S.E.N.D
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Below is information on Ashton Vale SEND and some other useful links.
Bristol’s SEND Local Offer provides information, advice and guidance on special educational, health and social care provision from early years to college. For more information download the file or visit the website
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SEND– Local Offer– Ashton Vale Primary School
What is 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 their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as options available to support families who need additional help to care for their child.’
What will it do?
The Bristol framework will allow the Local Offer to provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to education, ,it will let parent/carers and young people know how schools and colleges will support them, and what they can expect across the local settings. The LA has developed questions for schools.There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.
Below are Ashton Vale’s responses to these questions
1.How does the school know if children need extra help and what should I do if I think my child may have special educational needs.
We know if a child needs extra help if: Concerns are raised by a parent/carer, teacher or child, Limited progress is made, There is a change in the pupil’s behaviour or progress. The class teacher is the initial point of contact for responding to parental concerns. Ms Fiona Rowley is SENCO if you have further concern.
2.How will Ashton Vale support my child? Each pupil’s education program me 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 learning support assistant.
If a pupil has needs related to more specific areas of their education,such as spelling, handwriting, numeracy and literacy skills etc. then the pupil will be placed in a small focus group. This will be run by a teacher or learning support assistant. The length of time of the intervention will vary according to need. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on the class provision map (this is a record of interventions). If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCO.
Pupil progress is assessed 5 times a year, (Oct, Dec., Feb, March,May/June) and analysed by the senior leadership team and class teacher.These may highlight any potential problems in order for further support to be planned.
Occasionally a pupil may need more expert support from an outside agency such as the educational psychologist, speech and language therapist, children’s mental health team etc. A referral will be made, with your consent and forwarded to the most appropriate agency and we will act on their recommendations.
The Governors of Ashton Vale Primary are responsible for entrusting a named person, Mr Hollis, to monitor safeguarding and child protection procedures. He is also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures
for the school’s single central record. In a support and challenge role the governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.3.
How will the curriculum be matched to my child’s needs?
When a pupil has been identified with special educational needs their work will be differentiated by the class teacher to ensure they can access the curriculum. Learning support assistants maybe allocated to work with the pupil in a 1-1 basis or small focus group to target more specific needs. If a child has been identified as having a special need, they will be given an individual education plan (IEP). Targets will be set according to their area of need. These will be monitored by the class teacher and SENCO. IEPs will be discussed with parents at least three times a year and 20 minute appointments made. If appropriate specialist equipment maybe given to the pupil e.g. writing slopes, concentration cushions, pen/pencil grips or easy to use scissors.
4.How will both you and the school know how my child is doing and how will you help me to support my child’s learning? You will be able to discuss your child’s progress at IEP meetings.
You will be able to discuss your child’s progress at IEP meetings. Your child’s class teacher will be available at the end of each day should you wish to raise a concern or you can make an appointment for a longer meeting with your class teacher or the SENCO. The class teacher will suggest ways of how you can support your child. Ms Rowley may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child’s behaviour/emotional needs. If outside agencies have been involved suggestions and programmes of study are normally provided that can be used at home
5. What support will there be for my child’s overall well-being?
The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include: The class teacher, LSA, SENCO are readily available for pupils who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out. Priority places can be given at after school clubs. A safe place can be nominated should it be required for time out. The school nurse can support some concerns e.g. eating disorders. A referral can be made for expert support e.g. bereavement counselling. If a child has a medical need then a detailed care plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil. Staff receive epi-pen training delivered by the school nurse. Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed medicine consent form is in place to ensure the safety of both child and staff member.
6. What specialist services and expertise are available at or can be accessed by the school?
The agencies used by school include:
Bristol Autism Team (BAT)
Child Protection Advisers
Educational Psychologist
CAMHS (Child and adolescence mental health team)
Education Welfare
Speech and Language
Sensory Support Team
Social Services
School Nurse and medical experts
7.What training are staff supporting children with SEND having?
Different members of staff have had different training related to SEND.These have included:
How to support pupils on the autistic spectrum
How to support pupils with emotional needs
How to support pupils with speech and language difficulties
How to support pupils with physical and co-ordination needs
Read Write Inc –phonics programme
Numicon
Precision Teaching
Down Syndrome work shops
8.How will my child be included in activities outside the classroom including school trips?
Activities and school trips are available to all.
Risk assessments are carried out and procedures put in place to enable all children to participate.
If it is deemed that 1:1 support is necessary then a learning support assistant will be allocated.
Transport maybe provided on walking trips.
9.How accessible is the school environment?
As a school we are happy to discuss individual access requirements. Facilities we have at present include:
Level access to all classrooms and the hall
Toilet suitable for disabled access
Changing table and shower
Wide doors
10.How will the school prepare and support my child to join or transfer to a new school.
Many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include:
Discussions between previous or receiving schools prior to pupil joining/leaving.
All pupils attend a transition session where they spend some time with their new teacher.
Additional visits are also arranged for pupils who need extra time in their new school.
Teachers are always happy to meet parents prior to their child starting.
Secondary school staff visit pupils prior to them leaving here.
SENCO liaison between schools.
Secondary schools attend annual reviews in year 6.
EY staff attend annual reviews in the nursery setting.
Home reference book with photos of relevant staff and classroom.
11.How are the school resources allocated and matched to children’s special educational needs?
The SEN budget is allocated each financial year. The money is used to provide additional support and resources depending on need.
The additional provision may be allocated after discussion with class teachers at pupil progress meetings or if a concern has been raised by them at another time during the year.
Resources may include deployment of staff depending on individual circumstances.
Staff training may also come out of this budget.
12.How is the decision made about what type and how much support my child receive?
These decisions are made in consultation with the class teacher and senior leadership team. Decisions are based on assessments of pupils progress or as a result of outside agency assessments.
During their school life, if further concerns are identified due to lack of progress or well-being then other interventions will be arranged.
13. How are parents involved in the school? How can I be involved?
This may be through:
Discussions with the class teacher
Parents evenings/IEP review meetings
Discussions with the SENCO or other professionals
Parents are encouraged to comment on their child’s IEP with possible
suggestions that could be incorporated.
Joining the PTA
Weekly newsletter/website/school facebook page
Governors surgery
14. Who can I contact for further information?
If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling please contact the office to arrange a meeting with Ms Fiona Rowley the SENCO. I hope these have answered any queries you may have please do not hesitate to contact the school if you have further questions.
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 their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as options available to support families who need additional help to care for their child.’
What will it do?
The Bristol framework will allow the Local Offer to provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to education, ,it will let parent/carers and young people know how schools and colleges will support them, and what they can expect across the local settings. The LA has developed questions for schools.There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.
Below are Ashton Vale’s responses to these questions
1.How does the school know if children need extra help and what should I do if I think my child may have special educational needs.
We know if a child needs extra help if: Concerns are raised by a parent/carer, teacher or child, Limited progress is made, There is a change in the pupil’s behaviour or progress. The class teacher is the initial point of contact for responding to parental concerns. Ms Fiona Rowley is SENCO if you have further concern.
2.How will Ashton Vale support my child? Each pupil’s education program me 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 learning support assistant.
If a pupil has needs related to more specific areas of their education,such as spelling, handwriting, numeracy and literacy skills etc. then the pupil will be placed in a small focus group. This will be run by a teacher or learning support assistant. The length of time of the intervention will vary according to need. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on the class provision map (this is a record of interventions). If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCO.
Pupil progress is assessed 5 times a year, (Oct, Dec., Feb, March,May/June) and analysed by the senior leadership team and class teacher.These may highlight any potential problems in order for further support to be planned.
Occasionally a pupil may need more expert support from an outside agency such as the educational psychologist, speech and language therapist, children’s mental health team etc. A referral will be made, with your consent and forwarded to the most appropriate agency and we will act on their recommendations.
The Governors of Ashton Vale Primary are responsible for entrusting a named person, Mr Hollis, to monitor safeguarding and child protection procedures. He is also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures
for the school’s single central record. In a support and challenge role the governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.3.
How will the curriculum be matched to my child’s needs?
When a pupil has been identified with special educational needs their work will be differentiated by the class teacher to ensure they can access the curriculum. Learning support assistants maybe allocated to work with the pupil in a 1-1 basis or small focus group to target more specific needs. If a child has been identified as having a special need, they will be given an individual education plan (IEP). Targets will be set according to their area of need. These will be monitored by the class teacher and SENCO. IEPs will be discussed with parents at least three times a year and 20 minute appointments made. If appropriate specialist equipment maybe given to the pupil e.g. writing slopes, concentration cushions, pen/pencil grips or easy to use scissors.
4.How will both you and the school know how my child is doing and how will you help me to support my child’s learning? You will be able to discuss your child’s progress at IEP meetings.
You will be able to discuss your child’s progress at IEP meetings. Your child’s class teacher will be available at the end of each day should you wish to raise a concern or you can make an appointment for a longer meeting with your class teacher or the SENCO. The class teacher will suggest ways of how you can support your child. Ms Rowley may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child’s behaviour/emotional needs. If outside agencies have been involved suggestions and programmes of study are normally provided that can be used at home
5. What support will there be for my child’s overall well-being?
The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include: The class teacher, LSA, SENCO are readily available for pupils who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out. Priority places can be given at after school clubs. A safe place can be nominated should it be required for time out. The school nurse can support some concerns e.g. eating disorders. A referral can be made for expert support e.g. bereavement counselling. If a child has a medical need then a detailed care plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil. Staff receive epi-pen training delivered by the school nurse. Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed medicine consent form is in place to ensure the safety of both child and staff member.
6. What specialist services and expertise are available at or can be accessed by the school?
The agencies used by school include:
Bristol Autism Team (BAT)
Child Protection Advisers
Educational Psychologist
CAMHS (Child and adolescence mental health team)
Education Welfare
Speech and Language
Sensory Support Team
Social Services
School Nurse and medical experts
7.What training are staff supporting children with SEND having?
Different members of staff have had different training related to SEND.These have included:
How to support pupils on the autistic spectrum
How to support pupils with emotional needs
How to support pupils with speech and language difficulties
How to support pupils with physical and co-ordination needs
Read Write Inc –phonics programme
Numicon
Precision Teaching
Down Syndrome work shops
8.How will my child be included in activities outside the classroom including school trips?
Activities and school trips are available to all.
Risk assessments are carried out and procedures put in place to enable all children to participate.
If it is deemed that 1:1 support is necessary then a learning support assistant will be allocated.
Transport maybe provided on walking trips.
9.How accessible is the school environment?
As a school we are happy to discuss individual access requirements. Facilities we have at present include:
Level access to all classrooms and the hall
Toilet suitable for disabled access
Changing table and shower
Wide doors
10.How will the school prepare and support my child to join or transfer to a new school.
Many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include:
Discussions between previous or receiving schools prior to pupil joining/leaving.
All pupils attend a transition session where they spend some time with their new teacher.
Additional visits are also arranged for pupils who need extra time in their new school.
Teachers are always happy to meet parents prior to their child starting.
Secondary school staff visit pupils prior to them leaving here.
SENCO liaison between schools.
Secondary schools attend annual reviews in year 6.
EY staff attend annual reviews in the nursery setting.
Home reference book with photos of relevant staff and classroom.
11.How are the school resources allocated and matched to children’s special educational needs?
The SEN budget is allocated each financial year. The money is used to provide additional support and resources depending on need.
The additional provision may be allocated after discussion with class teachers at pupil progress meetings or if a concern has been raised by them at another time during the year.
Resources may include deployment of staff depending on individual circumstances.
Staff training may also come out of this budget.
12.How is the decision made about what type and how much support my child receive?
These decisions are made in consultation with the class teacher and senior leadership team. Decisions are based on assessments of pupils progress or as a result of outside agency assessments.
During their school life, if further concerns are identified due to lack of progress or well-being then other interventions will be arranged.
13. How are parents involved in the school? How can I be involved?
This may be through:
Discussions with the class teacher
Parents evenings/IEP review meetings
Discussions with the SENCO or other professionals
Parents are encouraged to comment on their child’s IEP with possible
suggestions that could be incorporated.
Joining the PTA
Weekly newsletter/website/school facebook page
Governors surgery
14. Who can I contact for further information?
If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling please contact the office to arrange a meeting with Ms Fiona Rowley the SENCO. I hope these have answered any queries you may have please do not hesitate to contact the school if you have further questions.