Queen’s Park Primary School and Bi-borough SEN School Offer
Complies with SEN Code of Practice 2014
6.79 The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published should be updated annually and any changes to the information occurring during the year should be updated as soon as possible. The information required is set out in the Special Educational Needs and Disability Regulations 2014.
SEND Statement – Queens Park
At Queen’s Park School our vision is to provide pupils with a range of learning strategies and life skills that reflects a positive attitude towards their special educational needs. We aim to support the children to become confident learners in life and to strive towards the greatest independence possible. We recognise the importance of building and developing supportive and effective relationships with parents of children with SEND attending our school. Children with special needs and/or a specific learning difficulty will be on our Special Needs Register and both their academic and social progress will be closely monitored.
What is the Local Offer?
The Children & Families Act & SEND Code of Practice 2014 requires Local Authorities [LA] and schools to publish and review information about services available for children and young people with special educational needs [SEND] aged 0-25 yrs.
The purpose of this is to enable parents and young people to find services available in their area and how to access them. The Local Offer will include provision across education, health, social care and the voluntary sector.
Information Advice and Support (IAS) Service
Useful Links for Parents
School Offer for SEND – Parents/Carer’s Questions and answers
What kinds of Special Educational Needs and/or Disabilities (SEND) does the school cater for?
Queen’s Park Primary School is a mainstream school and supports children and young people with SEND in one or more of the following areas:
e.g. Speech, Language and Communication Needs (SLCN), Autism Spectrum Disorder (ASD), Asperger’s Syndrome.
e.g. Specific Learning difficulties (SpLD) which includes Dyslexia, Dyscalculia and Dyspraxia, Moderate Learning Difficulties (MLD), Severe Learning Difficulties (SLD) global developmental delay.
e.g. Attention Deficit Hyperactive Disorder (ADHD), Depression, Anorexia, Attachment Disorder.
e.g. Vision Impairment (VI), Hearing Impairment (HI), Multi-Sensory Impairment (MSI), Cerebral Palsy (CP) or Epilepsy (E).
What are the school's policies for the identification and assessment of pupils with special educational needs (SEND)?
All of our teachers have a responsibility to teach children with SEND and recognise the importance of identifying SEND early and making effective provision quickly. The identification and assessment of SEND is built into the school’s approach to monitoring the progress of all pupils.
We assess each pupil’s skills and levels of attainment when they first come to the school. This builds on the information from the child’s previous early years or school and provides us with information we need to monitor their progress. It also ensures that we discover any areas of difficulty early on. Where children already have their SEND diagnosed or identified, we will work closely with the family and other agencies to make sure we know as much as possible about the child before they start at the school.
Teachers are supported by the SENCo and Senior Leadership Team to regularly assess pupils' progress. This helps us to see whose progress:
Where assessments show that a child is not making adequate progress, our first response is to make sure there is high quality teaching in place. This is likely to mean that fewer pupils will require additional support.
If their progress continues to be slower than expected the teacher will work with the family and the SENCo to carry out a clear analysis of the child’s needs and identify if they need additional support. There can be many reasons why a child doesn’t make the progress expected of them – perhaps there has been a significant change in family circumstances such as a new baby, a move of home, or the death of a relative. Or perhaps because they have a special educational need.
The above diagram shows the cycle of assessment and support. We use a range of different assessment tools and systems to help identify and assess pupils with SEND. The tools and assessments gradually draw upon more frequent reviews and more specialist expertise to understanding SEND and match interventions to the SEND of pupils.
When considering if a child needs SEND support we take into account:
What types of support may be suitable and available for my child?
If a pupil is identified (through the assessment process above) as having special educational needs, their teacher and SENCo will consider everything we know about the pupil to determine the support that they need and whether it can be provided by adapting our core offer or whether something different or additional is required. This may include teachers adapting what they do and having different approaches to meet different learning styles, personalised learning arrangements for different pupils and a range of interventions normally provided by the school.
The provision the school provides is then offered in the following steps -
1. Inclusive quality first teaching
2, Targeted, catch up provision
3. Specialist intervention
What documents/tools are used to track my child’s progress in each of the steps detailed above?
Provision map - A school document to demonstrate the targeted and specialist interventions that are provided which are ‘additional to’ and ‘different from’ the usual differentiated curriculum for the whole school.
Class provision maps: A class document with specific targets for children in the class and class based/out of class interventions. This also monitors that children are meeting their targets each term.
EHCP / High need provision maps – A document specific to a child who has an Education Health Care Plan or has been identified as having high needs. This documents the termly targets and progress for the child.
EHCP / High need pupil profile – A document completed alongside the child to record their views of school and the difficulties they may face. It also includes their goals and aspirations for the future and their views on how they can best be supported.
Who are the best people to talk to at Queen’s Park Primary school about my child’s difficulties with learning, special educational needs or disability?
As you already have established relationships with your child’s class teacher please talk to them first about your concerns. Your class teacher works closely with the SENCo and Inclusion team who will work together to meet the needs of your child.
If you continue to have concerns arrange to discuss these with the SENCo and Inclusion Lead - Melissa Royle (firstname.lastname@example.org)
How will the school let me know if they have any concerns about my child’s learning, special educational need or disability?
Your child’s class teacher may initially speak to you at the beginning or the end of a normal school day and arrange a further time to discuss the concerns.
The class teacher may also talk to you about any issues at a parent/teacher consultation meeting.
The SENCo may contact you and arrange a meeting to discuss your child’s difficulties with learning and any possible support strategies the school might be considering.
At Queen's Park we endeavour to always inform verbally rather than to send letters as we feel the discussion with parents enables the support given to the child to be even stronger.
How will the school consider my views and those of my child with regard to her/his difficulties with learning, special educational need or disability?
At Queen’s Park Primary School we believe it is very important for parents/carers to be involved in all areas of their child’s learning and we actively encourage discussions. We believe, where appropriate, that it is essential to understand your child’s views or any difficulties they may experience with their learning.
You will be able to share your views and discuss your child’s progress at regular termly meetings with the class teacher and others.
If your child has an identified special educational need you will be invited to a termly meeting with the class teacher and SENCo to discuss current progress, support strategies being used and expected outcomes.
If your child has an Education, Health and Care plan (EHCP) you and your child will also be able to share your views at the Annual Review.
How does Queen’s Park Primary School ensure the teaching staff is appropriately trained to support my child’s special educational needs and/or disability?
At Queen’s Park Primary school we believe that your child’s learning needs will first be met through the high quality teaching delivered by his/her class teacher.We regularly review the school training schedule and professional development for all teaching and support staff to ensure there is the appropriate expertise to support children with special educational needs.
The school is able to access training programmes from different organisations including the Bi-borough Training and Outreach team based at Queen Elizabeth 2 School. Individual training is regularly arranged and special educational needs training audited by the SENCo
How will the curriculum and the school environment be matched to my child’s needs?
At Queen’s Park Primary school we carefully plan our curriculum to match the age, ability and needs of all children with an underlying focus on children's well-being. The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability. It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs.Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning.
We ensure that we use Communication Friendly Learning Environments inside the classroom to ensure that the classroom is accessible as possible for all children and this enables them to achieve to the best of their ability.
Queen’s Park Primary school regularly reviews its Accessibility Plan to ensure that all children have the fullest access to the curriculum and the school site as possible.
How will you support my child to reach his/her learning goals?
The class teacher and other staff working with your child will work alongside the parents to ensure that your child receives appropriate teaching and support in order to reach these goals. The learning plan, strategies and progress will be reviewed termly.
External agencies and specialists may also review your child’s progress and adapt their planning accordingly.
What is an EHC Plan and who can request one for my child?
The purpose of an EHC Plan is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/her gets older, prepare for adulthood. An EHC Plan will contain:
You and/or the SENCo in the school can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan.
How will you help me to support my child’s learning?
There may be suggested strategies or activities given by the Class Teacher for you to do at home to support your child’s learning.
We will be able to advise and help you understand the strategies used in school.
The SENCo may also support you with strategies, resources and ideas for supporting your child’s learning at home.You may also have an opportunity to meet with other professionals involved in supporting your child.
Queen's Park values the opinions of parents and children and your views will be collected regularly to ensure we are meeting you and your child's needs to the best of our ability.
How is support allocated to children and how do they move between the different levels of support in school?
Queen’s Park Primary school receives funding from the local authority. These funds include money to support the learning of children with SEN and/or disabilities. The Head teacher, in consultation with the school governors, decides the budget for SEND provision on the basis of the needs of the children in the school.
The Head teacher and the SENCo discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs.
This process is reviewed regularly to ensure the best possible intervention is provided to those children who require additional support to learn.
How will the school know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?
Your child’s progress will be assessed both in terms of his/her regular learning within the class and with regard to specific intervention programmes. The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary. It may be decided that a further period of support would be beneficial for your child and/or alternative intervention strategies should be used.
You and your child will be kept informed and encouraged to be actively involved at all stages of this support.
What support will there be for my child’s happiness and well being at Queen’s Park Primary school?
At Queen’s Park Primary school we believe that the happiness and well being of all our pupils is paramount. All members of staff take this aspect of school life very seriously. You can be confident that your child’s class teacher, the learning support teaching assistants, and the SENCo are available to provide support to match your child’s needs.
You should also feel free to contact your child’s class teacher if you have any concerns.
How is my child included in all the same activities as his/her peers at school?
Queen’s Park Primary school is an inclusive school and committed to providing equal opportunities for all children.
After school clubs, educational visits and residential trips are available to all children.When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities.
How will Queen’s Park Primary school support my child in transition stages?
We liaise closely with the school or nursery your child is transferring from. We are able to discuss with the relevant teachers any individual needs and how best to support your child in school.While at Queen’s Park Primary school we take care to ensure that during transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils needs, learning progress and best support strategies.The school makes arrangements to ensure there is a smooth transition when your child transfers to his/her secondary school of choice. Please contact us for further details.
If your child has an EHC Plan, we will participate and/or facilitate its review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and asked to attend the reviews.
Who can I contact if I have a complaint about the SEN provision made for my child?
Initially speak with the SENCo who will try to address your concerns. If you feel your concern cannot be addressed in this way you can then contact the Head teacher, who may direct you to the school’s Complaints Policy and procedure.
If I have any other questions about my child at Queen’s Park Primary school, who can I ask?
At Queen’s Park Primary School we are very happy to speak to you about any aspects of your child’s education. It is best to speak to one of the following in this order: