What is the local offer?
Our local offer is information for parents/ carers of children who have Special Educational Needs or Disabilities and those who support children with additional needs. This information outlines the support and provision they can expect to receive, if they choose Tewkesbury C of E Primary school for their children.
What can I expect if I send my child to Tewkesbury C of E Primary school?
An approach to learning, with the relevant support and adjustments, that will maximise your child’s learning as Tewkesbury C of E values every child as an individual and wish for the best possible outcomes for all children. We strive to enable all pupils, regardless of need, to make the best possible progress. The school seeks to raise the achievement, remove barriers to learning and increase physical and curricular access to all through good quality teaching.
All children with special educational needs or disabilities are valued, respected and considered equal members of the school and sometimes additional support is needed to enable them to strive to make the desired progress.
Provision for each child is met on an individual basis. Some children will have support in class; others will be withdrawn for short periods to cover bespoke intervention programmes and/or individual work, while some work on a differentiated curriculum in groups.
How does our school identify that children have special educational needs?
There are three ways in which the school identifies children with special educational needs:-
1. Through regular assessments and observations, staff members have the opportunity to reflect whether your child has a special educational need or disability, this may be because they are not making the expected progress or due to other information collated. Observations, monitoring along with using the relevant Gloucestershire SEN Criteria will then help to identify what is causing the difficulty.
2. If you inform us of any needs identified by external agencies or you feel your child has a special educational need and/ or disability we will discuss this with you and look into it.
3. We can also receive information from the child’s previous pre-school/school. When a child has already been identified with Special Educational Needs and/or Disabilities ( SEND ) before they start here, we work with the people who already know them and use the information already available to identify how best to support your child.
What are the first steps our school will take if special educational needs are identified?
The progress of all children is monitored regularly by class teachers and the senior leadership team and the SENDCo, so that when a pupil is not making expected progress in a particular area of learning the school can quickly identify the need for additional support. The SENDco (along side the head teacher and SENDco team) then co-ordinates all relevant support for children with SEN. This includes additional adult support, intervention, tracking and collaboration with outside agencies. This will then be discussed with parents/ carers and the pupil concerned. As a school we share progress and your child’s needs in regular parent evenings and review meetings, In these meetings we will discuss with you next steps and what you can do to help your child. Should your child require additional needs or we need further help from specialist services, such as the Advisory Teaching Services, School Nurse or an Educational Psychologist this again will be discussed with a ‘the team around the child approach’ which includes the parents and carers .
What should parents/ carers do if they think that their child has SEND? How can they raise concerns?
It is always best to talk to the child’s teacher first. The class teacher is responsible for keeping records on your child and their progress, therefore is able to discuss and explain what specific areas and targets your child is working on. plus maybe able to organise and implement wave two interventions.
If you have concerns they can be discussed either at termly Parent’s Evenings or by arranging another formal appointment. (Teachers regularly liaise with our special needs and disability co-ordinator ( SENDCo) as appropriate). If you have further concerns in regards to specific difficulties or have questions regarding progress you could speak to the Special Educational Needs and Disabilities Co-ordinator team (SENDCo) or the Head teacher.
How will our school teach and support children with SEN?
Tewkesbury C of E values every child as an individual and wish for the best possible outcomes for all children. We strive to enable all pupils, regardless of need, to make the best possible progress. The school seeks to raise the achievement, remove barriers to learning and increase physical and curricular access to all through good quality teaching.
Provision for each child is met on an individual basis as we follow the Gloucestershire Graduated Pathway…
*All children will have support in class through quality first teaching which includes differentiation through resources,support and activities;
*A range of children from each class will have extra teaching or a learning intervention within the classroom for short periods to cover basic strategies and fluency of skills through post and pre teaching tasks. These intervention tasks are led by the class teacher and linked to tasks completed within the class by the class teaching assistant in the morning.
*Some selected children will complete bespoke well researched SEN intervention programmes and/or individual work within the schools foundation group or social, emotional and physical groups. These are led by the SEND team and communicated to parents through myplan meetings.
*A few children are supported on a 1:1 or small group basis within the classroom with bespoke programmes and support being delivered.
What happens if my child has a high level of need?
The SENDCo and Head Teacher will be involved with your child’s case to plan any transitions and make sure that they have the necessary support in place. Your child will be monitored regularly and support adjusted where necessary. Relevant assessments will be carried out and interventions applied if needed. Each case is taken in isolation depending on the child’s needs.
Class teachers and parents will be involved in any consultation and decision making processes and so informed of any adjustments that need to take place in the classroom, so that your child can access the curriculum at their level whilst considering the child’s independence, resilience, integration, progress and enjoyment.
How accessible is the school?
Tewkesbury C of E Primary has an accessibility plan in place and where feasible, makes reasonable adjustments to improve the accessibility of our environment to meet individual needs. Our policy and practice adheres to the equality Act 2010.
The school building has been designed on one level, with ramp access to the site. It is fully wheel chair accessible with wide corridors, doors meeting widened width requirements and a specifically built disabled toilet. Classrooms and equipment is accessible to all children regardless of their needs, with corridors painted to enable visual impairment children to recognise the difference between floor colour and walls. Where additional needs are identified (visual impairment) further advice is sought.
Our Equality/Inclusion policy promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Where there are concerns for safety and access, a personalised risk assessment is carried out to consider if reasonable adjustments can be made to meet any additional needs; if appropriate parents/ carers and specialists are consulted and involved in the planning.
The school monitors the different languages spoken by families in our setting and make use of translation websites, we endeavour to arrange for a translator with severe cases, however we understand this is not always possible. At present we employ staff who speak additional languages ( French and Spanish).
Who will be working with your child?
All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all pupils are able to make progress. Teachers differentiate planning, resources and activities for groups and individuals according to need.
Extra Support may be provided by the Class Teacher, SENDCo, specialised SEN Teaching Assistant, Class Teaching Assistant, voluntary parent helper or from outside agencies. To ensure work is appropriate transition meetings are held annually between relevant staff where information is shared and discussed to ensure all adults have an understanding of each child’s needs.
What role will the teacher play?
The class teacher will have the highest possible expectations for your child and all pupils within their class. They will build on what your child already knows with clear differentiation or specific strategies for learning. Teaching at Tewkesbury C of E Primary is varied using different techniques and stimuli to capture the imagination enabling every child the opportunity to engage and digest information and skills. Therefore the class teacher is responsible for :
- Keeping appropriate records on your child and their progress, which can be used to identify areas of support.
- Working with the SENDCo and identifying, planning and delivering any additional help your child may need.
- Keeping parents informed at parents evening.
- Ensuring that all additional adults working with your child in school are helped to deliver the planned work for your child, so they can achieve the best possible progress.
- Work with outside agencies who may offer advice and help to support your child.
What expertise does our school and our staff have in relation to SEN?
The lead SENDCo is specialised in the field of SEN having the recognised post graduate qualification ‘ The National Award for SENDCos’ along with other relevant specialised qualifications in the area of special needs.
The SENCO teams role is to support the class teacher in planning for children with SEND, as and when appropriate teachers might get this through whole school training. Subject specific leaders can also advise on appropriate strategies in their areas of expertise.
If Staff need additional specific training a variety courses are available or in some cases in house training is provided. All our teachers and teaching assistants are involved in the teaching of SEN, therefore Teaching Assistants also have access to regular SEN training, both regarding specific difficulties ( i.e. autism, social stories, epi pen training and dyslexia) as well as general SEN needs.
The SENDCo is involved with the SEND Cluster group who provide training on a termly basis to keep abreast of new initiatives and developments in the area of SEN. Plus Educational psychologists and Advisory Teaching Service advisors are involved in training and advice for Staff as well as NHS health specialists such as Speech and Language Therapy and Occupational Health.
Which other services do we use to provide for and support our pupils/ students? When necessary, advice and support is sought from an external agency on the identified need/s. This may include accessing an educational psychologist, a speech and language therapist, the Pupil Behavioural Unit (PRU) or a member of the Advisory Teaching service.
At present the school works alongside many agencies:-
- Advisory teaching service….the visual impairment team, hearing impairment team, communication and interaction team along with the cognition and learning team.
- Medical teams…the occupational therapists, Speech and Language therapists, CYPS, along with local paediatricians, GPs and Educational Psychologists.
- Local advice…. Tewkesbury Targeted Support Team, Teens in crisis, Winston’s Wish, Toucan and The Pupil Behavioural Unit.
How do we support families of pupils with SEN?
Families are supported with an open door policy at Tewkesbury C of E, Parents are regularly invited to communicate with Class Teachers, the Headteacher and the SENDco Team. At the end of the day Teachers make themselves accessible on the playground for friendly short face to face exchanges and communications.
What access do our SEN pupils/ students have to facilities and extracurricular activities available to all children?
A wide variety of extra curricular activities are provided at Tewkesbury C of E and where it is felt that it would benefit the child and isn’t to the detriment of the majority the school will try to facilitate attendance.
How do we assess, report and monitor the progress of children with SEN ?
We track the progress of all children. Sometimes we need to do specialised assessment to identify children’s strengths and weaknesses and to inform which teaching approach best suits that child. 5 Teachers and the SEN team review education plans regularly as well as conducting on-going assessment of your child’s progress. Some interventions require a separate base line to review even the smallest of improvements that haven’t always been transferred or measured in classroom practise. Along with our open door policy with regular communications with parents and guardians, we formally report back to parents within annual reports and termly Parents’ Evenings give Parents/ Carers regular feedback on their child’s progress, however when appropriate, Parents’/ Carers may be contacted mid-term to discuss the support that the school are providing and how the child can be supported outside of school. Pupils’ views will be obtained and they may attend all or part of the meeting.
How do we prepare our school to welcome and support SEN pupils/ students and how do we arrange and support a transfer to another school/ educational establishment?
We recognise that transitions of any sort can be a difficult time for parents/ guardians and the child and we will take steps to ensure this transition is as smooth as possible.
- For children entering school from another setting.
On most occasions we will work with the previous setting to ensure that we have all the information on the best ways to meet the needs of your child. We will also suggest you and your child to visit the school before starting so you can familiarise yourselves with the setting and giving you an opportunity to ask any questions needed to limit any anxieties. Within the first term we will invite you to a review how well your child has settled into school and discuss the best ways to meet their needs by reviewing and updating the child’s individual ‘My Plan’.
- For children moving classes within the school.
At the end of each academic year, teachers are given the opportunity to pass up school information to the new teacher in advance of meeting the class. Your child will have opportunities to visit the new class and meet the new teacher and teaching assistant. For children with a high need the SENDco team prepare passports of information, explaining medical terms, strategies and ideas that have been working well. If required children on the Autistic spectrum, diagnosed with PDD or those that have communication and interaction difficulties a booklet is produced to review the changes, for parents to prepare their child during the holidays for the September return.
- For children moving to a new school.
Once confirmation of registration at a new school, we will contact the SENDCo so that they know about any special arrangements and will ensure all records are passed on.
- When moving to a secondary school or special school.
We will arrange a time to meet the SENDCo to talk about specific needs and strategies used to ensure the transition is smooth. All paperwork and records are reviewed with the new Secondary SENDCo plus standard Gloucestershire attainment and SEN forms filled where appropriate. There may be specific meetings to prepare you and your child for this move and it will be appropriate for the child to visit their new school. Some schools offer transition dates where a child can spend days attending lessons at their new school, or offer summer school sessions which are all arranged and confirmed in the summer term.
Where can you find our SEN Policy?
The SEND Policy can be found on the school website and in the school office.
What role do the Governors have? What does our SEN Governor do?
The Governing body act as a ‘critical friend’ to our school and are a source of support. They have a duty to ensure parents are kept informed through the policy and report to parents. They can also be a line of communication for parents.
The designated SEND Governor meets regularly with the SENDCo/ head Teacher and support, attends relevant meetings regarding SEN provision. The Governors also monitor the schools progress and attainment on a regular basis and will ask challenging questions of the schools performance.
What can you do if you are not happy?
Your first point of contact is always the class teacher, the SENDCo and the head teacher. This would depend on the nature of the discussion and accessibility. We will try our best to resolve any issues and barriers to learning and investigate any claims.
If you feel that your issues have not been resolved you may wish to write to the board of Governors or leave a message in their box of suggestions in the entrance foyer which are read frequently.
We would hope that things are resolved but if necessary the ‘Gloucestershire SENDIASS’ can offer impartial information, advice and support for parents or careers with SEND children.
They can be contacted at:-
SENDIASS has a freephone telephone helpline 0800 158 3603 which is available Monday to Friday 9.00 am – 5.00 pm all year round (24hr voicemail service). Callers who are using a mobile phone can dial 01452 427566 or 01452 427567 as an alternative.
Who can you contact for more information?
In the first instance parents/ carers are encouraged to talk to their child’s class teacher. For students with SEND further information and support can be obtained from the SENDCo ( Ms Charlotte Black) or the assistant SENDCo ( Mrs Jeanette Wiggins).
When was the above information updated?
This offer was initially published in relation to the SEN code of Practise 2014 and was gratified by the schools’ governing body -Autumn 2014.
It has been updated in October 2019