Resources to support home
The school have invested in an online resource called IDL. Your child will be bringing home a letter containing their unique login and password.
This resource has activities to improve your child's Literacy skills. The program works at your child's level of understanding and when used regularly, has been proven to ensure good levels of progress.
Your child has completed a short assessment of their reading and spelling and when they join the program, they will start on the correct level.
We recommend that you sit with your child to make sure that they are understanding the lesson. Talk to them about the game and help them if needed.
We would like your child to access the Literacy activities every day for 20- 30 minutes each in the morning and 20- 30 minutes each afternoon. We will be able to login and check progress .
The Local Offer
Which types of special educational need do you cater for?
We are an inclusive mainstream primary school catering for children and young people with a diverse range of needs. We have worked with children with a range of different special needs within our local community. We consider each child individually and assess whether we feel that we can best meet their needs within our school.
How will you know if my child or young person needs extra help?
Children are identified as early as possible through a rigorous system of on–going assessment. These may be academic assessments raising concerns about progress compared with age related expectations. They are also expressions of concern over speech and language progress, behaviour or emotional well-being, which are highlighted by staff. Any needs identified by teachers or teaching assistants are passed to the Special Educational Needs Coordinator (SENCO), who advises and monitors any specific interventions that are put in place.
What should I do if I think my child or young person needs extra help?
If you have a concern about your child, you should initially contact their class teacher to arrange a meeting after school. They may pass your concern to the SENCO to support and advise. The SENCO – Mrs McQueen – can be contacted through a message via the office on 224 3588 or by email : email@example.com
TEACHING AND LEARNING AND SUPPORT
How will you teach and support my child or young person with SEND?
The school teaches pupils with SEND in accordance with the SEND Code of Practice 2014
It is our aim to give all children the opportunity to access appropriate learning opportunities in an inclusive manner. Our first priority is the provision of high quality class teaching, differentiated to meet the needs of all our learners. Within the class, a range of approaches will be used to allow each child to achieve their potential. These might include alternative forms of recording work, visual prompts, small group or individual teaching. Class teachers and support staff receive regular professional development in order to ensure they understand a range of teaching strategies. We encourage children to reflect on how best they learn as individuals and to identify what they need to learn next to make progress.
The school has a wide range of intervention programmes available to support children who require further support. Some of these interventions are published or commercially available packages of support, such as Catch Up Literacy, Literacy Lab, Fischer Family Literacy and Dynamo Maths. We have introduced Rapid Writing and Rapid Maths across the KS1 and KS2. Others are bespoke/personalised approaches based on best practice guidance, for example social skills or Speech and Language groups and individual programmes, directed by a Speech Therapist.
For those with significant or complex needs, with the permission of parents, the school will seek the advice of a specialist: a Speech and Language Therapist, or an Educational Psychologist.
Where additional levels of support are required, a provision map is created, which will detail what and when the additional support is being delivered. We also monitor the impact of the support. Parents will be fully involved in discussions over what support we plan to provide for their child, why we consider it to be appropriate and the progress made. Some children will have Education Heath Care Plans in place that give greater detail of the way in which other agencies may be working with the school to meet their child’s needs.
How will the curriculum and learning environment be matched to my child or young person’s needs?
All teachers are responsible and accountable for meeting the needs of the learners in their classes. Where pupils have SEND, all teachers will be aware of the pupil’s areas of strength and weaknesses, and will make every effort to tailor their teaching approaches to meet their needs. We use a password protected, assessment system, which highlights pupils with SEND and medical needs. Information about individual pupils with SEND is shared with supply staff via a brief record sheet. Where learners are working at an attainment level below that of their peer group, teachers adapt teaching to ensure that gaps in learners’ knowledge are covered, for example by re-visiting objectives covered in previous year groups. We aim to encourage independence in all learners and this is promoted by ensuring that tasks are matched as far as possible to the strengths of the learners. For those learners who require a more specialist approach to learning, class teachers are encouraged to discuss approaches to differentiation with the school SENCO.
All additional provision for pupils with SEND is overseen by the school SENCO and the Head teacher. Children’s progress is monitored and all the teachers meet on a termly basis with the Head Teacher to consider the child’s next steps.
How are the setting, school, or college’s resources allocated and matched to children or young people’s needs?
In order to ensure that quality first teaching approaches, which are the first wave of provision for learners with SEND, are used fully in each classroom, a proportion of the SEND budget is spent on class based provision. This might take the form of additional physical resources in classrooms. For those requiring other types of provision, funding is used to provide adult support for groups within a class or to deliver intervention programmes.. Funding is matched to the provision required to enable pupils to achieve specified outcomes (i.e. an outcome identified in discussion with teachers and parents or on Education Heath Care Plans). The SEND budget is the responsibility of the Head teacher and SENCO and regular discussion and monitoring takes place to ensure that resources are allocated appropriately and costed efficiently.
How is the decision made about what type and how much support my child or young person will receive? Who will make the decision and on what basis?
When children’s needs are initially identified, a discussion takes place between class teacher and parent. Depending on the actions agreed and support needed, this may be followed by a meeting with the SENCO. When a plan has been agreed, this will be shared with the parents and the child. The way in which a plan is shared with a child may differ according to their age and individual personality. The parents will be fully consulted as to what approach is best for their child. School staff are usually best placed to advice on the nature of the support / provision needed, but occasionally the school seeks the support of other agencies to advice on this. Parents and pupils will be fully involved in decisions about support and provision, and decisions to implement provision which is different from or additional to that received by the majority of pupils. If there are differences of opinion about the nature of support required, the school may seek the advice of external agencies to support the decision making process.
Parents may also access support via IAS
How will you and I know how my child or young person is doing and how will you help me to support their learning?
All school staff have high expectations for all learners. Monitoring of progress takes place on a day to day basis by teachers, and at regular agreed assessment points. Individual pupil's progress is tracked carefully and teachers will quickly identify areas in which a child’s progress is falling behind. For some learners with the most significant needs, regular contact with families takes place, for example through informal conversation as the child is picked up after school or sometimes in home-school books. Formal monitoring of progress takes place half termly. Teachers will contact parents and carers if a cause for concern is raised. This is in addition to parents’ evenings which are offered twice a year, and the annual school report which is sent home in the summer term. For learners with SEND, personal provision plans will be discussed with parents at parent-teacher meetings, and for those with Education Health Care Plans an annual review will be held. Parents are welcome to seek additional appointments to discuss their child’s progress as required. Class teachers are not always available at the end of each school day due to clubs and other school duties, so parents are asked to ring the school office to make an appointment. This ensures quality time is given to these discussions.
How does the setting/school/college assess and evaluate the effectiveness and sufficiency of its arrangements and provision for children and young people with SEND?
The school’s SENCO, along with the Head teacher and other members of the leadership team, undertake regular monitoring of pupil progress and of the effectiveness of provision. The success of intervention programmes in school is monitored carefully to ensure that they provide high quality outcomes and remain good value for money.
Keeping Students Safe and Supporting Their Wellbeing
How do you ensure that my child or young person stays safe outside of the classroom?
Pupil safety is taken very seriously. Information about pupils with SEND is communicated to relevant school staff on a need to know basis. Where risks are identified, measures are taken to limit these, for example supervising a child more closely during the transition between class and care-giver at the end of the day. Additional adults are on duty at playtimes and lunch times to keep a watching eye on more vulnerable children.
How will the setting, school or college manage my child or young person’s medicine or personal care needs?
We are aware that some children with SEND also have medical or personal care needs which require attention during the school day, including the administration of medication. Children with complex health needs will have an individual Health Plan. Our usual protocol for the administration of medication is that, following signed parental consent, a member of staff will safely store the medication and arrange to administer it at the agreed time. Medication is kept in a fridge or in a locked cupboard. In some cases a pupil’s medication may be more appropriately stored and administered in their classroom (e.g. asthma inhalers) When this is applicable, a clearly identifiable safe place in the classroom is chosen.
Staff in school are experienced in supporting pupils to become independent in their toileting, and we would seek in the first instance to support toilet training programmes in place at home. Where toilet training is not appropriate, pupils are encouraged to take as much responsibility as possible for their toileting, and are encouraged to take as active a role as they can. Pupils with limited verbal communication skills are provided with a range of tools to help them communicate toilet needs. For those pupils who wear nappies or continence pads, we request that parents provide us with the appropriate equipment as well as a spare change of clothes in case of accidents. We work closely with families and where appropriate seek the advice of the continence service when meeting pupil’s toileting needs.For those pupils with toileting needs, every care is taken to ensure the pupil’s dignity, particularly in the case of older pupils.
SHARING OF MEDICAL INFORMATION
At the start of each academic year, parents are asked to up-date us on any changes to their child’s health.
For those pupils with more complex medical needs, medical care plans, produced in discussion with parents / carers and health professionals are used and these are held by the class teachers. For those pupils with medical conditions which can present with medical emergencies, a clear and detailed plan is made alongside parents and carers detailing the procedure to be followed in the event of an emergency. This information is held by the class teacher. However, a brief outline is also held in the school office and in the staff room so that other adults can act swiftly in an emergency.
Where pupils need to take extended periods of time off to attend medical appointments, parents are encouraged to discuss how best to support the pupil with the class teacher in the first instance. Sometimes it is appropriate to provide additional “catch up work” for completion at home, at other times it is possible to arrange for appointments to coincide with subjects in which the pupil is stronger. Wherever possible the school will work flexibly to support pupils who miss work due to unavoidable medical appointments or through illness.
Named staff undertakes regular first aid training and relevant staff are trained regularly by the school nurse in the administration of rescue medication such as epi pens and asthma inhalers. When necessary, the school seeks out relevant training to address the specific needs of pupils. A range of mid-day supervisors and school club staff are also trained so that children are safe at all times.
What support is there for behaviour, avoiding exclusions and increasing attendance?
The school has a clear behaviour policy displayed on our website (Click here).
It is implemented consistently and is displayed in all classrooms. Where pupils are unable to follow this policy or require additional support with behaviour, a range of measures are used to support them in adhering to the school rules. A key focus of the school in supporting pupil’s whose behaviour is challenging is to firstly understand this behaviour. Our focus is on proactively avoiding behaviours, de-escalating emotional incidents, and supporting pupils to change their own behaviours. We work flexibly in response to pupil behaviour.
Although they may be seen very much as a last resort, our arrangements for dealing with exclusions are outlined in our Behaviour Policy (Click here)
We would carefully consider the circumstances in which an incident may have occurred, but there are certain behaviours that the school and its governing body would have to consider as grounds for exclusion.
We take active steps to improve attendance. The children receive certificates for full attendance at the end of each term. There is an attendance trophy awarded to the class with the best overall attendance each week. Our Attendance Officer, Mrs Large, works closely with families where attendance is of concern to find holistic ways to improve the situation.
Working Together & Roles
What is the role of my child or young person’s class teacher?
The class teacher has the overall responsibility for pupil’s learning and their day to day wellbeing in school. They are the first port of call for pupils and parents. Class teachers are expected to plan and deliver appropriate learning opportunities for all pupils, and to ensure that any resources in place to support pupil learning are used efficiently (e.g. additional adults, physical prompts, and interventions). Whilst children may take part in additional support groups, the responsibility for the learning of these pupils remains with their class teacher.
How does the setting, school or college ensure that information about a child’s SEND or EHC plan is shared and understood by teachers and all relevant staff who come into contact with that child?
We use a password protected integrated pupil tracking system for all electronic data in school which highlights pupils SEND and medical needs to all staff who log into the system. This system is linked to our registration system meaning that some information about pupil need is visible to staff alongside academic data. Information about SEND needs of pupils are noted on pupil’s information cards.
EHC Plans are shared with class teachers and learning support staff as appropriate. Regular discussions take place over how the child’s needs are being met and whether any changes in provision are needed. The Staff review this formally once per term and feedback to the Head teacher and SENCO. Teachers meet with parents of children with SEND regularly.
Which other services do you access to provide for and support pupils and students with SEND (including health, therapy and social care services)?
The school works with a wide range of services. We have close links with health professionals, for example, Child and Adolescent Mental Health Services (CAHMS), Speech and Language Therapy and Occupational Therapy. We regularly organise multi-agency meetings to discuss pupil’s needs, (e.g. Early Help) and aim to ensure good communication with these groups in order to meet the need of pupils and their families.
Who would be my first point of contact if I want to discuss something?
The child’s class teacher should be the first person contacted to discuss a concern. They will be able to reassure or guide parents as to what the best course of action might be. A follow-up meeting may be arranged with the SENCO.
Who is the SEN Coordinator and how can I contact them?
The SENCO is Mrs McQueen. Parents may telephone the office to make an appointment to see the SENCO. She can contacted by email at: firstname.lastname@example.org
What roles do have your governors have? And what does the SEN Governor do?
The school governors share the responsibility for ensuring the quality of provision across the school. However there is a designated governor for SEND, Miss Bickerton, and she has regular meetings with the SENCO to ensure that all pupils, including those who are looked after, make progress.
We have an active School Council who takes responsibility for sharing pupil views with the Senior Staff. All children have the opportunity to be elected to this body as selected by their class.
What opportunities are there for parents to become involved in the setting/school/college and/or to become governors?
Parents are encouraged to take an active role in the setting. Parent governors sit on the governing body and when their term of office expires, details of how to stand are advertised in the school newsletter. Parents also share their expertise and talents during Y5/6 annual Aspirations week.
What help and support is available for the family through the setting, school or college?
We recognise that the paperwork that often accompanies the provision of a child with SEND can often be daunting. The SENCO is available if parents need more detailed explanations or support. She can signpost parents to other agencies who may be able to offer further help.
If parents prefer, they can contact IAS on 0161 245 7308 for advice and support.
Inclusion & Accessibility
How will my child or young person be included in activities outside the classroom, including trips?
As an inclusive school setting, we seek to ensure that all pupils regardless of need are able to attend enrichment opportunities such as after school clubs, school trips etc. Therefore we work creatively and flexibly to make relevant adaptations to enable pupils with SEND to attend. For example, this might mean offering support to pupils attending after school clubs, booking accessible accommodation for residential trips etc. We have a range of extra-curricular school clubs and activities, which change each term (details available from school).
How accessible is the setting/school/college environment?
Is the building fully wheelchair accessible?
All public entrances to the school are fully wheel chair accessible. The older classrooms have a small step into the room.
Are disabled changing and toilet facilities available?
There are several disabled toilets in school.
Do you have parking areas for pick up and drop offs?
We have a dedicated disabled parking space at the front of the school
The school makes every effort to provide reasonable adjustments to ensure that its facilities are accessible. Pupils with SEND are supported to access the facilities available to their peers, for example by providing large print text for those with visual impairments, providing additional adult support for sports sessions etc. Where required, the school seeks to make reasonable adjustments to the auditory and visual environment for those learners with sensory impairments.
Who should I contact about my child/young person joining your setting, school or college?
All admissions to the Nursery are managed via the school. Admissions to the main school are managed by Manchester City Council .
For information about entry please email the main school office (email@example.com) or phone on 224 3588 to discuss the application process.
How can parents arrange a visit to your setting, school or college? What is involved?
We offer a range of transition visits for new Reception pupils, which take place in the summer term each year. However we encourage the families of pupils with SEND to arrange a separate visit with the school SENCO so that information which specifically relates to your child’s requirements can be shared. This can be arranged by emailing the SENCO (firstname.lastname@example.org).
How will you prepare and support my child or young person to join your setting, school, or college and how will you support them to move on to the next stage?
Prior to entry to our school, it is usual for families of pupils with SEND to visit for an informal tour of the school with the school SENCO. For pupils who will be able to access mainstream learning opportunities, information from this meeting is then shared with the prospective class teacher. For those pupils with a higher level of need if it is agreed at this point that the school is able to meet the pupil’s needs, a multi-agency meeting is held. This meeting is an opportunity for families and professionals to share information about the pupil and for actions to be set to ensure the pupil is appropriately included. Following this meeting, the school considers the provision necessary and if appropriate takes steps to acquire any resources needed to implement the provision. The action plan is then reviewed either prior to entry or shortly after.
TRANSITION TO NEW SETTINGS
Wherever possible we prepare pupils for transition to new settings in a manner most appropriate to the individual. For some pupils this takes the form of additional visits to the new setting, for others this might be working through materials which address key aspects of the new setting. We work closely with families at this time to ensure consistency of information. We have good links with our local high schools and work closely with the staff from those settings.
What other support services are there who might help me and my family?
The school SENCO is Mrs McQueen and can be contacted at email@example.com.
IAS can be accessed by following this link Parents@manchester.gov.uk
When was the above information updated, and when will it be reviewed?
March 2020 and will be updated in July 2021
Where can I find the Manchester Local Offer?
From 1st September 2014, the Manchester Local Offer can be found at http://manchester.fsd.org.uk
What can I do if I am not happy with a decision or what is happening?
As a school we encourage parents to address any worries or concerns initially with the class teacher, and then if they are unable to help, with a senior member of staff such as the SENCO. In the vast majority of cases we find that by talking things through we are able to find solutions to most problems. However, if after discussing your concerns with these people, a parent remains unhappy with any aspect of the school’s performance, they should contact the Head teacher who will explain how they might proceed.
Useful contact information:
Who to Contact in Manchester
SEND Local Offer: Who to Contact in Manchester
Telephone: 0161 209 8356
For free confidential and impartial information, advice and support about any matters relating to Special Educational Needs and Disabilities of children and young people up to the age of 25 years.
Please contact the service if you wish to access an
to help you prepare for an Education, Health and Care Plan.
Telephone: 0161 245 7439
Enquiries about requests for Education, Health and Care Plans including conversions of SEN Statements.
Telephone: 0161 219 6400
Enquiries about home to school transport for children with statements of SEN or EHC plans. Please note that telephone enquiries are answered by Environment On Call.
Enquiries about short breaks for children and young people with SEND.
Central District: Telephone: 0161 245 7180
South District: Telephone: 0161 998 7280
Parental Engagement Team
Enquires about promoting or demonstrating the Local Offer to parents and Professionals.
Telephone:0161 234 1946
Central: 0161 234 1975
South: 0161 234 1977