Our local offer for SEND

SEN and Disability Local Offer: Primary Settings Mainstream, Short Stay Schools, Special Schools and Academies Name of School: Lomeshaye Junior School School Number: 13007

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Accessibility and Inclusion

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How accessible is the school environment?

Is the building fully wheelchair accessible? Do you have accessible parking spaces?

Have there been improvements in the auditory and visual environment? Are there accessible changing/toilet facilities? How do you improve access to the setting?  How accessible is your information? - including displays, policies and procedures etc.

Do you have information available in different font sizes, audio information, Braille, other languages etc. How does the setting communicate with parents and families whose first language is not English? How is information made accessible to parents and families with additional needs?  How accessible is the provision?

How do you make use of resources such as symbols, pictures and sign graphics to support children's access to resources? Do you have furniture such as height adjustable tables or alternative ways of presenting activities so that children can access them?  Do you have specialised equipment (eg; ancillary aids or assistive technology?)

What the school provides The main entrance to the school has a ramp leading directly to it, ensuring that the building is wheelchair accessible. There is plenty of parking available close to the school gates and the school has disabled toilet facilities which can accommodate wheelchair users should the need arise.

Information about the school including policies and procedures are readily available on the school website which is updated on a regular basis. Frequent newsletters are also sent home with extra information and updates. There is also a parent noticeboard on the school yard where parents can find information. For those individuals who have English as an additional language, we have a number of bilingual staff who can translate information for parents as well as supporting children within the classroom.

All of the classrooms are furnished with high quality, modern equipment which is of a suitable height appropriate to the age group of children being taught in each particular class.

The school has a range of ICT programmes for pupils with SEN and EAL which can be accessed from our class computers, ICT suite and iPads. We currently stock a range of resources to support children with visual impairments, speech and language difficulties as well as EAL. In addition to this we have speech and language TAs who deliver programmes to targeted groups of children with speech and language needs. Our main hall has had a hearing loop system fitted to support individuals with hearing impairments.

The school holds regular meetings with parents to keep them informed about the specific facilities or equipment we have available for their child to access.

Teaching and Learning

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What arrangements do you have to identify and assess children with SEN? What additional support can be provided in the classroom?

What provision do you offer to facilitate access to the curriculum and to develop

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independent learning? (This may include support from external agencies and equipment/facilities)  What SEN and disability and awareness training is available to all staff?  What staff specialisms/expertise in SEN and disability do you have?  What ongoing support and development is in place for staff supporting children and young people with SEN?  What arrangements are made for reasonable adjustments and support to the child during tests and SATs?  How well does your SEN provision map illustrate the range and level of support for individual pupils or groups with similar needs and the resources allocated to meet those needs?

What the school provides We believe that early identification is vital and class teachers, in collaboration with the SENCo, will inform parents/guardians at the earliest opportunity to make them aware of any school based concerns. This will ensure that parents/guardians can be actively involved from the outset. Professionals from external agencies are used to provide advice and support with regards to the provision of intervention and general support strategies. These agencies include specialist teachers from the IDSS, Speech and Language therapists, a teacher of the visually impaired and a child psychologist.

Within the classroom, lessons are differentiated to meet the needs of all children with resources and equipment being modified and adapted as necessary. When needed, children will receive support during lessons from teachers or support staff, of which there is at least one per class.

All staff within school have had Epipen training and a large majority hold current First Aid qualifications. All staff have also received training on how to support children on the Autistic Spectrum (ASD). Within school, one teacher has a qualification in supporting children with speech and language difficulties as well as having received training to support VI and HI children. We run speech and language support groups in school which are divided up into a lower and an upper school group. These operate on a weekly basis to assist children with speech and language needs.

The SENCo will begin working towards her Diploma in SEN in the near future.

When sitting examinations, children with SEN/EAL are supported according to their needs.

This may entail having a member of staff act as a reader or scribe; receiving timed breaks; ordering modified scripts and resources for VI and HI pupils; being granted additional time and working in a quiet setting away from the classroom to aid concentration.

Provision maps record the intervention that each individual child receives as well as the impact that this is having both on an academic and social level. These provision maps are updated on a termly basis. At a class level, each child with SEN has their own personal targets which they spend time working towards and achieving on a regular basis with teachers and support staff. Progress towards achieving these targets is monitored on a weekly basis. In addition to this the school tracks academic progress termly and records progress on spreadsheets which are then circulated to the class teachers with advice on interventions in order to move the children forward in their learning. The SENCo also conducts meetings annually with the teachers to moderate teacher assessments on the SEN children in their class.

Reviewing and Evaluating Outcomes

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What arrangements are in place for review meetings for children with Statements or Education, Health and Care (EHC) Plans?

What arrangements are in place for children with other SEN support needs?

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How do you assess and evaluate the effectiveness of the provision you make for children and young people with SEN and Disability?

What the school provides Parents and children contribute and take part in Annual Reviews, receiving copies of all relevant paperwork concerning their child. We invite other professionals, who have spent time working with the child over the year, to not only submit a report on the child but to attend the Annual Review meeting. This is really important to our school in ensuring that the parents receive the most accurate advice about their child from the specialist who have worked with them over the last twelve months.

Copies of a child’s personal SEN targets are sent home on a regular basis so that parents are continuously aware of the progress that their child is making.

As well as provision maps, the whole school tracking database provides information regarding progress of children with SEN, EAL and those receiving Pupil Premium.

The school also has in place an Assertive Mentoring programme whereby children meet half termly with their class teacher to discuss progress made in maths, their next steps to ensure progress is made and to discuss general attitude, behaviour and performance in homework tasks.

Keeping Children Safe

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How and when will risk assessments be done? Who will carry out risk assessments?

What handover arrangements will be made at the start and end of the school day?

Do you have parking areas for pick up and drop offs?

What arrangements will be made to supervise a child during breaks and lunchtimes?

How do you ensure a child stays safe outside the classroom? (e.g. during PE lessons, school trips)  Where can parents find details of policies on anti-bullying?

What the school provides Risk assessments are performed as required. The risk assessments for school trips are processed through “evolve” system by the relevant staff member and risk assessments are attached to forms, checked by EVC and delivered by class teachers/responsible staff. The risk assessments are also forwarded to the SLT for approval. Dynamic risk assessments are continually carried out to ensure the safety and wellbeing of children.

School policy on safeguarding is clear. It is inclusive and comprehensive and specifies additional requirements for SEN children. When volunteers are recruited, they are subject to enhanced DBS checks.

The school’s behaviour policy, which includes bullying, is available by a direct link on the school website and hard copies are available on request.

Teachers escort children into the playground at the end of every day ensuring safe handover before children leave the school grounds. If extra provision is required, a special handover is carried out by a teacher or support staff member in predetermined areas by the school. If parents do not come to collect children on time at the end of the day, the class teacher stays with the children in the foyer area of the school and telephone contact is made with parents if possible.

Lunch breaks are supervised by staff and welfare assistants and there is a minimum of 3 members of staff on duty during each morning break. All staff are aware where any medication required by children is kept.

PE lessons are delivered by qualified members of staff and all equipment is checked regular to ensure that it is safe to use. Dynamic risk assessments are performed during all PE lessons. During any school visits the necessary risk assessments are completed ensuring

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that staff to children ratios are appropriate. Any necessary medication required by children is always taken on visits.

Health (including Emotional Health and Wellbeing)

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How do you manage safe keeping and administration of medication?

How do you work with a family to draw up a care plan and ensure that all relevant staff are aware of the plan?  What would the school do in the case of a medical emergency?  How do you ensure that staff are trained/qualified to deal with a child’s particular needs?  Which health or therapy services can children access on school premises?

What the school provides Details of all medical needs are displayed on a notice board in the staff room. All medication is kept in a secure place away from children and is clearly labelled with the child’s name and class. When a child requires a dose of their medication, names are checked carefully and instructions read before any record of administration is noted. Expiry dates of all medication are checked on a regular basis by classroom support staff and parents are contacted to replace these if necessary.

Care plans for children are compiled as necessary in consultation with parents/guardians as well as health care professionals. Copies of care plans are passed to the relevant class teacher as well being kept by the medical board in the staff room so that all staff can access them at any time.

In case of a medical emergency the school would follow not only their own policy and procedures but also details as identified in care plans.

First Aid training is kept up to date and all staff have received Epipen training. Training for additional medical needs is resourced as required.

The school has regular visits from the school nurse, Speech and Language services and the Educational Psychology Service. We have sourced counsellors to deal with bereavement as and when the need arises. The school has a Learning Mentor who works with children daily to address their emotional health and wellbeing needs and we have two members of staff who are trained in drawing and talking therapies.

Communication with Parents

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How do you ensure that parents know “who’s who” and who they can contact if they have concerns about their child/young person?  How do parents communicate with key staff (eg do they have to make an appointment to meet with staff or do you have an Open Door policy?  How do you keep parents updated with their child/young person’s progress?  Do you offer Open Days?  How can parents give feedback to the school?

What the school provides The school prospectus provides information of all staff members. Photographs of all staff are

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on display in the entrance area and all staff wear ID badges. Staff are introduced to parents during transition meetings.

School has an Open Door policy and offers two parent evenings a year providing opportunities for parents to discuss their children and their progress.

Parental questionnaires are distributed which provide parents with the opportunity to record their views and suggestions.

Parents can also leave feedback/comments on reply slips which are sent out with the child’s targets each half term.

To ensure a smooth transition process, both the transition leader and SENCo hold a transition meeting for parents of the new intake of Y3 children. This allows the SENCo to explain how the SEN system operates at Lomeshaye and allow parents to discuss any concerns they may have with the SENCo prior to their child starting at the school.

Teachers are always available on the school yard during handover at the end of the day if parents wish to discuss anything with them. A ‘Meet and Greet’ team of staff are available on the yard every morning before school to deal with any parental concerns. Included in this team are two bilingual staff (to help with any translation), the DSP and the Parental Involvement Officer. This team pass any necessary information onto the class teacher.

All children have a home/school journal which can be used by both parents and teachers to pass information to the other party. Telephone calls and a text messaging service are also used to provide parents with up to date information.

Lomeshaye frequently signposts parents/carers to external agencies for support when needed e.g. Action for Children, Surestart etc.

Working Together

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What opportunities do you offer for children to have their say? e.g. school council What opportunities are there for parents to have their say about their child’s education?  What opportunities are there for parents to get involved in the life of the school or become school governors?  How does the Governing Body involve other agencies in meeting the needs of pupils with SEN and supporting their families? (e.g. health, social care, voluntary groups) How do home/school contracts/agreements support children with SEN and their families?

What the school provides There is a School Council, Pupil Management Team and Eco Council providing children with opportunities to contribute their views and ideas regarding fundraising ideas, school improvements and even the curriculum itself. Parents/guardians can have their say about their child’s education at formal events including Parents Evening, Annual reviews and SEN target reviews. They are also welcome to meet with the class teacher at any time that they have concerns.

Elections to the Governing Body are held in the event of a vacancy arising.

Home School journals which contain a home school agreement, provide parents and teachers of all children an opportunity to communicate on a written basis.

Our Parental Involvement Officer regularly runs workshops through the Webster Stratton Incredible Years Parenting Programme. In addition to this our Numeracy and Literacy Coordinators have presented workshops for parents who would like to develop their numeracy and reading skills in order to help their children at home. E safety workshops have also been held. Parents are regularly invited to class assemblies and whole school weekly celebration assemblies where parents are provided with another opportunity to join the school in recognising the achievement of their child. This also provides parents with another

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opportunity to have a brief discussion with the class teacher if necessary.

The school also has a Learning Mentor to provide support for children with additional needs.

A parental comment slip is provided with each child’s end of year report which allows parents to feedback with regards their child’s progress. To further support this, each parent receives an exit questionnaire at the end of each academic year which provides parents with the opportunity to feedback on their child’s social and emotional development as well as academic attainment. A similar questionnaire designed by Lancashire County Council is also distributed at the beginning of the academic year to help us review how children have settled into their new classes.

Parents who are new to school when their child joins in year 3 receive a questionnaire which helps to inform us about the effectiveness of our transition procedures.

What help and support is available for the family?

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Do you offer help with completing forms and paperwork? If yes, who normally provides this help and how would parents access this?  What information, advice and guidance can parents access through the school?

Who normally provides this help and how would parents access this?  How does the school help parents with travel plans to get their child to and from school?

What the school provides Staff are available to help complete any forms or paperwork if necessary including translation for those with English as an additional language. Parents/guardians are welcome to ask for this support as necessary. There is a bi-lingual member of staff available in the office area of school every morning As well as the regular newsletters that are sent home, there is a parent notice board on the outside of the building near the main entrance which carries details of up and coming events or opportunities for families.

School’s Parent Liaison Officer organises a variety of opportunities for parents. These include ICT training, literacy and numeracy classes, cookery and walking clubs. Information regarding accessing these opportunities is sent home with children. As mentioned above, workshops for parents in numeracy and literacy as well as parenting skills through the Webster Stratton Incredible Years Parenting Programme, have also been a regular feature of school life.

If a child required a travel plan to get to and from school this would be organised by the class teacher, SENCo and other staff as required.

Transition to Secondary School

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What support does the school offer around transition? (e.g. visits to the secondary school, buddying) What the school provides Children joining school from the infants visit their new classes and teachers three times during the summer term where they partake in fun activities which give them an opportunity to get to know staff and their new surroundings. On these same days, current pupils also move to their next year group class to partake in similar activities. Information regarding children with SEN is always forwarded to new teachers and necessary support is in place.

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For transition to secondary schools, year 6 children visit their future secondary school for taster sessions. The SENCo meets with their counterpart at the secondary school to provide them with detailed information about children with SEN. The transition manager, SENCo, teachers and staff from other schools meet to discuss individual children before they move onto their new school. To support children through this time, they complete booklets to help prepare them for the next stage in their education.

Extra Curricular Activities

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Do you offer school holiday and/or before and after school childcare? If yes, please give details.  What lunchtime or after school activities do you offer? Do parents have to pay for these and if so, how much?  How do you make sure clubs and activities are inclusive?  How do you help children to make friends?

What the school provides School offers a daily breakfast club which offers children a healthy breakfast and the opportunity to engage in fun activities with their peers. This facility is free to those in receipt of Pupil Premium.

There are a variety of free clubs available to children after school. These include football, table tennis, dance, cookery, book club and film club. To ensure that clubs are inclusive attendance to them is rotated around year groups so that sessions can be tailored to a specific age range. All children are given the opportunity to attend clubs.

Teachers operate free academic after school clubs to provide extra support for children to make progress in literacy and numeracy.

When children join school in year 3 they are assigned a buddy from year 4 who helps them during break and lunch times. If a child joins school mid academic year, their class teacher will assign them a buddy within their class. As part of Investors In Pupils, each class also has an induction booklet which is used to help a new child settle.

Our VI children have been involved in sports activities after school to develop their confidence.

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