Seva School Local Offer
Special Educational Needs Information
At Seva School, we strive to support all children, enabling them to achieve their learning potential at school. In order to do this, many steps are taken to support them through their learning journey. Quality teaching is vital. However, for some children, there are occasions when further additional support may be needed to help them achieve their targets.
This Local Offer is an overview of the type of support that Seva School provides. It is not exhaustive and is subject to change depending upon the current needs of its learners.
1. Roles and Responsibilities of the Special Educational Needs Co-ordinator (SENDCO)
2. Glossary of Special Educational Needs Terminology
3. Rationale of the Local Offer and its historical context
4. How Seva School responds to the learning needs of children
5. Pupils with medical needs
1. Roles and Responsibilities of the Special Needs Co-ordinator (SENDCO).
The SENDCO is responsible for the operation of the Special Educational Needs Policy and coordination of specific provision made to support individual children with SEN. The SENDCO liaises with staff to monitor the pupil’s progress and plan further interventions where progress is slower than expected. Seva School has contact with a wide range of external agencies that are able to give more specialised advice.
If you have any concerns regarding SEN matters, do not hesitate to contact school.
2. Glossary of Special Educational Needs Terminology
There are many terms in Special Educational Needs (SEN) that are abbreviated. Here follows a glossary of the most used SEN terms.
ADD Attention Deficit Disorder
ADHD Attention Deficit & Hyperactivity Disorder
ASD Autistic Spectrum Disorder
BESD Behavioural Emotional & Social Difficulties
CAF Common Assessment Framework
CAMHS Child & Adolescent Mental Health Service
COP Code of Practice
CP Child Protection
DCD Developmental Co-ordination Disorder
EAL English as an Additional Language
EP Educational Psychologist
FSM Free School Meals
HI Hearing Impairment
IEP Individual Education Plan
ISR In School Review
KS Key Stage
LAC Looked After Child
LEA Local Education Authority
LSAA/LSAC Learning Support Achievement Assistant/Coordinator
MLD Moderate Learning Difficulty
NC National Curriculum
OT Occupational Therapist
PSP Pastoral Support Programme
SaLT Speech & Language Therapy
SEN Special Educational Needs
SEND Special Educational Needs & Disability
SENDCO Special Educational Needs & Disability Co-ordinator
SpLD Specific Learning Difficulty
VI Visual Impairment
3. Rationale of the Local Offer and its historical context
Children and Families Act 2014 and the SEN Code of Practice 2014
The Children and Families Act takes forward the Coalition Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Act reforms the systems for adoption, looked after children, family justice and special educational needs.
The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Act extended the SEN system from the ages of birth to 25 years, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met. The processes that are expected is detailed within the SEN Code of Practice 2014. It takes forward the reform programme set out in Support and aspiration: A new approach to special educational needs and disability: Progress and next steps by:
- replacing statements and learning difficulty assessments with a new birth- to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;
- improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
- requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.
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 the options available to support families who need additional help to care for their child.
What will it do?
Local Authorities must publish their 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 parents/carers and young people know how school and colleges will support them, and what they can expect across the local settings. The Coventry City Council Local Offer can be found on: http://www.coventry.gov.uk/sendlocaloffer
All schools must publish their Local Offer, which details the arrangements and services that it provides children who need support, over and above the support available to all children ordinarily. It must be published on the school website.
4. How Seva School responds to learning needs of children
As a school;
we know when pupils need help if;
- 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
As a parent/carer;
if you think your child may have special educational needs;
- the class teacher is the initial point of contact for responding to parental concerns
- if there are shared concerns, then the SENDCO will become involved
How will you know how Seva School is supporting your child?
- Each pupil’s education programme 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 teaching assistant in class.
- If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil will be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention 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 provision map (this is a record of the interventions, timings, cost and impact of the intervention). If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENDCO.
- 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 discussions 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 Seva School 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 Department for Education.
How will the curriculum be matched to your child’s needs?
- 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.
- A teaching assistant (TA), LSAA or LSAC may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.
- If a pupil 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 SENDCO three times per year. IEPs will be discussed with parents at Parents’ Evenings and a copy will be given to them.
- If appropriate, specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors.
How will you know how your child is doing?
- You will be able to discuss your child’s progress at Parents’ Evenings.
- Please call and ask for an appointment to meet your child’s class teacher if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher or SENDCO by visiting the school office.
How will school help you to support your child’s learning?
- The class teacher may suggest ways of how you can support your child.
- The SENDCO or a member of the Senior Leadership Team 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.
What support will there be for your child’s overall well-being?
The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include:
- Members of staff such as the class teacher, teaching assistants, LSAA/LSAC, members of the leadership team and the SENDCO are readily available for pupils who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out.
- Clubs are available for those who find lunchtimes a challenge.
- Calming Zones have been created as a safe space for children who need emotional support
What specialist services and expertise are available at or accessed by Seva Schools
Clubs are available for those who find lunchtimes a challenge.
- Calming Zones have been created as a safe space for children who need emotional support.
- What specialist services and expertise are available at or accessed by Seva School?
- At times it may be necessary to consult with outside agencies to receive their more specialised expertise.
The agencies used by the school include:
• Autism Outreach Team
• Child Protection Advisors
• Educational Psychologist
• CAMHS (Child & Adolescent Mental Health Service)
• Inclusion Team
• Social Services
• Children’s Therapy Team (Speech & Language/Occupational Therapy)
• LAWSS (Learning and Wellbeing Support Service)
The service of Educational Psychologists is a provision that is funded by Seva School. The Educational Psychologist would normally only work directly with pupils whose needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them. This involvement is generally planned during a review meeting. These meetings are held three times a year between school staff and where appropriate, other professionals. The aim of the meeting is to gain an understanding of and try to resolve a pupil’s difficulties In order to help understand the pupil’s educational needs better. The Educational Psychologist will generally meet with the parent and give feedback after the assessment has been completed. They will offer advice to the school and parent/carers on how to best support the pupil in order to take their learning forward.
What training have the staff supporting children with SEN had or are having?
Different members of staff have received training related to SEN. 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.
- Seva School’s SENDCO has gained the qualification ‘National Award for Special Educational Needs Coordination’
How will your 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 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.
How accessible is the school environment?
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.
- toilets adapted for disabled users.
- wide doors in some parts of the building.
- lifts to the second floor of the building.
How will the school prepare and support your child when joining Seva School or transferring 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 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.
- The SENDCO and members of the Senior Leadership Team are always willing to meet parents/carers prior to their child joining the school.
- Secondary school staff visit pupils prior to them joining their new school.
- The SENDCO or other designated SEN Staff will liaise with the SENDCOs from the feeder schools to pass on information regarding SEN pupils.
- Where a pupil may have more specialised needs, a separate meeting may be arranged with the SENDCO and the parents/carers and where appropriate the pupil.
How are the school’s 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 or resources dependant on an individual’s needs.
- The additional provision may be allocated after discussion with the class teacher 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.
How is the decision made about how much support your child will receive?
- These decisions are made in consultation with class teacher, SENDCO and Senior Leadership Team. Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside agencies.
- 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.
How will you be involved in discussions about and planning for your child’s education?
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 the SENDCO and/or other professionals
5. Pupils with medical need
- If a pupil has a medical need then a detailed Care Plan is compiled in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.
- Staff receive epipen training yearly.
- Where necessary and in agreement with parents/carers, medicines are administered in school but only where a signed Medicine Consent Form (available from the school office) is in place to ensure the safety of both child and staff member.
- All staff have basic first aid training.
- There are designated staff with paediatric first aid training.