Lark Hill Primary School Offer for Special Educational Needs and Disability.
At Lark Hill Primary School, we strive to support all pupils to enable them to achieve the very best that they can at school. All our pupils receive quality first teaching. This means that a range of teaching and learning approaches are used and that appropriate learning objectives are set for all pupils with a curriculum matched to their needs.
Our SENCO (Special Educational Needs Coordinator) is Mrs Sarsfield who can be contacted at email@example.com
All our classes are supported by teaching assistants and pupils are also offered small group work or catch up programmes if needed. Some pupils are supported to develop their social skills or to improve their emotional well-being through work with our Learning Mentor.
The progress and attainment of every pupil is reviewed every half term by the Head teacher and class teacher at which time provision may be adjusted to meet identified needs. Parent/Carers are informed about their children’s general progress through Parent’s Evenings that take place twice a year and through a detailed written report on your child at the end of the year.
If a child continues to have difficulty after interventions or has a high level of additional need when they join the school, they may be considered to have Special Educational Needs. Parent/Carers may have concerns about your child and feel that they need additional help. This information sheet has been designed to inform you of the types of support available for your child at Lark Hill Primary School. It will give you information on who can help and how this support can be accessed.
Children and Families Bill 2013.
The Children and Families Bill took forward the government’s commitment to improve services for vulnerable children to support strong families. It underpinned wider reforms to ensure that all children and young people can succeed, no matter what their back ground. The Bill intends to reform the systems for adoption, looked after children, family justice and special educational needs (SEND).
The Local Offer.
The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and/or disabilities and their families. This easy to understand information set out what is normally available in schools to help children with lower-level SEND as well as the options available to support families who need additional help to care for their child.
The school offer is part of the wider Local Authority Offer, and is based on the requirement for all schools to outline the support available to children with SEND and/or disabilities.
The School Offer.
At Lark Hill Primary School we believe all children are unique and all children are special. We recognise each child as a unique individual with his or her own personal talents, experiences, learning styles and needs. We value their abilities and achievements, and are committed to providing an effective learning environment which promotes their intellectual and personal development. We are an inclusive school – we wish to see children of all abilities, talents and disability educated together. We aim to enable all children to participate fully in school life.
Our experience has helped us realise the positive benefits that inclusion brings, enriching and strengthening our community. Where children have additional needs the whole school community is committed to supporting them.
All teachers here are teachers of children with SEN and/or disabilities. We seek to support all children’s’ access to the curriculum so that they have the opportunity to progress and achieve success. We strongly believe in involving the children and you as their parent/carer in a helpful working partnership with us.
In order to make our ‘school offer’ accessible and user friendly, we have structured the information around a set of ‘Frequently Asked Questions’.
SEND – Frequently Asked Questions
- Admissions information provided by parents and previous schools and settings
- Concerns raised by the Parents/Carers, teachers or the child
- Ongoing marking and assessment by the class teacher identifying lack of progress or concerns in certain areas of the curriculum or through in-house language and motor skills assessments
- Information provided by external agencies including health diagnosis through paediatrician, speech and language assessments or through Early Help and Prevention teams that offer support to families
- Observations by staff in school identifying barriers to learning.
- difficulty acquiring literacy or numeracy skills
- social, emotional or behavioural concerns
- speech and language concerns
- difficulties with fine or gross motor skills
They are available after school for informal conversations but can make a longer appointment with you at a time that is mutually convenient.
- If you have further concerns, contact Mrs. Williams who is the school’s SENCO as well as Head teacher. Appointments can be made through the office (Telephone number: 0161 480 6295)
- In some cases, a CAF (Common Assessment Framework) will be completed with Parents/Carers to get a fuller picture of a child and to prioritise their needs. The CAF assessment can then be used, with parental permission, to refer to outside agencies such as Speech and Language so that a more specialised assessment can be completed. In some cases, if several barriers to a child’s learning are identified, then a TAC (Team around the Child) meeting will be arranged where relevant agencies are invited along with Parents/Carers to plan a package of support to help the child.
- Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
- Each pupil is unique and therefore may have a plan best suited to their individual needs.
- If a pupil has needs related to more specific areas of their education, such as phonics, numeracy, literacy, speech and language, social skills development or motor skills, then the pupil may be placed in a small intervention group. This will be run by the class teacher, a specialist teacher or one of our teaching assistants. The length of time of the interventions will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to check the effectiveness of the provision and to inform future planning for the pupil. These interventions are recorded in the pupil’s record file.
- The class teacher will meet with you at Parents’/Carers’ evening in the Autumn and Spring Term and is available to meet with you following end of year reports. The class teacher and SENCO are available to meet you to discuss ongoing concerns and to update you on progress with interventions.
- Occasionally a pupil may need more expert support from an outside agency such as Learning Support Service, Speech and Language Service, Occupational Therapy service, Educational Psychologist, Behaviour Support Service or Primary Jigsaw. Parent/Carers will be invited in to discuss the concerns and following a discussion them, a referral will be made with their consent and forwarded to the most appropriate agency.
- Our SENCO oversees all support and progress of any child requiring additional support.
- The governors of Lark Hill Primary School are responsible for entrusting a named person, Mrs. Williams to monitor SEND and Safeguarding and Child Protection procedures. The responsibility of the governors is to provide both support and challenge to the head teacher and staff so that the school is as inclusive as possible and that all pupils and staff are treated in a fair and equitable way. The governors monitor and review the accessibility plan and all other statutory policies as defined by the Department for Education.
Pupil progress meetings are held each term. This is a meeting where the class teacher meets with the Head teacher to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
After a series of assessments, a programme of support is usually provided to the school and Parents/Carers. This could include additional advice for the class teacher or more specialised one-to-one support within school, including additional one to one support from a teaching assistant to support your child in class.
For some children with significant additional needs, this could include a personalised timetable to accommodate additional interventions that they need.
- Teaching assistants may be allocated to work with the pupil in a one to one or small interventions group to target more specific needs.
- If a pupil has been identified as having SEND, targets will be set according to their area of need. This may be in the form of an individual plan to best suit their needs.
- These plans will be discussed with Parents/Carers and the pupil if appropriate. The targets will be discussed with the child in a format that can encourage responsibility and challenge them to achieve specific goals. The targets will be monitored by the class teacher and reviewed during the year with parents and the pupil, though this may not necessarily be at the same time.
- If appropriate, specialist equipment may be arranged for the pupil to aid their learning e.g. pencil grips, easy to use scissors, specialist seating or ‘sit and move’ cushions.
- Parent/Carers will be able to formally discuss their child’s progress at Parent’s Evenings but as we have an ‘open door’ policy, Parents/Carers are always welcome but may have to make an appointment to speak to their child’s class teacher or the Head teacher whenever they have a concern.
- Each child will receive a detailed written report at the end of each academic year. In addition, all parents with children who have an identified special need, will meet with the class teacher (and in some cases, specialist teachers providing additional support) on a regular basis to review and update IEPs. This may be done during one of the formal Parent’s Evenings that takes place during the year or more likely at an additional meeting.
- Appointments with either the class teacher or the Head teacher can be made by contacting the school office on 0161 480 6295
- The class teacher may suggest ways of how you can support a child at home. This is in addition to home learning advice which is provided each half term and information meetings on helping your child with reading or maths.
- Parent/Carers may be given specific advice to support their child’s learning further during Review meetings which are held to discuss progress and to set new targets for learning
- The class teacher or the Head teacher may meet with Parent/Carers to discuss how to support their child with strategies to use if there are difficulties with the child’s behaviour or if they need additional support to improve their emotional health or well-being. This could include signposting them to a member of the Primary Behaviour Support Service or Primary Jigsaw to offer more specialist advice.
- If outside agencies or the Educational Psychologist have been involved, suggestions and programmes of study are normally provided that can be used at home.
- Members of staff such as the class teacher, Mrs. Sarsfield (our Learning Mentor) and Mrs. Williams are readily available for pupils and their parents who wish to discuss issues and concerns.
- Lessons are planned for all year groups to support understanding of feelings and emotions, along with where to access support if needed.
- Sarsfield (our Learning Mentor) works with small groups and individual children on a variety of nurturing activities, including time for children to discuss their concerns, developing social skills with our youngest pupils, and supporting transition to secondary school for some pupils that need additional time to support a successful transition.
- Specialised supports for some pupils through, for example, Behaviour Support Service and Primary Jigsaw. This can include one to one support for a number of sessions, normally taking place within the school day, along with support and advice for Parents/Carers.
- We have a positive approach to all types of behaviour management and a consistent system of rewards and sanctions.
- This is understood by children and staff and followed consistently.
- If a child needs support with behavioural difficulties, strategies are identified in consultation with professionals, Parents/Carers and pupils and are outlined in their Individual Behaviour Plan (IBP) or Access Plan. This is reviewed on a regular basis with the class teacher, Parents/Carers and the pupil.
- Behaviour needs that are consistent or of a high level of concern are recorded and then referred directly to the Head teacher. Parents/Carers are contacted so that school and home can work together to improve behaviour.
- Our exclusion rate is very low. It is reported to governors termly. On the very rare occasions that we have made an exclusion we have seen a long term improvement and Parents/Carers have ensured that this is an effective measure by supporting us.
- Our administrative team works closely with the Education Welfare Officer to monitor lateness and attendance.
- The school has a structured system for following up concerns around attendance and lateness and aims to work in a supportive way to overcome obstacles to full attendance. This could include TAC (Team around the Child) meetings to support a family to improve their child’s attendance.
- The school’s Medicines in School policy is in line with guidance from the Local Authority and can be found on our website.
- Staff have regular training and updates of conditions and medication so that they are able to manage medical situations that may arise. This includes asthma training and has included training on the use of EpiPens when needed.
- If a pupil has a specific medical need, then a detailed Care Plan is compiled with the school nurse and in consultation with Parents/Carers.
- Our school environment is fully accessible. We have an old wet room area for use by any pupils with additional medical needs.
- We have a strong link with the Ethnic Diversity Service to enable us to support children with English as an Additional Language.
- The Accessibility Plan is available on the school website – this is updated with staff and governors on a regular basis.
- We believe that all children should be included in all parts of the school curriculum.
- We aim for all children to be included on school trips and will endeavour to provide the necessary support, making reasonable adjustments.
- A risk assessment is carried out prior to any off site activity to ensure that everyone’s health and safety needs are accounted for. This may include additional one to one support to enable a child to take part in a trip.
- In the very unlikely event that it is considered unsafe for a child to take part in an activity, alternative activities will be arranged that will cover the same curriculum areas.
These can include:
- School Nurse
- Educational and Clinical Psychologists
- Speech and Language Therapists
- Occupational Therapists
- Sensory Support Service
- Ethnic Diversity Service
- Signpost Young Carers
- Social Services
- Learning Support Services (LSS)
- Behaviour Support Services (BSS)
- IASS (Independent Advice and Support Network)
- Parents in Partnership Stockport (PIPS)
- Primary Jigsaw (Emotional Health and Wellbeing)
- CAMHs (Child and Adolescent Mental Health Services)
An Educational Psychologist is allocated to the school. He/she normally only works with pupils who have significant additional needs. The psychologist will provide advice to both Parents/Carers and the school once assessments and observations have been completed.
- Mrs. Williams has the SENIOS qualification (National Award for Special Education Needs).,/li>
- Mrs. Gabbitas who works alongside Mrs. Williams in the SEND area, is currently working towards achieving the National Award for Special Educational Needs Co-0rdination at Manchester Metropolitan University. She previously achieved her Post Graduate Certificate in Specific Learning Difficulties.
- The majority of staff have received training in Restorative Approaches and we hope to develop this further within the school.
- Several members of staff have received training to support children with additional needs within the classroom, including children with specific learning difficulties, ASD, ADHD and Attachment disorder. Some support staff have received additional training on ways to support children with speech and language difficulties, literacy and numeracy difficulties.,/li>
- All staff receive regular training to develop their skills in addressing pupil misconceptions in maths and literacy, phonics training and training in managing pupil behaviour.
- We encourage all new children to visit the school prior to starting so that they can become familiar with the staff and our working environment. This will include transition sessions for parents and children and home visits from staff in our Foundation Stage prior to starting school
- If necessary and appropriate, we can arrange additional visits for children with specific transition needs. We are happy for Parents/Carers to request these.
- Mrs Williams and Mrs. Greenaway are happy to meet parents for further discussion on specific needs prior to their child starting school. All pupils in school have transition sessions with their future class teacher during the summer term, with Parents/Carers invited to meet their child’s future class teacher at a new parents event
- For transition to high school we liaise with the schools involved and arrange visits and additional visits if needed. Mrs. Sarsfield, our Learning Mentor, will also support some children, who may need that little bit extra, in numerous ways at this important transition time.
- We have handover meetings with SEN staff from our feeder schools, Stockport Academy and Kingsway Secondary School and liaise with the SEN departments of other high schools as necessary to ensure that we share our in-depth knowledge of each child with SEN.,/li>
- All relevant paper work is transferred via a safe system.
- The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependent on an individual’s needs. The Head teacher decides on the budget for SEN in consultation with the school governors, on the basis of the needs of the children currently in the school.
- Resources are allocated, including the deployment of staff for individual pupils or groups of pupils, based upon an assessment of needs for each pupil following pupil progress meetings. This will include a discussion on children already receiving extra support, children needing extra support and children who have been identified as not making as much progress as would be expected.
- The allocation of our budget is monitored by the governors and the Local Authority. All resources and training and support are reviewed regularly and changes made as needed. ,/ul>
- The class teacher and SENCO discuss the child’s needs and the support that would best enable them to learn.
- Different children require different levels of support and these can be quite specific to individuals. Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside agencies.
- We take account of the ongoing dialogue that we encourage staff to have with Parents/Carers. During their time at Lark Hill Primary School, if further concerns are identified due to the pupil’s lack of progress or well-being, then other interventions will be arranged.
This may be through:
- Discussion with the class teacher; informally or during parent’s evenings
- Discussion with Mrs. Williams, Mrs. Sarsfield or with other professionals
- Contribution to their child’s IEP and through invitations to review meetings relating to their child,/li>
- Teachers discuss targets and feedback with individual children.
- We have introduced the One Page Profile to provide the opportunity for the child’s voice to be heard.
- When reviewing IEPs, IBPs or Access Plans, children are encouraged to contribute to their strengths, the ways that they prefer to learn and to their areas for development if appropriate.
- Some of the older children are invited to contribute their views to TAC (Team around the Child) meetings if appropriate
- Children are encouraged to talk to staff if they have any concerns, in particular, relating to their emotional health and well-being. The school council is regularly asked to feedback on any aspect of school life that they may be worried about or that can be improved.
Who can I contact for further information?
- The first point of contact is your child’s class teacher.
- Your next point of contact is the SENCO, Mrs Sarsfield, or the Head teacher, Mr. Kelly. Appointments can be made by contacting the school office or by telephoning 0161 480 6295
- Mr. Kelly and members of staff from the Foundation Stage are happy to speak to prospective parents. Please contact the School Office to arrange an appointment
You can email the Headteacher at the following address:
You can also contact
firstname.lastname@example.org (Which is for parents or carers to communicate with the LA about SEND issues)
- The Together Trust, Schools Hill, Cheadle, Stockport. SK8 1JE
- Telephone: 0161 – 286 – 4230
- Opening hours: 8:30 – 5pm Mon-Fri, by appointment only
Parents in Partnership Stockport
Please read in conjunction with the Accessibility Plan 2015-2017.
Our Special Educational Needs Policy and Disability Policy can be found on the Policies page of this website.
Stockport as a LA are very keen to hear more from parents. Please have a read of the latest Stockport SEND newsletter.
Please also read the Stockport Entitlement Framework