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Southdale Church of England

Junior School

Wakefield Local Offer

Southdale C of E Junior SCHOOL Local Offer for Children with Special Educational Needs and/or Disabilities.

 

In September 2014 the Government introduced changes to help support children and young people with special educational needs and their families.

As part of this, the Local Authority has a duty to produce a Local Offer.  The Local Offer will be available primarily on line to help you find information about the services, activities and support available to in the local area for children and young people with Special Educational Needs or Disabilities and their families.  This will include health, social care, education and leisure including information from charities and support groups.

In Wakefield District, a Local offer has been produced in conjunction with parents, carers, colleagues from health and the voluntary sector and can be found at http://wakefield.mylocaloffer.org

Southdale is contributing to the Wakefield Local Authority’s Local Offer in the following way:

We have specific school policies that give detailed information on the following:

  • Special Educational Needs policy
  • Accessibility plan
  • Admissions policy
  • Auxiliary aids and Equipment information

Key staff:

  • Acting Headteacher- Mr S Blake
  • Special Educational Needs Co-ordinator (SENCo)- Mrs R Randall

 

 

 

 

 

 

Frequently asked questions.

1. Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs/Disability (SEND)?

And how can I talk to them about my child if I need to?

2. How will we support your child with identified special needs starting at school?

3. How can I let the school know I am concerned about my child’s progress in school?

4. How will the school let me know if they have any concerns about my child’s learning in school?

5. How is extra support allocated to children?

6. Who are the other people providing services to children with SEN in this school?

7. How are the adults in school helped to work with children with an SEND and what training do they have?

8. How will the teaching be adapted for my child with learning needs (SEN/ and or disabilities)?

9. How will we measure the progress of your child in school? And how will I know about this?

10. What support do we have for you as a parent of child with an SEN/and or disabilities?

11. How have we made this school physically accessible to children with SEND?

12. How will we support your child when they are leaving this school? OR moving on to another class?

 

 

 

 

 

 

 

  1. Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs/Disability (SEND)? How can I talk to them about my child if I need to?

Class/subject teacher (s/he is recommended as the first point of contact if you have any concerns).

 

 

 

 

 

 

 

 

 

 

 

 

 

The Special Educational Needs Co-Ordinator (SENCO)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Support Assistant (LSA) may be allocated to some pupils with SEN and or disabilities)

 

 

Head teacher

 

 

 

 

 

 

 

 

SEND Governor

S/he is responsible for:

  • Ensuring that all children have access to high, quality inclusive teaching which fulfils their responsibility for meeting the needs of pupils with SEND in their classroom.
  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support, adapting resources etc..) and  discussing amendments with the SENCO as necessary.
  • Writing One Page Profiles (OPP), and sharing and reviewing these with parents at least once each term and planning for the targets.
  • Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress.
  • Ensuring that all staff working with your child in school are supported in delivering the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND. (This policy will be reviewed annually.)

Contacted by: speaking to them at the end of a school day to arrange an appointment or telephoning the school.

 

She is responsible for:

  • Coordinating all the support for children with special educational needs (SEN) and or disabilities, and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are:
    • involved in supporting your child’s learning
    • kept informed about the support your child is receiving
    • involved in reviewing how they are progressing
    • involved in planning ahead for them
  • Liaising with all the other people who may be coming into school to help support your child’s learning.
  • Updating the school’s SEND record of need, (a system for ensuring all the special educational, physical and sensory needs of pupils in this school are known) and making sure that there are records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEN and/or disabilities in the school) to achieve their potential.
  • Supporting your child’s class teacher to write One Page Profiles (OPP) that specify the targets set for your child to achieve.
  • Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.

Contacted by asking the class teacher to arrange for them to contact you or by telephoning the school to make an appointment.

 

 

A Learning Support Assistant (LSA) may be deployed to support pupils with SEND in a variety of ways.

This may involve working 1:1, small group work or targeted intervention.

 

 

 

S/he is responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND. S/he will give responsibility to the SENCO and class/subject teachers but is still responsible for ensuring that your child’s needs are met.
  • S/he must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
  • Budget for SEND.

Contacted by a personal request made before school in the playground or telephoning the school for an appointment.

 

 

She is responsible for:

  • Making sure that the school has an up to date SEND Policy
  • Ensure appropriate budget is in place to discharge its duties to arrange provision for pupils with SEND.
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school
  • Making sure that the necessary support is made for any child who attends the school who has SEN and/or disabilities.
  • Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure your child achieves his/her potential in school.

Contacted by writing to the SEN Governor via the school office.

 

 

  1. How will we support your child with identified special needs starting at school?
  • We will first invite you to visit the school with your child to have a look around and speak to staff
  • We encourage open discussions around your child’s placement and how we can best support their start in school.

 

  1. How can I let the school know I am concerned about my child’s progress in school?
  • If you have any concerns we recommend you speak to your child’s class teacher initially, and at the earliest opportunity.
  • If your concerns continue and you feel that your child is still not making progress you should speak to the SENCO or Headteacher.
  • Additionally you may want to speak to the school SEND Governor.
  • Above all please feel you can communicate with us.

 

 

 

  1. How will the school let me know if they have any concerns about my child’s learning in school?
  • We will maintain close communications with you to discuss
    • Any concerns we may have
    • To discuss how we could work together, to support your child at home/school.

 

 

  1. How is extra support allocated to children and how do they move between the different levels?
  • The school budget, received from Wakefield LA, includes money for supporting children with SEND.
  • The Head Teacher, the Senior Leadership Team and the SENCo discuss all the information they have about SEND in the school, including
    • the  children receiving extra support already
    • the children needing extra support
    • the children who have been identified as not making as much progress as would be expected.

And decide what resources/training and support is needed.

  • All resources/training and support are reviewed regularly and changes made as needed.

Support may be given in a variety of ways and is sometimes designed to encourage the child to develop the skills of independent learning and build confidence as well as supporting their maximum progress; your child’s individual support will be discussed with you regularly.

 

  1. Who are the other people providing services to children with SEN in this school?
  1. Directly funded by

the school

 

 

  1. Paid for centrally by the Local Authority but delivered in school

 

 

 

 

 

 

 

 

 

 

  • Learning support assistants 1:1 or small group.
  • Educational Psychologist time

 

 

  • Learning Support Service
  • Sensory Service for children with visual or hearing needs
  • Communication interaction access team
  • Speech Language Therapy
  • Occupational Therapy
  1. How are the adults in school helped to work with children with an SEND and what training do they have?
  • The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school.
  • Whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with a SEND.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g from the Learning Support Service
  • Individual training for an identified staff member linked with the needs of a child with special educational needs and/or disabilities or identified through the performance management process.

 

 

 

 

 

  1. How will the teaching be adapted for my child with learning needs (SEN/ and or disabilities)?
  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that learning tasks are differentiated to enable your child to access their learning as independently as possible.
  • Support staff can implement the teachers modified/adapted 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 and increase your child’s access to what is on offer.

 

  1. How will we measure the progress of your child in school? And how will I know about this?
  • Your child’s progress is continually monitored by his/her class teacher who has ultimate responsibility for their learning.
  • The progress of children with a statement of SEN/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The Assessment Co-Ordinator will also check that your child is making good progress within any individual learning and in any group that they take part in.

 

  1. What support do we have for you as a parent of child with an SEN/and or disabilities?
  • We have an open door policy for discussion regarding provision for your child in school.
  • The SENCO (or Head teacher) is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • We will share information with you regarding your child
  • One Page Profiles’s will be reviewed with your involvement

 

 

 

 

 

  1. How have we made this school physically accessible to children with SEND?
  • Most of the school is accessible to children with physical disability; the classrooms being all on one level.
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • We have disabled toilet facilities.

 

  1. How will we support your child when they are leaving this school? OR moving on to another class?

We recognise that ‘moving on’ can be difficult for a child with SEN/and or disabilities and take steps to ensure that any transition is a smooth as possible. 

 

  • If your child is moving to another school:
    •  We will contact the new school’s SENCO and ensure s/he knows about any special arrangements or support that need to be made for your child.
    •  We will make sure that all records about your child are passed on as soon as possible.
    • Where ever possible we will arrange extra transition days with the new school
  • When moving classes in school:
    • Information will be passed on to the new class teacher IN ADVANCE and in all cases, a planning meeting will take place with the new teacher.
    • If your child would be helped by a book to support them understand moving on then it will be made for them.
  • In Year 6
    • The SENCO will attend the Primary Transition Day to discuss the specific needs of your child with the SENCO of their secondary school
    • Your child will attend a small group in school, to support their understanding of the changes ahead. This may include creating a ‘Personal Passport’ which includes information about themselves for their new school.
    • Where possible your child will visit their new school on several occasions and in many cases staff from the new school will visit your child in this school.

 

 

 

 

 

 

 

 

 

GLOSSARY OF TERMS

 

SEND

Special Educational Needs and or disabilities

OPP

One Page Profile

SEN support

For children who are receiving additional support for SEN but do not require an EHCP

SEND Code of Practice

The legal document that sets out the requirements for SEND

EHC plan

Education, Health, Care Plan

SALT

Speech and Language Therapist

CAMHS

Child & Adolescent Mental Health Service

EP

Educational Psychologist

SENCO

Special Educational Needs Coordinator

ASD

Autistic Spectrum Disorder

 

 

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