Special Educational Needs Local Offer

Special Educational Needs Local Offer

The intention of the local offer is to improve choice and transparency for families. All schools and academies in Trafford are expected to identify and support pupils with special educational needs to make the best possible progress.St Michael’s is supported to be as inclusive as possible by the LA and wherever possible, the needs of pupils with a Special Educational Need are met in a mainstream setting, where families want this to happen.

1. HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP AND WHAT SHOULD I DO IF I THINK MY CHILD MAY HAVE SPECIAL NEEDS?

Children of all abilities can have specific needs during their Primary education. We have devised school based phase system which enables staff and the senior leadership team track and monitor pupil progress for every pupil in school to ensure they achieve their best.

Phase One : All children are in phase one. If a child attains below the national average (below a standardised score of 100) in October or May internal tests or the teacher raises concerns about the child’s progress in normal class activities, then the child is reviewed by the Senior leadership team . This team includes the Senco. The team discuss any the barriers to learning and place the child in phase two.

Phase Two : means the class teacher caters for that child as part of their normal daily planning and teaching but may offer focused differentiation to close any learning gaps in identified areas of the curriculum or particular concepts that the child has not grasped . Parents would be made aware of any concerns at parents evenings.

Phase Three: If a child is LAC or has medical issues they automatically are placed into phase three .Through support and consultation with parents, we endeavour to address any issues which may arise from being a LAC child or from necessary absence for diagnosed medical needs. School receive £1900 funding for LAC children and this is used in a wide variety of ways to support attainment such as access to TA support for identified needs or specific tailored programmes to
address identified need.

2. HOW WILL SCHOOL STAFF SUPPORT MY CHILD/YOUNG PERSON?

If parents/carers have concerns about their child they should initially speak to the class teacher. If their progress after this monitoring time is still causing concern then staff will speak to Mrs Smith the school SENCo.

Children first and foremost will be supported in class by quality first teaching and appropriate differentiation . School internally monitor all children, they offer focused differentiation for children identified on phase 2 for specific areas of need or phase three fro tracking medical need or LAC support.

Phase Four : If school remain concerned as a result of class performance or further test results, the school will arrange a meeting with parents and the child will be placed on phase four. The child will be given an SEN passport which records identified barriers to learning, outside agency involvement, details of extra support in class and particular interventions . The passport ensures progress can be recorded and monitored and transparent to parents . School is required to support your child with up to £6000 worth of support – equivalent to up to @10 hours focused 1:1 or small group work / other agency costs/ specialised equipment. The passport records the evidence of any interventions supported by this financial commitment from the school budget . This has to be done before school can apply for a statement of SEN needs.

3. HOW WILL THE CURRICULUM BE MATCHED TO MY CHILD’S NEEDS?

Teachers plan differentiated lessons that incorporate different learning styles. If a child has been identified as having additional educational needs they will be fully supported. Children with identified needs from outside agencies will carry a Passport through school to enable staff to accommodate any needs and offer tailored access the curriculum.

4. HOW WILL BOTH YOU AND I KNOW HOW MY CHILD/YOUNG PERSON IS DOING AND HOW WILL YOU HELP ME TO SUPPORT MY CHILD’S/YOUNG PERSON’S LEARNING?

If your child is in Phase Two or beyond , the Class Teacher will discuss progress at parent’s evenings. You may wish to add to your child’s passport with new information from outside agencies or information from home that may support your child’s academic, or social needs in school. If a child is on a passport then separate meetings can be arranged via the class teacher or Senco .An updated Passport will be available at each meeting.

5. HOW WILL SCHOOL STAFF SUPPORT MY CHILD/YOUNG PERSON?

When a child is placed on an a Passport, all members of staff that come into the classroom are made aware of the targeted outcomes in place for that particular individual. If staff have any concerns they will contact parents/carers to discuss these concerns. The school SENCo and dedicated teaching staff make sure that all children’s needs are catered for.

You should inform the school of any medical needs, asthma, allergies, or food intolerances. If you use our school meals service Dolce, you can register any specific dietary requirements with them directly on your child’s profile.

6. WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY THE SCHOOL?

  • Specialist advisory service team,
  • Resourced provision in mainstream school,
  • Special school,
  • Social care service,
  • Parent partnership
  • CAMHs,
  • Educational Psychologist
  • Pastoral Support Officer
  • Learning Mentor,
  • Speech and Language Therapist,
  • Educational Welfare Officer,
  • Behaviour Coaches
  • Action for Children
  • School Nurse

7. WHAT TRAINING ARE THE STAFF SUPPORTING CHILDREN AND YOUNG PEOPLE WITH SEND HAD OR ARE HAVING?

All teaching staff have regular up to date training in school or they can attend specific course in order to support the provision of individuals at our school. If staff are leading a particular intervention programme they receive the appropriate training. Staff are trained in intimate care, dyslexia, dyspraxia, autism, and ‘ Elkan ‘ speech and language . We have had experience in supporting hypermobility in partnership with occupational therapists and hearing loss with the support of a teacher of the deaf. We have access to a variety of specialised SEN resources which support particular needs. The school SENCo attends termly SEN forums run by the authority
ensuring that school has the current up to date information about provision surrounding SEN.

8. HOW WILL MY CHILD/YOUNG PERSON BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM INCLUDING SCHOOL TRIPS?

If a child has a physical or sensory impairment an individual risk assessment will be made for that child. Risk assessments are conducted for lessons that require the outdoor classroom.

9. HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?

The school is on one level and has a disabled toilet, ramp access . We have a sound field. Pupils with their parents are always offered the opportunity to come and view the school before they start. When transferring to a new school necessary paperwork is passed on to the school and transitional visits are arranged in line with the new school timetable.

11. HOW ARE PARENTS INVOLVED IN THE SCHOOL? HOW CAN I BE INVOLVED?

We have a school PTA. Parents are more than welcome to join the PTA. We regularly go on school trips with our children and again there is the opportunity at times to attend these. The school holds a variety of fairs and social evenings to encourage community collaboration.

12. WHO CAN I CONTACT FOR FURTHER INFORMATION?

Mrs Drayton – Headteacher
Mrs Smith– SENCO
Mrs Prole – Deputy Head.

Download the Access Audit 2014

Further information regarding Trafford’s SEN Local Offer can be obtained by clicking on this link.