The Local Offer or Summary of Provision for children and young people with special educational needs or disabilities (SEND)

‘Fair isn't everyone getting the same thing. Fair is everyone getting what they need in order to be successful.'

 

Rick Riordan, author of Percy Jackson novels.

INTENT

At St. Francis we strive to be a fully inclusive school. In keeping with our faith, we aim to ensure all pupils achieve their potential, personally, socially, emotionally and academically in all areas of the curriculum, regardless of gender, ethnicity, religion, sexual identity, physical ability or educational needs. It is estimated that one in five children will require additional educational provision at some stage in their school career and at St. Francis we aim to deal with these effectively through high quality teaching, prompt identification and assessment, appropriate intervention and levels of provision alongside the resources that are available to us via Bradford’s Local Offer.

IMPLEMENTATION

 

The SEND Code of Practice 2015 (CoP) suggests that there is a continuum of SEND and that, where necessary, increasingly specialist expertise should be brought to bear on a child or young person’s difficulties. We therefore work together with the local authority who provide formal procedures, i.e. statutory assessment, and specialist services, which are targeted at those children and young people with the most significant and complex needs. We are guided in our approach by the Bradford Matrix of Need which provides an overview of how children should be supported through a graduated response, as outlined in the CoP.

We are fully compliant with The Children & Families Act (C&FA) 2014, the Equality Act, 2010 and the SEND Code of Practice (CoP), 2015, all of which provide detailed information about the statutory responsibilities schools have in relation to children and young people with SEND.

Our offer at each CoP Stage for each area of SEN is described in the Bradford Matrix of Need document below. We have also included a 'Frequently Asked Questions' section below, which we hope will answer some of your questions. If you have any further questions, please don't hesitate to phone the office and make an appointment to speak to Miss Martin, who is our school's Special Educational Needs and Disabilities Co-ordinator. 

Frequently Asked Questions

1) What is the definition of a child with SEND?

According to the 2014 Special Educational Needs Code of Practice, the definition is
as follows:
• A child and young person has SEND if they have learning difficulty or disability which calls for special educational provision to be made.
• A child of compulsory school age or a young person has a learning difficulty or disability if they have significantly greater difficulty in learning than the majority of others of the same age or has a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

 

2) Who is the best person to talk to in school about my child's difficulties with learning/special educational needs or disability (SEND)?

Your first point of contact should always be your child's class teacher. From discussion with them, you may need to make an appointment with Miss Martin, who is the school's SENDCo.

 

3) How will the school let me know if they have any concerns about by child's difficulties with learning/special educational needs or disability (SEND)?

Your child's class teacher will let you know if they have any concerns and will arrange a meeting with you and sometimes the SENDCo will attend. Unfortunately during COVID times these meetings will take place over the phone. 

 

4) How is extra support allocated to children?

Extra support is allocated on a case by case basis following an assessment of a child's needs. When difficulties are  identified, appropriate intervention and levels of provision are put in place.

 

5) What are the areas of SEN need?

The SEND Code of Practice 2014 (updated January 2015) sets out four broad areas of special educational need that include a range of difficulties and conditions:


1. Communication and Interaction (C&I)
2. Cognition and Learning (C&L)
3. Social, Emotional and Mental Health difficulties (SEMHD)
4. Physical and/or Sensory Needs (P&SN)

Students will be identified by their primary area of need. The purpose of identification is to work out what action the school needs to take.

In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time. This will be reflected in your child's IEP. 

 

6) What are the CoP Stages?

As per the ‘Matrix of Need’ which is issued by the local authority, special educational needs are categorized as followed, with suggested Curriculum Access, Teaching and Learning Strategies for each code of practice stage. Following 

Below age related expectations (Mild difficulties within their area of SEN need)

SEND Support (Moderate difficulties within their area of SEN need)

EHCP (Severe difficulties within their area of SEN need)

EHCP+ (Severe difficulties within their area of need that means they require access to specialist provision)

 

 7) How will St. Francis support my child?

1. Class teacher input via excellent targeted classroom teaching also known as High Quality Teaching. All children in school should be getting this as a part of excellent classroom practice when needed. 

For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENDCo or external professionals) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress. 

2. Children identified as working Below Age Related Expectations (Mild Difficulties within their area of SEN need)

In addition to High Quality Teaching, needs-specific practice which is additional to and different from that which is normally available:

  • Differentiation as part of high quality teaching in most subject areas.
  • An IEP (Individual Education Plan) will be put in place to assess the young person’s needs, identify outcomes, implement support and monitor and evaluate progress. This is written and reviewed each term by your child's class teacher and is shared with parents by the SENDCo.
  • The teacher takes responsibility for devising, delivering and evaluating a personalised programme that accelerates learning.

3. Children identified as 'SEN Support' (Moderate difficulties within their area of SEN need)

Needs-specific practice as described above, plus:

  • The curriculum is modified and places high emphasis on developing skills within your child's area of need,  incorporating specialist advice.
  • Approaches used should be based on best possible evidence and have required impact on progress.
  • Bespoke Intervention – time bound and quantifiable.
  • An IEP is put in place to assess the young person’s needs, identify outcomes, implement support and monitor and evaluate progress. Planned reviews take place termly including the parent/carer, child / young person and where possible other involved professionals  take place. This is written and reviewed each term by your child's class teacher and is shared with parents by the SENDCo..
  • In addition to High quality teaching (see above), additional adult support individually or within a group.

4) Children identified as 'EHCP' level (Severe difficulties within their area of SEN need)

Needs-specific practice as described above, plus:

  • The curriculum should be individualised with high emphasis on developing skills in their area of SEN need, adaptations, and incorporating specialist advice.
  • An Individual Education Pan (IEP) is put in place to identify short term targets from the EHCP, implement recommended provision and monitor and evaluate progress. This is written and reviewed each term by your child's class teacher and is shared with parents by the SENDCo.
  • Termly planned sharing of information including the parent and child / young person will take place as well as a statutory annual review.
  • Bespoke Intervention – time bound and quantifiable.
  • Under the direction of the teacher, additional adults support the child / young person as described in section F of the EHCP, to address the identified outcomes.
  • Additional adults support the child / young person individually or within a small group, under the direction of the teacher. 

 

8) How are the teachers in school helped to work with children with an SEND and what training do they have?

  • The SENDCo supports the class teacher in planning and accessing the appropriate resources for children with SEND as required.
  • The SENDCo regularly attends specific SEND training and holds a Post Graduate Certificate in SEND Co-ordination.
  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues as they arise.
  • Individual teachers and support staff attend training courses run by outside agencies including the Local Authority that are relevant to the needs of specific children in their class.

 

9) How will we measure the progress of your child in school?

  • Your child’s progress is continually monitored by his/her class teacher. His/her progress is reviewed every term against the appropriate objectives in Reading, Writing and Maths in the first instance.
  • Your child will be assessed as working towards the expected level for their year group (WTS), working at the expected level for their year group (ARE) or working at greater depth (GD). 
  • For those children with SEND who are not working on the curriculum for their year group, they are assessed against the objectives for another year group and this is categorised as Emerging, Developing or  Secure within that year group's objectives e.g. Year 1 Developing. 
  • If your child has SEND, you will find their current levels of attainment on their IEP. 
  • If your child is in Reception, they will be assessed against the Foundation Stage Profile.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally. Similarly, children in Y1 will complete the ‘Phonic Screening Check’.
  • Children with identified SEND will have an Individualised Support Plan which will be reviewed with your involvement three times a year. You will be able to see on here where progress has been made.
  • The progress of children with an Education Health and Care Plan is formally reviewed at an Annual Review with all adults involved with the child’s provision.
  • The SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.

 

10) Which outside agencies provide services or expertise in school for children with SEND at St. Francis?

We access the specialised support from:

  • CAMHS (Child and Adolescent Mental Health Service)
  • Educational Psychologist
  • Low Incidence Team and Sensory Service
  • SCIL Team (Social, Communication, Interaction and Learning)
  • School Nurse
  • Speech and Language therapy service
  • Occupational Therapy Service
  • The school is happy to work with any agency that enhances provision and support for a SEND child. 

 

11) What support do we have for you as a parent of a child with SEND?

  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The SENDCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with
    the person involved directly, or where this is not possible, in a report.
  • IEPs  will be reviewed termly and we will aim to have your involvement with this.
  • Homework will be adjusted as needed to your child’s individual needs.
  • Parents will be encouraged to work with staff to contribute to how your child’s SEN provision will be planned and delivered. You will also be invited to help review the provision.
  •  The SENDCo may also signpost you to other organisations that may be able to provide specialist support e.g. Bradford SENDIASS (Independent Advisory Support Service). 

 

12) How is the school site accessible to children with SEND?

  • We ensure that equipment used is accessible to all children regardless of their needs.
  • All extra-curricular activities are accessible for children with SEND. 
  • Our school site is fully accessible. We have a ramp on entry to the main office and a lift facility for access to the classrooms upstairs.  

 

13) How will we support your child when they are leaving this school? OR moving on to another class?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

If your child is moving child to another school:

  • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
  • In Year 6, the SENDCo or Year 6 teacher will discuss the specific needs of your child with the SENDCo/Year 7 Head of Year/House
  • Your child will have focused learning about aspects of transition to support their understanding of the changes ahead if required. 
  • If your child would be helped by a book/photo diary to support them understand moving on then it will be made with/for them.
  • Where possible, your child will visit their new school at least on one occasion and where needed, St. John’s support staff may accompany your child on this visit. 
  • We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

  • Information will be passed on to the new class teacher in advance and a planning meeting will take place with the new teacher/support team at the start of the new academic year.
  • All IEPs will be shared with the new teacher.
  • If your child would be helped by a book/photo diary to support them understand moving on then it will be made with/for them.