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 the options available to support families who need additional help to care for their child.”
The Cumbria County Council’s Local Offer will provide parents/carers with information about how to access services in this area, and what they can expect from those services. With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings. The Local Offer Steering Group has developed questions for schools, and trialled them with a small number of settings.
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 Stanwix Primary School’s responses to these questions. Please do not hesitate to contact the school if you have any further questions.
- Concerns are raised by parents/carers, teachers or the child.
- Limited progress is being made.
- There is a change in the pupil’s behaviour or progress.
Additional help may be provided within or separate to the class; in a small group or on a one to one basis.
These interventions will be recorded on the class provision map (this is a record of the interventions, timings, cost and impact of the intervention).
Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team 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.
Occasionally a pupil may need more expert support from an outside agency such as the Children’s Therapy Team, Paediatrician etc. A referral will be made, with your consent and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
The Governors of Stanwix Primary School are responsible for entrusting a named person, Mrs McMullan to monitor Safeguarding and Child protection procedures. She is also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures and 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.
- When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
- Teaching Assistants (TAs) may be allocated to work with the pupil in a 1-1 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 weekly and by the SENCO three times per year. IEPs/EHCPs will be discussed with parents and a copy given to them.
- If appropriate specialist equipment may be given to the pupil e.g. writing slopes, pen/pencils grips or easy to use scissors.
- You will be able to discuss your child’s progress at Parents’ Evenings.
- Your child’s class teacher will be available at the end of each day if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher or SENCO by visiting the school office.
- The class teacher may suggest ways of how you can support your child.
- Mrs Ruddick 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 or the Educational Psychologist have been involved suggestions and programmes of study are normally provided that can be used at home.
- The school offers a variety of pastoral support for pupils who are encountering emotional or behaviour difficulties, these include nurture groups and social groups.
- If a pupil 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 epipen 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.
- All staff have basic first aid training.
We work hard to maintain high pupil attendance and promote positive behaviour management strategies throughout the school.
We have a wealth of experience and expertise in our school staff, including those trained in reading intervention, speech and language, team teach, behaviour management and paediatric first aid.
At times it may be necessary to consult with outside agencies to receive their more specialised expertise. These may include:
- Educational Psychologist
- CAMHS (Child & Adolescent Mental Health Service)
- School Nurse
- East Cumbria Family Support
- Specialist Advisory Teachers
Different members of staff have received raining related to SEND.
These have included sessions on:
- How to support pupils on the autistic spectrum.
- How to support pupils with social and emotional needs.
- How to support pupils with speech and language difficulties.
- How to support pupils with physical and co-ordination needs.
A number of staff have also been trained to deliver maths and reading intervention programs.
Activities and school trips are available to all.
- Risk assessments are carried out and procedures are put in place to enable all children to participate.
- However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.
As a school we are happy to discuss individual access requirements. Facilities we have at present include:
- Ramps into school to make the building accessible to all.
- 1 toilet has been adapted for disabled users.
- Wide doors in all areas of the building.
Many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include:
- Working closely with our feeder nurseries and feeder secondary schools to ensure a smooth transition for all children. Transition packages are developed for individual children who require them. Discussions take place between the previous or receiving schools prior to the pupil joining/leaving.
- All pupils attend a Transition session where they spend some time with their new class teacher.
- Additional visits are also arranged for pupils who need extra time in their new school.
- Secondary school staff visit pupils prior to them joining their new school.
Mrs Ruddick liaises with the SENCOs from the secondary schools to pass on information regarding SEN pupils.
During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.
All parents are encouraged to contribute to their child’s education. This may be through:
- Discussions with the class teacher
- During parents evenings
- During discussions with Mrs Ruddick or other professionals
Parents are encouraged to comment on their child’s IEP with possible suggestions that could be incorporated.