Local Offer Submission 2014-15
This form has been designed to bring together the local authorities requirement for all settings/schools as well as give individual settings autonomy on how they deliver these expectations.
School Name: The Ridgeway Primary School
Address: Willow Gardens, Reading, Berkshire, RG2 7EL
Telephone: 0118 9375530
Head teacher: Mrs Madeleine Cosgrove
SENCo: Name: Mrs Corrinne Hackett
Date of latest Accessibility Plan: Accessibility policy
Date completed: Nov 2013
(choose â€˜best-fitâ€™ statement from Self Audit Grid)
|Examples of good practice in our setting
(bullet point key examples)
|1||How does the setting / school know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?||We track the progress of all our learners and as professionals we regularly discuss any concerns we have as well as celebrate achievement. We have systems in place to use data to support tracking. Â Parents are encouraged to speak to the SENCo about any concerns they have. We have some in-house expertise in special educational needs
*If our staff raise concerns about your child the correct procedures are followed promptly and efficiently to ensure your child receives the individual support they need.
*Parents who raise concerns are listened to and appropriate action is taken.
When Health/other professionals raise concerns staff work co-operatively to ensure needs of your child are met.
*We ensure effective communication between staff, parents and professionals.
*We Identify and assessment the needs of our children on a regular basis.
*We hold regular meetings between parents, staff and professionals.
*We seek advice from specialists where appropriate and act promptly upon the advice given.
*Assessments by specialists are carried out when necessary and information ascertained used to support your child with their learning.
*Reports are shared with all parties involved.
*Staff attend courses and ensure they have up-to-date knowledge and skills to offer the best support to your child.
|2||How will setting / school support my child/young person?||Having identified needs, we seek to match provision to need. We define expected outcomes of interventions and then monitor the impact through regular meetings and tracking of pupil progress. Our SENCo leads on this aspect and the head teacher shares this information with governors/trustees||*We adapt and differentiate our curriculum to meet the needs of your child.
*Differentiation is seen as a priority in all lesson planning and in additional provision, and is supported by *Inclusion staff who are working alongside the class teachers.
*Effective differentiation will enable your child to participate fully in all aspects of learning and to make the best possible progress.
*We offer support for emotional and behaviour needs.
*We offer specified individual support where necessary.
*We offer support for health needs.
|3||How will the curriculum and other teaching strategies be matched to my childâ€™s/young personâ€™s needs and their aspirations?||Differentiation is embedded in our curriculum and practice. We have a tailored personalised curriculum.||*Our class teachers plan lessons according to the specific needs of your child.
*Learning tasks are adjusted in order to enable your child to access their learning as independently as possible
*Specially trained support staff can implement the teachers modified/adapted planning to support the needs of your child when necessary.
*Specific resources and strategies will be used to support your child individually and in groups.
*Planning and teaching will be adapted on a daily basis if needed to meet your childâ€™s learning needs and increase your childâ€™s access to what is on offer
|4||How will I know how my child/young person is doing and how will you help me to support my childâ€™s/young personâ€™s learning?||Learner feedback is part of our established learning culture. This includes informing families of next steps and what they can do to help/support their childâ€™s learning. We encourage parents to invest time in developing their parenting skills||*We have an open door policy at The Ridgeway Primary School.
*We hold planning and review meetings to keep you up-to-date about your child.
*We offer you advice on how to support learning at home.
*We ensure regular contact between home and school.
*We encourage individual pupil/teacher conversations.
*We offer family support.
|5||What support will there be for my childâ€™s/young personâ€™s overall well-being and to help them develop their independence?||All of our staff are regularly trained to provide a high standard of pastoral support. Staff are also trained to support medical needs and we have a medical policy in place. Â Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence. Learner voice is central to our ethos and this encouraged in a variety of ways.
|*We are an inclusive school; we welcome and celebrate diversity. *All staff believe that children having high self-esteem is crucial to a childâ€™s well-being. We have a caring, understanding team looking after our children.
*The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parentsâ€™ first point of contact.
* If further support is required the class teacher liaises with the SENCo for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Behaviour Support Team.
*The school also has an ELSA (Emotional Literacy Support Assistant) who works under the direction of the SENCo, with vulnerable children and parents during the school day.
*We ensure our children have support from staff and access to local services to support their emotional and mental health. This includes issues around bullying.
|6||What specialist services and expertise are available at or can be accessed by the setting/school?||Our staff receive regular training and our teachers all hold qualified teacher status. We have a number of established relationships with professionals in health and social care and these are recorded on our provision map. All external partners we work with are vetted in terms of safe guarding and when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service.||Educational Psychologist
Speech and language therapist
ABC to read
|7||What training are the staff supporting children and young people with SEND had or are having?||Our Special Needs Co-ordinator (SENCo) has completed the mandatory National SENCo Award and is a qualified teacher. We build special educational needs into our strategic training programme.||*Training courses attended recently by staff include:
Emotional Literacy, Child Protection, First Aid, Outstanding Teaching, Looked After Children, Managing Challenging Behaviour, Child Protection.
Specific Learning Difficulties, general learning difficulties, Autism, Visual Impairment and English as an Additional Language, Sensory Support, Disability Awareness, and First Aid.
|8||How will my child/young person be included in activities outside the classroom including school trips?||Our Inclusion Policy promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met; where applicable parents/carers are consulted and involved in planning.||*All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
*A risk assessment is carried out prior to any off site activity to ensure everyoneâ€™s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
|9||How accessible is the setting/school environment?||Our Accessibility Plan is robust and we continually remind staff and learners about the Equality Act 2010. We value and respect diversity in our setting and do our very best to meet the needs of all out learners.||*We make every reasonable adjustment possible to meet the needs of our children, parents and staff.|
|10||How will the setting /school prepare and support my child/young person to join the setting /school, transfer to a new setting / school or the next stage of education and life?||We have a robust Induction programme in place for welcoming new learners to our setting. Â Our Provision Management systems records what aspects of our environment help child/young people learn and this information is passed on in transition. We have very good relationships with any feeder settings as well as settings children/young people move onto.||*We extend an invitation to visit the school with your child and look around and speak to staff.
*We ensure provision is put in place before your child starts.
*Your childâ€™s key person may do home visit or visit your child if they are attending another setting to get to know your child before they start.
*We make adaptations to the settling period to help your child settle more easily.
*We can provide a transition book to ensure a smooth transition.
*When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange visits..
*We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
|11||How are the settingâ€™s / schoolâ€™s resources allocated and matched to childrenâ€™s/young peopleâ€™s special educational needs?||Budgets are closely monitored and aligned to the school improvement plan of the school.||*We audit how well provision matches need and recognise gaps in provision;
– assess school effectiveness when linked with outcomes for pupils;
– plan development to meet pupilsâ€™ identified needs;
– set annual success criteria for the SEN policy;
– report annually on the success of the SEN policy;
– inform parents, LEA, external agencies and OFSTED inspectors of how resources are being used
to meet needs;
– focus attention on whole-school issues of teaching and learning rather than on individual child
– record changes in provision and transfer easily from class to class or school to school;
– be used as a basis for writing IPPs.
|12||How is the decision made about what type and how much support my child/young person will receive?||Working with the learner, their families and other staff, the SENCo considers a variety of options for suitable provision before deciding on a course of action.||*As a school we measure childrenâ€™s progress in learning against National expectations and age related expectations.
*The class teacher continually assesses each child and notes areas where they are improving and where further support is needed.
*As a school, we track childrenâ€™s progress from entry at through to Year 6, using a variety of different methods including National Curriculum levels and Reading and Spelling ages.
*Children who are not making expected progress are picked up through Review meetings with the Class teacher and Head teacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. If your child is discussed at one of these meetings parents will be informed.
*When the childâ€™s IPP is reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.
|13||How are parents involved in the setting /school? How can I be involved?
|We regularly involve parents and families in discussions about their child/young personâ€™s learning. We welcome feedback.||*School newsletters
*Gathering parents views as part of school self-evaluation
*Encouraging parents to contact or visit school
*Special events for parents (information/discussion evenings)
*Parental involvement in the classroom
*Educational opportunities for parents (literacy/numeracy classes)
|14||What arrangements does the setting/school have in place for signposting me to external agencies such as voluntary organisations?||In addition to our notice board and updating our staff regularly, we have named person who will support families access services through the Local Offer. An appointment with this person and the SENCo jointly can be obtained by contacting your childâ€™s class teacher in the first instance.||Information disseminated by the following staff:
*Family support worker
|15||Who can I contact for further information?||In the first instance, parents/carers are encouraged to talk to their childâ€™s class teacher. Further information and support can be obtained from the setting/schoolâ€™s SENCo.|
|What is the complaints procedure?||Refer School Complaints Policy
(RBC â€“ Feb 2012)
|Our external partners are|
|Speech & Language Therapist|
In the space below, include any additional provision/resources developed in the year (e.g. physical/environmental/training for staff etc.)
|Is there any additional provision you have developed during the year?||Â