S.E.N.D. Local Offer
Marvels Lane Primary School
Special Educational Needs and Disability (SEND)
Marvels Lane Primary School is an inclusive school. We ensure that pupils are included in all aspects of learning and school life throughout our school.
From time to time some children require additional support for a set period of time to help meet their needs or improve their learning. The decision to do this is made by the school and is based on a variety of factors including academic progress, and/or assessments carried out by teaching staff or other professionals. It may also be based on ensuring children have a smooth transition into school or require support when going through significant change either at home or school. Parents/carers will be informed when this happens.
Some children will require support for a longer period of time to ensure they can access the curriculum effectively and be included fully in classroom learning and school events. Support will be planned by school staff and where appropriate by external professionals. Parents/carers will be kept informed about this support
Children who require support in terms of their acquisition of English are not considered SEND pupils but as they may require additional support their needs are reflected in our local offer.
Our Local Offer describes the range of provision and support available to support identified children as and when appropriate. This Offer is subject to change depending on budgetary constraints and policy review.
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
At times the school may purchase additional support services from the Health and Local Authority. These are time limited resources and may not be available each academic year
Services to whom we refer have variable waiting times and apply their own criteria for acceptance
Click here to download the Policy for SEN and Inclusion.
Click here to download the Governors’ Report on SEND.
Click here to download the Accessibility Plan 2013-2016.
Click here to download the local offer.