Local Offer – November 2016
Whitelands Park Primary school is part of the Kennet Academy Trust and has approximately 300 pupils aged from 4 to 11 years. We are a school that strives to support all pupils to enable them to make the best possible progress and achieve well. To achieve this aim we have a strong focus on providing quality first teaching for all pupils, regardless of their level of need. Our approach, to providing additional support for those pupils who require it, focuses around each individual child. We place the child, and their families, at the heart of the support. We work effectively with other, external, professionals to make sure that all children receive the support they need to progress and achieve.
How does the school identify children with special educational needs/ disabilities?
What should I do if I think my child has SEND?
If my child is identified as having SEND, who will oversee and plan their education programme?
Class teachers have a duty to provide learning opportunities and tasks as part of the daily organisation and management of the class. These are appropriately matched to the needs of individual pupils
SENCo has a more strategic role through overseeing the education programmes of all pupils with SEND across the school. The SENCo supports staff in planning for the needs of individual children.
Termly SEND pupil progress meetings will be held between SENCo and every class teacher to monitor and evaluate the provision of every child who is identified with SEND.
How will I be informed / consulted about the ways in which my child is being supported?
Additional meetings can be arranged and may be support by the SENCo if required.
How will the school balance my child’s need for support with developing their independence?
At Whitelands Park we aim to enable our pupils with SEND to achieve and progress and become independent learners which will provide them with the knowledge and skills required for life after Whitelands Park. We foster an atmosphere where pupils who are supported by additional adults do not become over reliant on them. Class teachers and TAs provide opportunities for pupils with SEND to work independently or collaboratively.
How will the school match / differentiate the curriculum for my child’s needs?
What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?
Teaching approaches we use relate to the individual needs of pupils. We identify the individual needs of each pupil and plan the teaching strategies accordingly. This may mean the use of visual aids, adapted or additional resources or additional teaching support.
What additional staffing does the school provide from its own budget for children with SEND?
At Whitelands Park we have provided additional funding from our own budget to provide specific support. In most circumstances the needs of pupils with SEND will be met through the programmes and staffing provided as part ‘daily life’. However, in exceptional circumstances it may be necessary for additional support to be provided from the main school budget. The decision to provide additional staffing is based on a case by case basis and driven by the exceptional needs of particular pupils with SEND.
Additional staff includes Emotional Literacy Support Assistant (ELSA) and Teaching Assistants (TAs)
What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
At Whitelands Park we have a number of intervention programmes that we can use to provide additional support for pupils.
At Whitelands Park we currently deliver the following interventions:
Type/Title of Intervention
þ One to one
þ Small group
Social skills (ASD group)
What resources and equipment does the school provide for children with SEND?
For example, following advice from occupational therapists, equipment has been purchased to support pupils develop their gross and fine motor skills.
What special arrangements can be made for my child when taking examinations?
We provide special arrangements for those pupils meeting the criteria outlined in the DFEs Assessment guidance or who were successful in an application for extra time.
How will the school monitor my child’s progress and how will I be involved in this?
As a school we measure children’s progress in learning against national expectations and age-related expectations including the progress and attainment of pupils with SEND.
Teachers continuously assess what pupils can achieve, what progress is being made and the next steps for their learning.
Teachers use a variety of evidence including comments and achievements during lessons, evidence from pupils’ books and the learning tasks they complete, formal test results including SATs, reading and spelling ages, and information from intervention programmes and class and 1-1 TAs.
As a school, we track children’s progress from entry at Reception through to Year 6 using a variety of different methods including National Curriculum levels. These are tracked in termly pupil progress meetings.
Pupil Progress meetings are timetabled so that Parents evenings immediately follow and give feedback on attainment and progress as well as what the next actions that are to be taken.
When my child’s progress is being reviewed, how will new targets be set and how will I be involved?
When the child’s educational plan is reviewed, comments are made by the class teacher against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed. The target may then be adapted into smaller steps or a different approach may be tried to ensure the child does make progress. This will be shared and discussed with you during the termly meetings.
ln addition to the school’s normal reporting arrangements, what opportunities will there be for me to discuss my child’s progress with school staff?
Additional meetings can be organised to discuss your child’s progress depending on the circumstances. You would initially make an appointment to see your child’s class teacher. The SENCo may attend these meetings as needed.
What arrangements does the school have for regular home to school contact?
Parents are provided with regular newsletters which are also available to view on our school website (http://www.whitelandsparkprimary.co.uk)
We encourage you to talk regularly to your child’s class teacher as this provides a valuable means of communication between home and school.
Children have a Planner that provides a space for home/school dialogue
In some circumstances it may be helpful to introduce a home/school contact book where bullet points will be made to share information with you about your child’s day. We encourage parents to add their own bullet points so that we are fully informed.
How can I help support my child’s learning?
The best way to support your child learning is to support them in daily reading, helping them learn their spellings and assisting them to complete the weekly Maths and Literacy homework.
On occasions we offer meetings about different subject areas. Attending these is another positive way that you can support your child’s learning.
For more specific, individual suggestions about how to support your child’s learning please speak to your child’s class teacher.
Does the school offer any help for parents / carers to enable them to support their child’s learning, eg. training or learning events?
When required, we offer training for parents and carers on site at Whitelands Park, we also have information about training that is available throughout West Berkshire. We signpost parents to a particular course or learning event which would be of particular interest relate specifically to the needs of each child. If there are any topics that are of interest we ask parents to make an appointment to see Mrs Boyce or Mrs Cannings. We have fostered good links with other training groups, e.g. Parenting Groups, MENCAP and Brookfields School.
How will my child’s views be sought about the help they are getting and the progress they are making?
What accredited and non accredited courses do you offer for young people with SEND?
N/A to primary
How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?
What support is available to promote the emotional and social development of children with SEND?
At Whitelands Park we strongly support the following statement made in the New Code of Practice
‘For some children and young people, difficulties in their emotional and social development, can mean that they require additional and different provision in order for them to achieve.’ (Code of Practice, 2014: 64)
We recognise that emotional and social development can have a huge impact on the achievement and progress of our pupils and therefore we have dedicated significant resources to this area. We employ a Family School Support Worker and ELSA who works with pupils that require additional support in this area.
We have a dedicated room, our Ocean Room, which is a calm and positive place where pupils can come and access a range of opportunities and resources which support emotional and social development.
What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?
What medical support is available in the school for children with SEND?
The majority of school staff have complete the basic paediatric first aid training and are able to provide basic medical support in school. For pupils who have identified medical needs, information sheets are displayed in the staffroom and main office so that all staff are aware of their needs. If required care plans are written in conjunction with parents and the school nursing team to ensure that medical needs are met within school. All staff are updated and have received regular training in the use of Epipens/Jext pens.
How does the school manage the administration of medicines?
At Whitelands Park we only administer medication that has been prescribed by a doctor. If your child has medicine that needs to be given during the school day the school office will talk you through the process and ask you to complete a form agreeing that school staff can administer the medication, the timings and dose.
For emergency use, such as for nut allergy suffers and Hypoglycaemia, medication is kept both in the classroom and in the main office.
Care plans are included to identify how and when this medication should be given and staff communicate with parents regarding any changes to the medication or care plan.
Medicines and first aid kits are taken with pupils whenever they go off site as part of the school party.
How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc ?
In situations where a pupils’ special educational or medical needs or disability require them to have support with eating or toileting, we are able to provide support. We have procedures and some resources to support pupils with these aspects of their daily lives. In these circumstances we communicate with parents and carers and medical professionals, including the school nurse, and ensure that a care plan is in place.
What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc ?
We have access to a range of specialist services that can provide additional support for our pupils with SEND. However, each service has its own referral process and pupils would have to meet the criteria for the involvement of the service or professional. We have access to CAMHS, support from special schools, Sensory Consortium, Behaviour Support Team (BST), Cognition and Learning Team (CALT), Education Psychologist (E.P.), Occupational Therapist (O.T.) and ASD advisory teachers.
What should I do if I think my child needs support from one of these services?
If concerns are raised that a child may benefit from the support of outside agencies or additional services and we follow the procedures laid out by each service or agency including the school completing a referral for the child.
How are speech and language therapy, occupational therapy and physiotherapy services provided?
If concerns are raised that a child may benefit from the support of outside agencies or additional services and we follow the procedures laid out by each service or agency including the school completing a referral if the child meets the criteria for support from the service.
What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?
Discuss your concerns with your child’s class teacher or make an appointment to meet with the SENCo or FSSW.
What arrangements does the school have for liaison with Children’s Social Care services?
We follow the procedures laid out by the Children’s Social Care service.
What SEND training is provided for all school staff?
Training needs and CPD opportunities are planned around the needs of the pupils with SEND and the adults who will be working with them. For example, training will be planned for adults who are working with pupils with a hearing impairment. Priorities for training are based on these individual needs and the areas contained in the School Improvement Plan (SIP). Training is provided through external courses and workshops or onsite CPD sessions with visiting professionals.
Do teachers have any specific qualifications in SEND?
The current SENCo is completing the NASENCo accreditation. One other member of staff has completed this qualification as well. One teacher has also completed the Makaton Level 1 training.
Do teaching assistants have any specific qualifications in SEND?
Three members of staff have completed the Makaton Level 1 training.
How do you ensure children with SEND can be included in out of school activities and trips?
At Whitelands Park we have a policy of equality of access to all trips and visits for pupils with SEND. However, steps need to be taken prior to the visit or trip to ensure that the level of risk for the pupil and their peers has been assessed and that it is safe for them to attend the visit. As part of this process the leader of the trip completes a risk assessment. This identifies the potential risks and allows strategies to be put in place to ensure the risk is as low as possible. This includes allocating more adults on the trip or creating an individual plan for the pupil.
In the past SEND pupils have completed day trips with their classes and residential visits for 3 and 5 nights, supported on a 1-1 basis by an adult.
How do you involve parents / carers in planning the support required for their child to access activities and trips?
The class teacher, the leader of the visit and the Education Visits Co-ordinator would involve parents in discussions prior to the visit, especially for residential visits, to share information on strategies that work at home, food preferences, daily routines etc
How accessible is the building for children with mobility difficulties / wheelchair users?
Whitelands Park is fully accessible by wheelchair. There is a ramp to the main entrance and access to all rooms is available on this level.
Have adaptations / improvements been made to the auditory and visual environment?
The school environment and furniture is planned to ensure that it meets the requirements for people with visual and auditory impairments.
Are there accessible changing and toilet facilities?
There is a large disabled toilet near the main entrance. This is large enough to accommodate changing.
How do you ensure that all the school’s facilities can be accessed by children with SEND?
Whitelands Park seeks to ensure our learning environment is suited to the needs of children with SEND. For example, where possible pupils with a hearing impairment are placed in a classroom with good acoustics. Advice is continually sought from the Hearing Consortium.
How does the school communicate with parents / carers who have a disability?
We cooperate fully with the needs of the parents. The SENCo or FSSW would arrange a meeting, or speak to them by telephone, to discuss their needs and how the school could assist them.
For parents with a hearing impairment we would communicate via text, email or messages in their children’s planner.
How does the school communicate with parents / carers whose first language is not English?
We involve the immediate family and friends to provide a link in the communication with parents/ carers whose first language is not English. We would also access support from the LA and other outside agencies to provide translation services to aid the communication process.
What preparation will there be for both the school and my child before he or she joins the school?
For pupils joining our Foundation Stage;
For pupils joining our school midway through the school year;
Additional visits can be arranged dependent on the needs of each pupil
Preparation meetings also take place between professionals and parents to ensure that the school is appropriately resourced for the child’s entry.
How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
We carefully plan for transition as we know that change can have a great impact on pupils.
How will my child be prepared to move on to his or her next school?
Many strategies are in place to enable the pupil’s transition to be as smooth as possible.
How will you support a new school to prepare for my child?
For pupils transferring to Secondary School;
The notes from this meeting are typed up and distributed amongst all those who attend the meeting.
For pupils transferring to an alternative setting we would liaise with the SENCo of the new school to ensure that all documentation and information is effectively communicated.
What information will be provided to my child’s new school?
All the pupil’s information will be passed to the new school including the advice note identifying the strengths and areas for development and strategies that are effective in supporting the pupil.
How will the school prepare my child for the transition to further education or employment?
Who would be my first point of contact if I want to discuss something about my child or if I am worried?
Your first point of contact is your child’s class teacher. They have an in-depth knowledge of your child, their strengths and areas for development and they will be able to listen to your concerns and explain what could be done in the classroom to support your child.
Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
Whitelands Park has a full-time Family Support Worker (Mrs Webb). She provides a range of support for parents, carers and families. Where she is not able to provide the support herself, she will be able to make contact with someone within West Berkshire who may be able to help.
What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
Information about external agencies is available in the front entrance, from the SENCo (Mrs Boyce) or the Family Support Worker (Mrs Cannings).
What arrangements does the school have for feedback from parents, including compliments and complaints?
Parents are encouraged to provide feedback on their child’s annual report and slips are enclosed to allow you to record their thoughts on the progress that their child has made during the year. Positive relationships between parents and class teachers are always encouraged.
If you have a complaint we would initially like you to make an appointment to talk to us about it. You can make an appointment to see either the SENCo (Mrs Boyce) or Headteacher (Mr Irving) to discuss your complaint. There is also a formal complaints procedure.