Ladybridge SEN School Offer

Ladybridge SEN School offer .

Ladybridge Primary School Broadford Road Deane Bolton BL3 4NB Tel: 01204 333646 Fax: 01204 333647 E-Mail: office@ladybridge.bolton.sch

Ladybridge SEN School offer

Headteacher

Deputy headteacher

Mr Colin Watson

Special Educational Needs Coordinator Miss Julie Hignett

Ladybridge follows the Code of Practice which is practical advice on how to carry out statutory duties to identify, assess and make provision for children with special educational needs (SEN)

The Children and Families Bill The Children and Families Act is all about reforming services for vulnerable children reflecting this government’s deep determination to give every child, whatever their start in life, an equal chance to make the best of themselves 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 Bill will extend the SEN system from birth to 25, giving children, young people and their parents greater control and choice in decisions and ensuring needs are properly met. 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.

Definitions of special educational needs (SEN) A child or young person has SEN if they have a learning difficulty or disability, which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they: 

have a significantly greater difficulty in learning than the majority of others of the same age; or



have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools

The four areas of special educational need Special educational needs and provision can be considered as falling under four broad areas: 

Communication and interaction

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Cognition and learning

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Social, mental and emotional health

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Sensory and/or physical

What should I do if I think my child has a Special Educational Need or Disability?

If you think your child has special educational needs then call into school and speak to either the class teacher, the Special Educational Needs Co-ordinator (SENCO) or the Head Teacher.

We will receive your concerns sympathetically and discuss the issues you raise.

What is the school’s ethos/approach to SEN and Disability?

Ladybridge Primary School is proud of its inclusive ethos, where each member of the school community is afforded equal respect and differences are celebrated. Our school's approach to pupils with special educational needs is derived from the Ladybridge ethos of seeking to educate the whole child, working with them as they are to draw out their full potential as human beings and treating their differences as gifts to work with rather than as problems or weaknesses.

Ladybridge Mission Statement Every child special, every child nurtured, achieving excellence together We ensure the inclusion of pupils with SEN in activities both inside and outside the classroom. Inclusion is about much more than the type of school that children attend – it is about the quality of their experience and how they are welcomed, helped to learn and enabled to participate fully in the life of the school. We believe that developing good inclusive practice involves regularly reviewing all of our policies and practices to ensure we meet the needs and aspirations of all learners.

SEN and Continuing Professional Development for staff at Ladybridge One of the key messages within the Government’s SEN Green Paper, and reinforced in the new Ofsted framework, is the need for high-quality continuing professional development (CPD) opportunities for the school workforce. At Ladybridge the SENCO facilitates CPD within school or we arrange for outside agencies to provide specialist training and support as the need arises. Ladybridge works closely with the Ladywood Outreach Service which provides support for children in mainstream settings. Ladywood Outreach Service works in partnership with other agencies from the wider professional community both in Education and Health Services.

How will I know how my child is doing in school?

Before identifying a child as needing SEN support the class teacher, working with the SENCO, will establish a clear analysis of the pupil’s needs. This is drawn on the teacher’s assessment and experience of the pupil, as well as information from Ladybridge’s core approach to pupil progress, attainment, and behaviour. It also draws on the individual’s development in comparison to their peers, the views and experience of parents, the child’s own views and, if relevant, advice from external support services. Ladybridge takes any concerns raised by a parent seriously. These are recorded and compared to our own assessment and information on how a child is developing. This assessment is regularly reviewed.

Where it is decided to provide a pupil with SEN Support, parents are always notified. The teacher and the SENCO agree in consultation with the parent and the pupil the interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review. All teachers and support staff who work with the child are made aware of their needs, the support provided and any teaching strategies or approaches that are required.

The class teacher remains responsible for working with the child on a daily basis. Where the interventions involve group or one to one teaching away from the class teacher, they still retain responsibility for the pupil, working closely with any teaching assistants or specialist staff involved to plan and assess the impact of interventions. The SENCO supports the class teacher in the further assessment of a child’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of the support.

The effectiveness of the support and the impact on a child’s progress is reviewed. The impact of the support provided, along with the views of the pupil and their parents, feed back into the analysis of the pupil’s needs. The class teacher, working with the SENCO, will revise the support in light of the pupil’s progress and development deciding on any changes to support and revised outcomes in consultation with the parent and pupil.

The identification of SEN is built into the overall approach to monitoring the progress and development of all pupils.

Ladybridge assesses each pupil’s current skills and levels of attainment on entry. Class teachers, supported by the senior leadership team make regular assessments of progress for all pupils. Where pupils are falling behind or making inadequate progress given their age and starting point they are given extra support.

What support will there be for my child’s overall well-being?

Once a potential special educational need is identified Ladybridge undertakes four types of action to put effective support in place. These actions form part of a cycle through which earlier decisions and actions are revisited, refined and revised with the growing understanding of the pupils’ needs and of what support the pupil needs in order to make good progress. This is known as the graduated approach; it draws on more detailed approaches, more frequent reviews and more specialist expertise in successive cycles in order to match interventions to the SEN of children.

The quality and appropriateness of the overall provision at Ladybridge is kept under regular review and its impact on the number of children identified with SEN is monitored rigorously. Teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff. Where a pupil is not making adequate progress, teachers, SENCOs and parents will collaborate on problem solving, planning support and teaching strategies for individual pupils.

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. The majority of pupils can make progress through such teaching. Ladybridge regularly and carefully reviews the quality of teaching for pupils at risk of underachievement. This includes teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the special educational needs most frequently encountered.

How will I be involved in discussions about, planning for, and involvement in, my child’s education?

Ladybridge provides an annual report for parents on their child’s progress. Where a pupil is receiving SEN support class teachers meet parents at least termly to set clear goals discuss the activities and support that will help achieve them, review progress and identify the responsibilities of the parent, the pupil and school. This meeting is led by a teacher with a good knowledge and understanding of the child who is aware of their needs and attainment. This will usually be the class teacher, supported by the SENCO if necessary. It provides an opportunity for parents to share their concerns and, together with the teacher, agree their aspirations for their child.

Feedback from parents: Hi Julie, I am convinced my daughter has learned to believe in herself because the key adults in her life have shown her they believe in her too. Much of this is also down to the wonderful jobs of responsibility in school she was chosen to do...

We operate an ‘open door’ policy at Ladybridge and so parents are always welcome to come into school to discuss their children’s needs whether that is academic, pastoral or emotional.

These are the amazing things that OFSTED and league tables can't really measure... I'm so happy for you and my thanks goes out again to you and all the staff who teach and support

Hi Julie, Thanks, we really appreciate all the input provided from the school, which has provided a quantum leap for our son, keep up the good work.

How do Ladybridge involve children and young people in their education and in the decision making process?

The school endeavours to include children with special needs in all areas of the curriculum through appropriate differentiation, if necessary, and involve them in their own development as much as possible.

Who, outside of school, can I turn to for advice and support?

Bolton Parent Partnership Service Lowndes St Nursery Lowndes St BOLTON Lancashire BL1 4PQ Telephone: 01204 848 722

Where a child continues to make little or no progress, despite well-founded support that is matched to the child’s area of need Ladybridge will involve specialists, including those from outside agencies. Ladybridge may involve specialists at any point to advise us on early identification of SEN and effective support. Parents are always involved in any decision to involve specialists. The involvement of specialists and what was discussed or agreed is recorded and shared with parents and teaching staff supporting the child in the same way as other SEN support. The SENCO and class teacher, together with the specialists consider a range of well founded and effective teaching approaches, appropriate equipment, strategies and interventions in order to support the child’s progress. We agree the outcomes to be achieved through the support, including a date by which progress will be reviewed. Support is adapted or replaced depending on how effective it has been in achieving the expected outcomes. Below is a range of external agencies that Ladybridge currently liaises with to ensure that we are able to assess and make provision for children with special educational needs (SEN).

Educational Psychology Service Educational psychologists are specialists in learning, behaviour and child development.

They work directly with children as well as providing expert advice to their parents and carers, and to other adults who teach and support them. At Ladybridge, the educational psychology service provides a wide range of services, including advice on teaching and learning, counselling, staff training, behaviour management and practical evidence based interventions.

School Nursing Service The School Nursing Service works with school aged children, their parents/carers, other health professionals, education staff and other agencies to promote the health and wellbeing of children and enable them to reach their potential.

Speech and Language Service Speech and language therapists (SALTs) work closely with children who have a range of speech, language and communication difficulties. Increasingly, SALTs provide direct advice and guidance on appropriate interventions that teachers, teaching assistants and parents implement and they monitor.

Learning Disability Nurse Learning disability nurses provide specialist healthcare to those with a range of learning disabilities. They also offer support to their families.

Behaviour Support Behaviour support teams work to support children with emotional and social difficulties in school. They provide early intervention and preventative work at whole school, group and individual level.

Ladywood Outreach Ladywood Outreach consists of a range of specialist teachers who provide advice, direct support and guidance consultation to staff and children with a range of SEN.

CAMHS CAMHS is a local service that provide mental health assessment and treatment services to children, and their families. They also provide advice, consultation and support to other individuals and agencies involved in children's care.

Sensory Support Service The sensory support service comprises of specialist teachers for children with hearing and visual impairment, including deafblindness, and those with physical impairment, they support Ladybridge in modifying our curriculum and environment to ensure needs can be met.

Integrated Working Team The IWT ensure that children, and families receive appropriate and coordinated services where practitioners work together effectively at the earliest point to deal with the impact of difficulties and to prevent these from becoming more serious.

Paediatric Occupational Therapy The role of the Occupational Therapist (OT) is to work with children who have difficulties with the practical and social skills necessary for their everyday life. An Occupational Therapist will aim to enable the child to be as physically, psychologically and socially independent as possible.

Where can I find information about Local Authority provision for children and young people with SEN? 

Bolton Local Authority is currently offering the Family Services Directory for advice and guidance. The Local Offer will be available from September 2014, in line with current guidance. The name of the person who is leading on the Local Offer within Bolton Local Authority is Sue Cornwell - Head of SEN Services and Principal Educational Psychologist

How should complaints regarding SEN provision be made and how will they be dealt with?

Arrangements for considering complaints about special educational provision within the school will be dealt with according to the Governing Body procedures. Complaints will be heard by the complaints committee (a parent governor, curriculum co-ordinator, and SEN Governor or nominees). Appeals against decisions concerning SEN complaints are heard by the remainder of the Governing Body not involved in the original decision.

How do I get a copy of the school SEN policy?

In September 2009, it became law for every new SENCO in a mainstream school to gain the Masters-level National Award for Special Educational Needs Co-ordination within three years of taking up the post. Miss Julie Hignett is the SENCO for Ladybridge Primary School.

The SENCO has an important role to play with the head teacher and governing body, in determining the strategic development of SEN policy and provision in the school. The SENCO has day-to-day responsibility for the operation of the SEN policy and coordination of specific provision made to support individual children with SEN, including those who have EHC plans. The SENCO provides professional guidance to colleagues and works closely with staff,

Key responsibilities for the SENCO include:  Overseeing the day-to-day operation of the school’s SEN policy;  Coordinating provision for children with SEN;  Liaising with the relevant designated teacher where a looked after pupil has SEN;  Advising a on graduated approach to providing SEN Support;  Advising on the deployment of the school’s delegated budget and other resources to

meet pupils’ needs effectively  Liaising with parents of children with SEN;  Liaising with early years providers other schools, educational psychologists, health and

social care professionals, and independent or voluntary bodies  Being a key point of contact with external agencies, especially the LA and LA support ser-

vices;  Liaising with potential next providers of education to ensure a young person and their

parents are informed about options and a smooth transition is planned  Working with the head teacher and school governors that the school meets its responsi-

bilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements; Ensuring that the school or maintained nursery keeps the records of all children with SEN up to date

Appendix This provision map shows all the provision that Ladybridge makes which is additional to and different from that which is offered through our differentiated curriculum.

Cognition and Learning Wave One A nurturing environment with opportunities for learning through play and with opportunities for small group experiences in a safe and secure space.

A quiet, low sensory environment to assist concentration and learning.

Extra take-up time for responses to questions or contributions to group discussion.

Extra time for activities (e.g. eating/feeding, practical activities) Using practical activities and experiential learning, including work with concrete/visual materials and objects of reference to establish concepts and skills.

Opportunities for children to transfer/generalise their learning in different contexts.

Opportunities for revision and over learning.

Access to groups where children are working with peers of similar levels.

Wave Two Access to grouping that enables children to work with peers who will provide good role models for language and communication skills and for co-operative and independent application to task.

Clear classroom routines supported by visual cues.

Teaching methods include the use of visual aids, objects of reference, signalling and signing to support understanding and the development of language in lessons.

Teaching and learning which is multi-sensory and well structured.

Strategies to develop and extend listening and attention.

Flexibility in timetabling (leaving class early to avoid crowds at transition points) Access to simple, everyday assistive devices which aid access to the curriculum. (sloping writing surfaces, pencil grips, a range of scissors, including left handed scissors)

Wave Three The physical environment is methodically organised, well-defined and labelled.

Opportunities for small group work within the classroom/setting or on a withdrawal basis to address learning needs (literacy, numeracy, language and communication, motor skills as appropriate) Well developed and planned strategies to support and facilitate transition from primary to secondary school (e.g. the use of transition objects, personal passports or files of coping strategies) Strategies to facilitate transitions within the school day (transition from classrooms to outside areas/dining room) A focus on the development of social skills, emotional well-being and the enhancement of selfesteem.

Careful choice of working and leisure partners and groups to facilitate social interaction.

Rewards and recognition is used school has set up a dedicated space or particular activity for difficult times.

School supports the provision and use of specialist ICT for access and communication.

Communication and Interaction Wave One Peer awareness and sensitivity and peer support within the content, delivery and organisation of the curriculum.

Consistency within the learning environment in terms of organisation, structure, routines, space and place The structured promotion of social interaction, communication and imagination is integral within the content and delivery of the curriculum.

Avoiding sensory overload.

Linking behaviours to underlying causes.

Adaptable, flexible teaching.

Positioning of the child in class Positioning of key adults in class Adults simplifying their language and emphasising key points using visual clues where possible.

Help in acquiring, comprehending and using language.

Help in acquiring pre-literacy and literacy skills.

Immediate positive feedback.

Teacher explanation that is explicit and consistent.

In the learning environment, written or drawn visual supports for tasks and/or personal organisation.

Specific teaching of social skills Specific teaching of how to keep safe.

Wave Two The use of visual timetables, checklists and objects of reference.

Extra time for activities relating to the development of self-care skills.

A physical environment that is methodically organised and well-defined and labelled using writing and visuals.

Classroom supports, including the use of a visual timetable, prompt and/or instruction sheets, visually identified expectations and teaching outcomes, frequent visual supports for teaching.

Opportunities for small group work within the classroom or on a withdrawal basis to address social communication needs.

Wave Three Help in using augmentative and alternative means of communication.

Strategies to reduce unusual behaviours caused by sensory overload or information overload such as breaks built into lessons.

Strategies to promote appropriate behaviour and understanding such as social stories.

Strategies to facilitate transitions within the school day (transition from classrooms to outside areas/dining room) Well developed and planned strategies to support and facilitate transition from one setting to another (e.g. the use of personal passports or files of coping strategies) Careful choice of working and leisure partners and groups to facilitate social interaction.

The use of rewards and recognition and a dedicated space or particular activity for difficult times.

The use of rule based learning, immediate feedback and structured reward systems.

Peer support structures, with appropriate guidance for peer supporters, which can provide opportunities for the development of social interaction and communication skills.

Careful scaffolding of curricular language and subject specific vocabulary.

Some individualised curriculum content, as required, within the context of an inclusive curriculum, to address specific needs.

Specific teaching of vocabulary and inference, active listening and active response to instruction, within the curriculum, and for social situations.

School support for the provision and use of specialist ICT for access and communication.

Social, mental and emotional health Wave One A nurturing environment with opportunities for learning through play in the early years and primary phase.

Practical work with concrete/visual materials to establish concepts and skills.

Active learning approaches. (Brain Gym, Mind Mapping).

Additional opportunities for physical activity.

Access to grouping that enables children to work with peers who provide good role models for social interaction and appropriate behaviour.

Strategies to develop and extend listening and attention.

Wave Two The provision of differentiated approaches and materials in advance of lessons.

The provision of opportunities for small group work within the classroom or on a withdrawal basis to address social, emotional and behavioural needs and planned opportunities to ensure generalisation and embedding of skills across all areas of the curriculum.

Careful choice of working and leisure partners and groups to facilitate social interaction.

Strategies to facilitate transitions within the school day (transition from classrooms to outside areas/dining room) Well developed and planned strategies to support and facilitate transition from one setting to another from primary to secondary school (e.g. the use of personal passports or files of coping strategies)

Wave Three Rewards and recognition is used and we have set up a dedicated space or a particular activity for difficult times.

Access to individual time bonded/reviewed counselling or therapeutic support.

Increased adult/child ratio in the classroom (where appropriate).

The use of supported group work within the classroom.

Sensory and/or physical Wave One Well-organised classrooms with clear route ways.

The best seating arrangements in relation to the teaching focus, as advised by health professionals/advisory teachers.

Teachers talking to pupils about their optimum/preferred learning styles.

Extra time for completion of tasks.

Practical work with concrete/visual materials to establish concepts and skills.

Wave Two Strategies to develop and extend listening and attention.

The use of ICT. Access to medical support (School Nursing Service) Access to simple, everyday assistive devices that aid access to the curriculum. (sloping writing surfaces, pencil grips, a range of scissors)

Wave Three Differentiation of the whole curriculum, particularly in Physical Education and practical activities within all areas.

Arrangements to ensure access to all areas of the school, including the outside environment.

Specific skill development in specific areas may be required. (e.g. ball skills, manipulating tools [e.g. scissors/pencils]) Consideration is given to the use of low-tech aids or equipment (e.g. basic word processors, Communication Passport) Access to small group in-class support.

A focus on promoting independent learning.

Classroom setting/management takes account of social relationships.

Additional support if required at periods throughout the day. (self-care/toileting/transition points) Peer support/buddying.

Flexibility in timetables (support with carrying equipment/leaving lessons before end to avoid crowded corridors) Part-time attendance as part of a health plan or a planned return to school.