHSE groups
· Support from teachers and teaching assistants.
· Counselling (external agencies).
· Education Welfare Officer (EWO)
· Behaviour Support Team
· Educational Psychologist.
· “Parent Support Advisor Service” through the Wold’s cluster of schools.
What support will there be for my child’s overall well-being?
The school follows the LA policies for medicines in school. (Copies are available from the school office).
There are also policies for:
· Personal care.
|4. In relation to mainstream schools and maintained nursery schools, the name and contact details of the SEN co-ordinator.
Mrs. Laura Battle
Bugthorpe YO41 1QG
|5. Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secured.
Head Teacher: Mrs. Angela Ekers. SN1 and NPQH.
SENCO / Class teacher with SEN experience: Mrs. Laura Battle
SEN support assistant: Mrs.Moira Bryan
Cluster SEN Advisory Consultant: Miss Isabel Hartley. BA Hons., PGCE – Children with Learning Difficulties, SN1 (Special Needs 1,York St. John), PG Dip. – Dyslexia, PG Cert. – Autism, PG Cert. – Speech and Language.
Educational Psychologist: Gayle Clayden
All staff have completed the East Riding Safeguarding and Child Protection training, and the school aims to ensure that staff continually receive training and updates as appropriate, taking into account consideration and advice of local and national professionals, associations, and bodies.
|6. Information about how equipment and facilities to support children and young people with special educational needs will be secured.
The school premises have:
· Disabled toilets and changing facilities
· The site is accessible to wheelchairs, although additional adult assistance may be required.
Specialist equipment for pupils with visual impairments can be accessed through Integrated Sensory Support Service (ISSS) and resources can be modified to meet their needs. The same applies to pupils with physical impairments; specialist equipment tailored to their needs can be provided through Integrated Physical and Sensory Support Service (IPaSS) and Occupational Therapy services.
In some cases, parents and carers take the lead, i.e. through the GP for referrals to other services.
|7. The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child.
The school encourages parents to be part of their child’s education. Parents of children with SEN will meet their class teacher and / or SENCO on a termly basis. At our school we also encourage an ‘open door’ policy. We always ensure that parents can meet with their child’s teacher between planned dates if they feel the need.
Parents and carers are invited to be involved in:
· Awards afternoons and celebrations
· Parent Consultations
· Annual Review of Statements or Education Health Care Plans
|8. The arrangements for consulting young people with special educational needs about, and involving them in, their education.
All children, regardless of SEN, are aware of their next step. Children who have additional needs have targets, which are shared, discussed, and worked upon with those members of staff who are providing their additional support. Pupils with a Statement or Education Health Care Plan are invited to contribute to meetings, through written reports or presentations as appropriate.
|9. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at school.
Parents who wish to make a complaint are strongly encouraged to speak to the Head Teacher. If the issue cannot be resolved or the complaint is regarding the Head Teacher, then the parent should address them to the Chair of Governors via the school office. The complaints procedure will be found on the school’s website in the near future.
|10. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.
In order to meet the individual needs of a child the school works with and advice is sought from a range of external support services including:
· Cluster SEN Consultant
· Education Psychologist
· Speech and Language Therapist
· Visual impaired/sensory support services
· School Nurse
· Health, and other colleagues, to support the child’s academic and social progress as appropriate.
|11. The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32.
If parents are concerned or worried about their child who is currently at Bugthorpe Primary School they should initially make contact with their child’s class teacher, and then then SENCO, Mrs Laura Battle.
|12. The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living.
· Transition meetings and visits by teaching staff to pre-school settings are arranged to ensure continuity of provision.
· Transition with school (EYFS-KS1 and KS1-KS2) includes discussions between teachers and meetings with parents. Pupils also spend time in their new classroom as part of the process.
· Information-sharing and planning meetings with the SENCO’s from the secondary schools.
· Opportunities for the child and parent to have supported visits to the new setting.
|13. Information on where the local authority’s local offer is published.
Further help and support for families can be found via the Local Offer from the East Riding of Yorkshire Council at: