The school SENCO Mr David Whalley.

At Staining C of E Primary School, we passionately believe that all children should be equally valued in school. We strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe. As a school, we feel that it is essential to build a strong partnership between school and parents where we work together to support all children to reach their full potential and achieve to the best of their ability.

Staining C of E Primary School is committed to inclusion. We aim to provide a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.

At our school we aim to:

Identify at the earliest opportunity pupils who need support.
Ensure pupils are given appropriate support to ensure they can access the curriculum.
Enable pupils to reach their full potential.
To ensure that pupils are given every opportunity to be included in all activities.
Monitor and support pupils and continue that support for as long as it is needed.
Work in partnership with pupils, parents and other external agencies to provide for the pupil’s individual needs.
To integrate all pupils to ensure they feel respected within the school environment.

How can I get help for my child?

If you are worried about your child’s progress, then speak to your child’s class teacher in the first instance. They can offer initial support and advice. They will also pass on this information to the SENDCo.

Likewise, if you are still worried that your child is not making progress then you can make an appointment to speak to the SENDCo directly.

If you continue to have worries then you should speak to the Head Teacher about your concerns.

How would school identify that my child might have additional needs?

Teachers may notice within class that a child within their care needs additional support, they may then discuss this with parents/carers and the Special Educational Needs Co-ordinator.

Every half term teachers have a pupil progress meeting where class teachers discuss children who are and are not making expected progress. Teachers will then discuss the strategies or interventions that need to be put into place to best support your child. At this time, we will discuss what expectations of what is in place in the classroom and a Pupil Learning Passport would be written. This will have targets that your children will work on to try to accelerate their progress. These targets will be very specific to the needs of your child and will consider both parent and child voice.

What are the teacher’s responsibilities?

To deliver quality first teaching.
To identify children at the earliest opportunity.
To make the SENDCo aware of any concerns.
To plan and prepare resources needed for any child/children with SEN.
To plan specific interventions in small groups.
To be aware of any medical needs.
To implement actions identified by the SENDCo.
To record and review progress against IEP targets.
To record and update diaries of intervention regularly.
To ensure TAs are informed and able to fully support those children with Special Needs.

What are the SENDCos responsibilities?

Supporting class teachers to plan and resource for children with SENDCo.
Liaising with and advising teaching staff and TAs on SENDCo matters.
Monitor provision of everyday practice.
The daily implementation of the school SENDCo policy.
Setting up with the collaboration of the teacher a provision map for each class.
Co-ordinating the provision for children with SENDCo.
Overseeing the records of all children with SENDCo.
Contributing to training of staff.
Observing lessons and monitoring the differentiation of planning.
Liaison with parents and external agencies including the LA’s support, Educational Psychologist, Health and Social Services and Voluntary bodies.

What are the Head Teacher’s responsibilities?

The Head Teacher has overall responsibility for all the children within school as well as those with Special Educational Needs.

How will the school support my child?

Initially school will offer your child quality first teaching. Work will be appropriately differentiated for children and provide activities that are more challenging or at an appropriate level. Where it is necessary children will work in small groups or one to one when a child needs additional help.

The School also carefully considers areas of need which are not categorised as SEN but may impact on progress and attainment including disability, attendance and punctuality, health and welfare, English as an additional language, being in receipt of pupil premium or being a looked after child. The School strives to ensure that quality first teaching of the highest quality is applied in all of these circumstances, where all pupils have access to an excellent, personalised education which is differentiated to their needs and requirements. The School also adopts the ‘reasonable adjustment’ duty under current disability and equality legislation as outlined in the Code of Practice 2015. In accordance with the Code of Practice 2015 the School will not identify behaviour as a Special Educational Need. Any concerns relating to a child or young person’s behaviour will be described as an underlying response to a specific need which we will be able to recognise and identify clearly; for example, a social or emotional difficulty. There may be other factors that impact upon the pupil’s progress and attainment which are not considered to be SEND. These may include:

∙ Attendance and Punctuality

∙ Health and Welfare

∙ EAL

∙ Being in receipt of Pupil Premium Grant

∙ Being a Looked After Child 6

∙ Being a child of a Serviceman/woman

∙ Slow progress and low attainment do not necessarily mean that a child has SEND

Lancashire Local Offer

www.lancashire.gov.uk/SENDCo

SENDCo Information Advice and Support Service

This dedicated information advice and support service is for children and young people with special educational needs and disabilities and their families.

The service is impartial, confidential, and free. It can help you to gather, understand and interpret information and apply it to your own situation.

Children and young people can also access the service independently from their parents. We can provide support around:

The local offer
Local policy and practice
Education law on SENDCo and related law on disability, health and social care
Personalisation and personal budgets

How we can help you

We can:

Discuss your concerns about special educational needs or disabilities (SENDCo)
Explain SENDCo policies and procedures in Lancashire
Assist you with SENDCo paperwork
Liaise between you, your nursery, school or college and other professionals
Support you with relevant meetings
Signpost you to other sources of support about SENDCo

We can also provide advice through parent carer support groups, local SENDCo youth forums or local disability groups and training events.

To access the service please fill in our referral form and one of our officers will contact you within 7 working days.

SENDCo Information advice and support service referral form

You can contact us on:

SEND Information Advice and Support Service (SENDIASS)

Tel: 0300 123 6706
Monday to Friday 8am to 5pm
Email: information.lineteam@lancashire.gov.uk

Lancashire Local Offer