S.E.N.D. Local Offer

Provision to facilitate/support access to the curriculum/independent learning:

• Small group support in class from teacher or TA
• Facilitating access to learning through the appropriate differentiation of tasks and activities
• Extensive use of visual support
• Provision of individual/visual timetables and checklists
• Provision of sand timers where appropriate
• Individual targets
• Scaffolding e.g. writing frames, story maps
• Additional resources if appropriate

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
• Use of interactive whiteboards
• Regular access to computers, laptops and iPads
• Provision of resources to enhance independent learning including high frequency word lists, easy grip writing tools and multi-sensory resources.
• Supportive computer programmes

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
• Provision of table top resources to ensure that learning is multi-sensory and practical

Strategies to support/develop literacy including reading:

• Small group reading support in class through guided reading and individual reading
• Reading support outside of class from volunteers
• Additional small group literacy support from Teaching assistant
• Differentiated and multi-sensory activities
• Handwriting development programme implemented through KS1
• Provision of table top packs, containing high frequency word mats and phonics sound mats.

Strategies to support/modify behaviour:

• Consistent school wide implementation of the school’s behaviour policy
• SEN 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
• Wide range of pastoral support to support children’s behaviour in and beyond the classroom including Pupil Parent Support Worker, Place2Be
• 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: New Woodlands Outreach support, the EP, CAMHS, TFS

Strategies to enhance self esteem/promote emotional well being:

• Learning skills programme (Gem Powers)
• Values Education
• Circle Time
• Regular liaison between staff including Children’s Centre when there are concerns regarding individual families/children.
• 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.
• Open door policy for parents

Support/supervision at unstructured times of the day including personal care:

• Trained midday meals supervisor in the lunch hall and playgrounds
• Midday meals supervisors initiating and supporting activities during lunchtime
• Responsible People (Year 6s) helping in playground

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 support resources such as writing wedges and pencil rips

Access to medical interventions:

• Regular meetings between SENCO 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
• 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

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
• Implementation of Speech and Language programmes by TAs

Planning and assessment:

• Class provision maps
• Individual targets
• Differentiated learning activities
• Multi-sensory opportunities
• 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 individual targets.

Engagement with parents/carers – Liaison/communication with parents:

• Opportunities to meet the teacher at the start of the academic year
• Open door policy for parents to meet class teacher or senior management
• Regular progress meetings with parents/carers by class teacher and SENCO
• TAC meetings convened where a pupil’s/family’s needs are assessed as significant
• Support for parents who have concerns

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
• Sharing of professional reports with parents

Monitoring and evaluating the impact of the ‘additional and different’ arrangements – on progress and outcomes for pupils with SEN:

• Regular pupil progress meetings
• Monitoring of individual targets
• Teacher and TA observations
• Pupil interviews
• Analysing data through in school tracking system
• Regular meeting with parents/carers to review child’s progress