Raynville Primary School – Local Offer
What is meant by ‘the local offer’?
The Children and Families act of 2014 requires that all local authorities publish information about all services in the area for children and young people with Special Educational Needs and Disabilities (SEND). This can be found on the Leeds City Council website http://www.leeds.gov.uk/residents/Pages/Leeds-Local-Offer.aspx from 1st September 2014.
In addition to this, schools must publish more detailed information about their arrangements for identifying, assessing and making provision for all children with Special Educational Needs and Disabilities (SEND). Here is Raynville’s ‘offer’ which is in addition to that which Leeds City Council can provide.
Who is in charge of Inclusion at Raynville Primary School?
The Inclusion Team is made up of the following people:
- Mrs Jane Hopwood – Deputy Headteacher and Inclusion Manager which encompasses the role of Special Needs Coordinator and Designated teacher for Child Protection.
- Mrs Adele Baranyi – Special Needs Coordination Assistant, Designated officer for Child Protection.
- Mrs Joanne Briscoe – Learning Mentor for KS1, Designated officer for Child Protection.
- Mrs Gill Kilner – Learning Mentor for KS2, Designated officer for Child Protection.
- Mrs Louise Harrison – School governor in charge of Inclusion.
What is the school’s ethos around Inclusion?
Governors and staff at Raynville Primary School are committed to the inclusion of all pupils. We aim to:
- Provide an environment which enables every pupil to be safe and healthy.
- Value every individual and enable them to enjoy their learning.
- Enable every pupil to make a positive contribution to their school and community.
- Identify and respond to pupils’ diverse and individual needs.
- Identify and overcome potential barriers to learning.
- Set suitable learning challenges for every pupil.
- Work in partnership with other agencies to ensure appropriate provision.
How is Inclusion led within the school?
The Inclusion Manager, working closely with the head teacher, has responsibility for the day to day operation of the school’s Special Educational Needs and Disability (SEND) policy and for co-ordinating provision for pupils with SEND. The Inclusion Manager with responsibility for SEN is Jane Hopwood. She is the line manager of the school’s Learning Mentors, and SEND coordinator’s assistant, who are also part of the Inclusion Team. The governor with responsibility for SEND is Mrs Louise Harrison.
The Inclusion Manager in partnership with the Senior Leadership Team and the Governing Body will monitor and report on the success of the graduated response of provision for pupils with SEND in a variety of ways:
- Monitor and evaluate the success of short and medium term targets.
- Evaluate the impact of tailored provision and programmes of study.
- Analyse progress data for pupils with SEND or additional needs in termly pupil progress meetings.
- Analyse attendance and exclusion data for pupils with SEND.
- Monitor progress against SEND priorities in the School Improvement Plan.
- Report to governors about progress of all vulnerable pupils including SEND.
How is the budget used to help vulnerable pupils or pupils with SEND?
The Senior Leadership Team, which includes the Inclusion Manager, will analyse where support is required by understanding the needs of the whole child and will allocate staff support and other resources from the budget accordingly. This will be done by using a provision map of all vulnerable learners including pupils with SEND or high achieving pupils which will highlight where need is greatest.
Support will be allocated through the use of available funding (Funding for Inclusion (FFI), whole school SEND budget, Pupil Premium or other budget) to meet the needs of individual and groups of pupils. This can include the allocation of additional staff support to particular year group cohorts where needed. 1:1 support may be offered to children with high levels of complex SEND if their personal funding allows this.
The school aims to maintain and build up a bank of resources to enable a structured and multi-sensory approach to reading, writing and maths learning, including the use of ICT. Resources are purchased through an annually allocated Inclusion budget. The budget can also be used to provide training for teaching and non-teaching staff either individually or whole school, aiming to build capacity for the long term.
How will the school’s curriculum meet the needs of my child?
Within lessons, the curriculum is differentiated using a wide range of strategies. Through careful planning, teachers cater for all abilities within the class including the lowest and highest achieving. Groupings within the classroom may reflect ability where appropriate, but may also be arranged to aid social skills, collaborative working, foster independence etc . Additional adults may be directed to support groups of children of varying abilities, not just the lowest ability. Activities in lessons are varied to cater for children’s different learning needs. We offer a wide-ranging creative curriculum which links to the building of children’s skills and understanding.
Teaching assistants are deployed according to need and can work within a classroom, in a group or on an individual basis. All staff including teaching assistants have accessed quality professional development around SEND, including programmes to support Dyslexia, phonics, maths, behaviour (including Restorative Practice) and specific areas of SEND such as Autism, epilepsy etc. Children with a high level of SEND have 1:1 support where appropriate if their special needs funding (FFI) allows this, or their Education, Health and Care Plan (EHC) requires this. Since September 2014 Statements of SEND were replaced by EHCs, with a personal budget allocated if deemed appropriate.
At Raynville we work closely with parents to ensure the best outcomes possible. If SEND is identified before the child enrols at Raynville staff make sure information is shared and plans are put in place to meet the child’s needs on entry. More often additional needs are identified as a pupil settles in to school and struggles to learn as expected. Parents are made aware of any concerns and encouraged to work in partnership with staff. Information is shared through regular meetings, phone calls and in writing as appropriate. Children placed on the SEND register are closely monitored and reviewed as part of our half termly pupil progress meetings. Staff, parents and pupils will be involved in regular reviews for pupils on the SEND register. At the meetings strengths and difficulties will be discussed, progress and provision reviewed and next steps will be agreed. These will be shared with the Inclusion Manager. EHC plans are reviewed annually between parents, support agencies and the Inclusion Team. Other types of Care Plan are also reviewed annually, and involve parents, school staff and any outside agencies eg School Nurse.
We offer a number of interventions to support children with their cognition, learning, and social and emotional growth. For children with literacy difficulties, we have trained staff who can deliver reading intervention programmes based on Reading Recovery strategies from Y1-Y3, then moving on to the Code and Project X programmes for struggling readers in KS2. Children may also be identified to access more focused phonics groups based on the ‘phases’ of phonics learning. Children from Y2 upwards identified as struggling to spell and read, perhaps showing some signs of dyslexia, are supported by the PAT programme, short sessions several times each week, or the Multi-sensory phonics programme. Children identified with significant cognitive difficulties and a lack of any reading skills are supported through early language play alongside a two level reading programme recommended by LEEDS SEN advisory team. For support with maths children in KS2 pupils are placed within ability sets, with close differentiation within each set. In Foundation Stage, KS1 and KS2 we can offer children intervention sessions using visual Numicon resources. We also offer small group and individual work using Dynamo Maths specialist programme as well as more tailored sessions to suit particular groups of learners under the supervision of class teachers. Booster sessions to help with SATs are available for children in Year 6 including high ability level 6 groups.
Children with speech, language and communication needs are supported through regular assessment and review via their class teacher, teaching assistants and our Speech and Language Therapist. We currently have a Speech Therapist allocated to Raynville for one half day each week. This specialist uses that time to assess children, put in place programmes of support and train staff as appropriate. Small group and 1:1 sessions are available for children who have identified needs and this work is timetabled to ensure consistency and regularity. Talk is nurtured through timetabling regular activities outside of the classroom, eg visits to the vet, shops, bringing visitors into school, hands on activities such as art, craft, cookery etc.
Children who need to develop their motor skills are supported through regular additional practise of their fine or gross motor skills, most often in partnership with physiotherapy and occupational health services.
For our children with social communication difficulties we offer alternative curriculum sessions, for example going outside of school to visit shops, cross roads, meet members of the public, or solving real life problems through regular cookery and life skills sessions. Staff use visual timetables and various strategies recommended for children with Autistic Spectrum Conditions if it is appropriate to meet the child’s needs.
We offer a wide range of pastoral groups to support children’s behavioural, social and emotional development. These are available to children through the Learning Mentors which include social skills groups, Nurture Provision, friendship groups, Seasons for Growth sessions as well as 1:1 mentoring for children experiencing social, emotional or behavioural difficulties. Alternative provision over break and lunch times can be tailored to meet the emotional needs of the child and ensure the safety of all members of the school. Behaviour expectations are clearly explored with children through Restorative Practice approaches. We aim to work with children and families to ensure children are nurtured, challenged and inspired to behave in an appropriate and safe manner.
The classroom environment is conducive to learning through engaging numeracy, literacy and topic displays and the use of working walls which reinforce appropriate vocabulary and celebrate children’s achievements. Since September 2014 all staff have been undertaking language development work through the Talk Matters programme. By developing our teaching of strong speaking and listening children are more able to articulate their thoughts. This year Raynville is working in collaboration with other Talk Matters schools to develop the programme further.
The school will work closely with specialised support services to ensure that the building and learning environment is suitably modified according to the needs of pupils with SEND.
How is the progress of SEND or vulnerable children monitored in school?
The progress of children is closely monitored by the class teachers and the senior leadership team which includes the Inclusion Manager. Assessments take many forms and can include formative assessments done from a lesson-to-lesson basis, or summative assessments done in test situations. Children’s progress is recorded on the school’s electronic assessment system each half term and is analysed in depth by teachers and members of the Senior Leadership Team at half termly pupil progress meetings. Children identified in these meetings as making little or slow progress would be offered interventions in reading, writing or maths which would happen within a small group. These are called ‘Wave 2’ interventions and are short and focused.
If the pupil fails to make adequate progress in response to this intervention, more focused, personalised work will be offered on a 1:1 basis to help the child to fill any learning gaps. This is called a ‘wave 3’ intervention.
If, after the Wave 3 work, the child fails to make accelerated progress, they will be placed on the school’s SEND register. An in-depth pupil plan will be written in conjunction with pupils, parents and staff, and support from an outside agency may be sought if appropriate. This plan will be reviewed termly, and interventions changed as appropriate.