Leeds Local Offer
The Children and Families Act was passed in March 2014 and makes wide ranging reforms to services for children and young people, including services for children and young people with special educational needs and disabilities (SEND).
The Act must be implemented from September 2014. A new code of practice has also been drafted to provide guidance to local authorities and their partners, including schools. The Local Offer is one of the new requirements of this Act.
In brief the Act aims to achieve the following:
- A new joint, multi-agency approach to statutory assessment and care planning, with existing statements of SEN replaced with joint multi-agency Education, Health and Care Plans (EHC Plans). This will streamline services and ensure
families do not have to ‘tell their stories’ multiple times. It will also be quicker, with only 20 weeks for the new process, instead of the current 26 weeks.
- More personalisation of services, including personal budgets. Families with the new EHC Plans will have more input into decisions about the services they access and how the budget associated with their EHC Plan is spent. This could include families choosing to receive and manage the budget themselves.
- Better information about what services are available and how families can access them, published in a ‘Local Offer’ of information. This will empower families to know what they are entitled to access and make choices to meet their individual needs.
This guidance focuses on the Local Offer.
You can email email@example.com for factsheets for schools on EHC Plans and personal budgets.
School SEND Offer
Drighlington Primary school is an inclusive school and we support all children, including gifted, to make at least good progress, achieve well and enjoy school. We have high expectations of all pupils but recognise that children are individuals. We aim to meet their needs and interests through a broad and balanced curriculum delivered by high quality teaching. Many children need additional provision at some point and are considered to have SEND where ’their learning difficulty or disability calls for special educational provision different from or additional to that normally available to pupils of the same age’ as defined by the SEN Code of Practice 2014.
Please read the following information which explains how we support pupils with SEND.
What do I do if I think my child may have special educational needs?
The first thing to do is talk to the class teacher about your concerns. The class teacher will then share your concerns with the Special Educational Needs & Disabilities Co-ordinator (SENDCo), Mrs K. Farrington and discuss how best to support your child. If you wish to talk to Mrs Farrington, you can do this by telephoning or calling in to school to arrange a meeting. By working together we can decide on the best course of action for your child.
How will school support my child’s learning?
Class teachers are responsible for planning work to meet the needs of the pupils in their class. Some children require additional support at times and this may be provided by alternative work, providing additional support from a teacher or teaching assistant or by resources within the class to help children with their learning. Children’s progress is continually tracked by class teachers to determine their next steps and monitored by the SLT in regular pupil progress meetings. Intervention programmes are evaluated to measure their impact.
Some children need specialised additional support from outside agencies such as Speech, Language and Communication Therapy Service, Educational Psychologists or Children and Adolescent Mental Health Service (CAMHS). Any decision about referring to these agencies is done after discussions between Parent /Carers and the SENDCo. These agencies may make further assessments of a child’s needs and suggest a programme of support for school and home.
How will the curriculum be matched to my child’s needs?
Teaching is based on building on what your child already knows, can do and understands. Teachers have high expectations for all pupils and plan learning to cater for the needs of all children in their class. Children may be grouped in various ways for different lessons, and work will be of appropriate levels to ensure all children can access the curriculum. Some children will have access to resources to help them progress such as maths apparatus, word banks, pencil grips or software programmes. Children with different cultural, religious or language needs will have their need met on an appropriate individual basis.
How accessible is the school?
Our school building and grounds are accessible to children and adults with physical disabilities via ramps. We have accessible toilets and a hygiene suite with a hoist.
How will I know how well my child is doing and how will you help me support my child’s learning?
You are invited to meet with your child’s teacher three times a year at consultation evenings and receive a written report on your child’s progress each year. You may also arrange additional meetings with the
SENDCo - Mrs K. Farrington
Assistant Head Teachers - Mrs McEvoy (EYFS/Key Stage 1) or Mrs Blackburn (Key Stage 2)
Deputy Head Teacher – Mrs Abidi
Headteacher – Mrs Jackson
Parent / carers of children with Special Educational Needs and Disabilities will usually have more frequent meetings, sometimes with outside support agencies, to discuss and review the Individual School Action Record (ISAR) and any other matters. Children with a Statement of Special Educational Needs or Education, Health and Care Plan (EHC Plan) will also have a formal Annual Review to discuss their needs.
What support will there be for my child’s overall well-being and social, emotional and behavioural development?
We have a caring and supportive ethos and the school offers a range of support for children who are encountering emotional difficulties. A wide range of staff are available to support children with their difficulties and by working together with parents / carers we can decide on the best approach. Some children benefit from a focussed discussion and target setting to address their difficulties, others attend small group or individual sessions with our Learning Mentor and some children and families may need more specialised support involving outside agencies.
Pupils with medical needs are supported by close liaison with parent / carers and medical personnel and school staff receive any training required. All staff are informed where necessary of specific medical needs.
We have designated Child Protection staff and trained Common Assessment Framework leaders, which are the head and the deputy. In addition, all staff have relevant training in Child Protection.
What specialist services and expertise are available or accessed by the school?
Schools have access to a variety of agencies who have specialised staff and expertise to support children with difficulties in school. Listed below are some of the services available to us:
Autism Outreach Service (STARS)
Attendance Improvement Officers
Child Protection Advisors
Child and Adolescent Mental Health Service (CAMHS)
Cluster Support – Family Support, Tamhs, Therapist, Counselling
Complex Needs Support Team
Speech, Language and Communication Service
What training have the staff supporting children with SEND had or are having?
The SENDCo is a qualified teacher who has also gained the post graduate qualification ‘National Award for Special Educational Needs Coordination’.
Many of our school staff have received training relating to Special Educational Needs and Disabilities. Training has included: Autistic Spectrum Condition, Dyslexia, Social and Emotional Support, Speech, Language and Communication, Writing Individual Education Plans and Team Teach (behaviour management strategies).
Some of our staff have had specific training to enable them to effectively deliver intervention programmes to support groups of children or individuals.
Training is ongoing and there are plans for more professional development throughout the year.
How will my child be included in activities outside the classroom including school trips?
Activities and educational visits are available to all pupils as part of our inclusive ethos. Risk assessments are carried out and submitted to the Local Authority and procedures are put in place to enable all children to participate. Parent / carers can contact school with any concerns they may have and they will be consulted regarding any special provision that may be necessary.
How will the school help my child transfer to the next phase of education?
We recognise that ‘moving on’ can be difficult for some children and have various activities in place to ease the transition when moving class or to another school or setting.
Meetings take place between teachers to enable them to share information about the children in the class and targets for Individual School Action Record (ISAR) are discussed. The children spend some time before the end of the year with their new teacher in their new class room when they can also meet the support staff who will be working with them. Teachers will spend time talking to their classes about the changes as part of the Personal, Social and Health Education / Social and Emotional Aspects of Learning and address any concerns and worries children may have. For the children who are moving on to High School there are visits to the new setting and staff come to school to meet the children and work with them. Discussions and projects take place to alleviate some of the concerns children may have.
For some children more support with transition is needed and this will be discussed with you. Extra visits can be arranged and for children who need help understanding the changes, a personalised transition booklet may be made.
How are school’s resources and funding allocated and matched to children’s special educational needs?
Every school is allocated a budget for Special Educational Needs and Disabilities provision. It is the responsibility of the Head Teacher along with the Senior Leadership Team and Governors to make decisions about how this is spent. The needs of all pupils with Special Educational Needs and Disabilities will be considered and discussions take place to determine the best way to support them. The money is used to provide support and resources for pupils with Special Educational Needs and Disabilities according to their needs. It may help to pay for staff who provide interventions or class support or go towards paying for equipment to enable children to access learning. When a child has complex needs which require support that is additional to that normally provided through the school Special Educational Needs and Disabilities budget, an application for ‘Top-Up’ funding can be submitted to the Complex Needs Support Team.
How will I be involved in decisions about supporting my child?
We acknowledge that parents know their child better than anyone and understand the importance of working together to achieve the best outcomes for our pupils. Regular meetings are held throughout the year to discuss decisions about supporting children with Special Educational Needs and Disabilities. Children, where appropriate, are part of this process. These could be discussions between home and school or may involve people from other agencies involved in supporting your child.
How are parent / carers involved in the school?
We hold events for parents / carers throughout the year such as regular newsletters, welcome meetings, consultation evenings and information events. We also have and social events organised by the PTA who are always grateful of more support as well as volunteers who work in school.
Who can I contact for further information?
We are always willing to discuss any concerns you may have about your child’s educational needs and ask you to contact school if you would like to arrange a meeting with any of our staff. There is lots of support available on the internet, including the following website:
Reviewed: March 2017