Updated Autumn 2017
This document was reviewed in consultation with staff, parents and governors in September 2017.
Special Educational Needs & Disabilities Local Offer
Local Authorities must publish a local offer setting out the provision they expect to be available across education, health and social care for children and young people who have SEN or are disabled. This can be found at www.wigan.gov.uk/sendlocaloffer.
Similarly, maintained schools, maintained nursery schools and academies must publish information on their websites about policies for pupils with SEND, in an accessible, friendly format. The purpose of the local offer is to not only improve choice and transparency for families but also to make provision more responsive to local need through the direct involvement of children, young people and their families. This document is designed to provide information, as described in the SEND Code of Practice 2014.
Questions & Answers
- How does the school know if children/young people need extra help?
- What should I do if I think my child/young person may have special educational needs?
- How will the curriculum be matched to my child’s needs?
- How will the school staff support my child/young person?
- How will the curriculum be matched to my child’s needs?
- How will both you and I know how my child/young person is doing and how will you help me to support my child/young person’s learning?
- What support will there be for my child’s overall well-being?
- What specialist services and expertise are available at or accessed by the school?
- What training are the staff supporting children and young people with SEND had or are having?
- How will my child/young person be included in activities outside the classroom, including school trips?
- How accessible is the school environment?
- How are the school’s resources allocated and matched to children’s/young people’s special educational needs?
- How is the decision made about what type and how much support my child/young person will receive?
- How are parents involved in the school? How can I be involved?
At Worsley Mesnes Primary School, we believe that early identification is paramount in order to ensure that we are a fully inclusive school.
How do we identify children/young people with special educational needs?
We use a range of tools in order to give us the ‘bigger picture’ such as:
- Analysis of attainment data
- Analysis of Behaviour Watch data
- Discussions with parents/carers
- Discussions with key stage managers during Cohort Raising Attainment Plan (CoRAP) drop in sessions.
- Discussions with the SENDCo
- Discussions with the Headteacher at Pupil Progress Meetings
- Observations of the child working in class
- Observations and assessments from the school's Targeted Educational Support Service (TESS) and/or other agencies such as Speech and Lanuage Therapy, Occupational Therapy, Ethnic Minority Service etc...
How do teachers raise any concerns that they may have?
- Informal discussions with the SENDCo
- Staff meetings during ‘vulnerable children’ discussions (weekly)
- Pupil Progress Meetings (PPM)
- Meetings with parents/carers
- Discussions with key stage managers during Cohort Raising Attainment Plan (CoRAP) drop in sessions.
- Termly discussions with the SENDCo
- Termly Planning, Development and Review meetings (multi agency representatives are present)
- Pastoral referrals
- Behaviour Watch (our schools behaviour recording system) is monitored.
What are the processes for parents/carers raising any concerns with school?
At Worsley Mesnes Primary School, we operate an open door policy whereby parents/carers and visitors are welcomed into the school. The process for parents should be:
- In the first instance, make an appointment to discuss your concerns with the class teacher.
- Bring any paper work that you may have with you to the meeting.
- The class teacher will advise on next steps and you can discuss what actions will take place.
Who will oversee and plan the education programme and who will be working with my child/young person and how often?
- The class teacher in liaison with the SENDCo and other professionals (Speech and Language, Targeted Educational Support (TESS), Educational Psychology Service (EP) etc.)
- The Pastoral & Welfare Manager alongside the class teacher and the other professionals
- The frequency of interventions and level of support provided will be personalised based on your child's needs.
What will their roles be?
- The class teacher in liaison with SENDCo (if necessary) will plan an education programme for your child. This will be clear on the Cohort Raising Attainment Plan (CoRAP) and your child's individual Child Centred Plan (CCP). These are working documents.
- Key stage managers and the SENDCo will have discussions with the class teacher about what impact the CCP is having upon your child’s learning. This will take place in October, February and June.
- The headteacher, Mr David Worthington, will have discussions with the class teacher about what impact the CCP is having upon your child’s learning. This will take place at the end of each term, December, April and July.
- The CoRAP will be annotated, updated and amended accordingly, depending upon the impact the plan is having on your child’s progress.
- The Pastoral & Welfare Manager (if necessary) will plan pastoral intervention work suited for your child or a Social, Emotional & Mental Health Wellbeing Plan will be put in place as extra support.
Who will explain this to me?
- The class teacher and/or SENDCo will be able to explain the processes in school.
How does the school know how effective its arrangements or provision for children and young people with disabilities are?
- The school knows how effective its provision is for SEND children because their progress is monitored half termly. If something is working, we will continue with the support, likewise, if something isn’t working we will adapt and change it. We use the model ‘Assess, Plan, Do, Review’.
What are the school’s approaches to differentiation? How will that help my child/young person?
- At Worsley Mesnes School, Quality First teaching is paramount. Teachers ensure that the needs of all children are met by careful planning and differentiation of the curriculum.
- See the schools Teaching and Learning policy on our website.
How will both you and I know how my child/young person is doing and how will you help me to support my child/young person’s learning?
In addition to the normal reporting arrangements what opportunities will there be for me to discuss my child’s progress with the staff?
- Informal discussions after school – we have an open door policy.
- Notes via your child’s home/school diary
- We will always welcome opportunities to discuss your child’s progress so if you would like an appointment, please don’t hesitate to contact your child’s class teacher.
- Interim reports which are sent home mid year, usually in February
- Parents/carers open evening (Autumn Term), Parents/carers consultations (Spring term) and written end of year reports (Summer term)
- Parent/Teacher conversations regarding Child Centred Plans (individual targets and personalised provision)
How does the school know how well my child is doing?
- Class teacher’s ongoing assessments (your child’s work, observations etc.)
- Class teacher's half termly assessments (Teacher assessment at October, February and June half term and formal assessments at the end of Autumn, Spring and Summer term)
- Key stage managers and the SENDCo will have discussions with the class teacher about your child’s progress. This will take place in October, February and June.
- The headteacher, Mr David Worthington, will have discussions with the class teacher about your child’s progress. This will take place at the end of each term, December, April and July.
- The Pastoral & Welfare Manager’s monitoring of the Goodman’s Strengths and Difficulties to measure impact and progress.
How will I know what progress my child should be making?
- Discussions with the class teacher.
- The expectations for each year group are also on our schools website.
- We have an open door policy and welcome home/school communication
What opportunities will there be for regular contact about things that have happened?
- Informal discussions after school
- Notes via your child’s home/school diary
- Open door policy
How will you explain to me how learning is planned and how can I help support this outside of school?
- Discussions with your child’s class teacher
- See our schools Teaching and Learning policy which can be found on our school’s website.
How and when will I be involved in planning my child’s education?
- If your child has SEND, discussions with the class teacher half termly.
- Meetings with the Pastoral & Welfare Manager (if necessary) to plan and discuss pastoral interventions or a Social, Emotional and Mental Health Well Being Plan.
Do you offer any parent training or learning events?
- Triple P
- Webster Stratton
- Drug proof your kids
- General parenting courses
- Family SEAL
- Speak Easy
What is the pastoral, medical and social support available in the school for children with SEND?
- Mrs Davies oversees the pastoral and social support for children in school. The level of support provided will be personalised based on your child's needs.(This could be counselling sessions, pastoral work in school, friendship groups etc)
- Miss Cusick, overseen by the SENDCo, coordinates medical provision in school. If your child has a medical need, an Individual Health Care Plan will be devised in liaison with parents/carers and medical professionals where appropriate.
How does the school manage the administration of medicines and providing personal care?
- See the schools Administering Medicines policy which can also be found on our schools website.
What support is there for behaviour, including avoiding exclusions?
- Pastoral Referrals by class teachers, children, parents/carers
- Intervention work - an appropriate programme of work to suit and support your child
- A Social, Emotional & Mental Health Well Being Plan will be put in place, with input from the Pastoral & Welfare Manager - Mrs Davies, your child and parents/carers.
What support is there for increasing attendance?
- Daily attendance monitoring, if your child is absent and you have not informed us of the reason why they are absent a text is sent home.
- Weekly attendance monitoring, any child falling under 95% attendance is monitored and (if necessary) put on an intervention programme.
- Letters are sent out to inform parents/carers if attendance falls under 90%.
- Meeting with parents/carers and children to support any attendance issues
- We have a weekly attendance celebration, for the class with the highest attendance for the week, leading to a prize for the class with the highest percentage attendance over the year.
- A weekly raffle to reward children who have had 100% attendance that week and have not been late.
- A half termly spot prize for children achieving 100% in a week
- A half termly raffle for children attending school and if they have been absent bringing in a letter explaining their absence.
How will my child be able to contribute his or her views and how will school support them to do this?
- Regular school council meetings
- Pupil Voice
- Agreed/shared targets
How does school use expert knowledge that families may have about their children?
- Regular meetings / open door policy
- Coffee mornings / parent training sessions
Does the school have any specialist expertise?
- We have a Targeted Educational Support Services (TESS) teacher, Miss Lynsey Gibson who is allocated to school from the Local Authority to support school.
- We have an Educational Psychologist (EP), Miss Nupur Gupta.
- Although TESS and EP are not on site, they are only a phone call or email away.
- We also work closely with the local specialist SEND school, Hope, who provide an outreach service in order to support schools.
- Social Care support.
- Health Services, School Nurse, Healthy Living Team, Fit4Fun.
- The SENDCo, Beverley Morgan has achieved the National Award for SEND Co-ordination.
Do staff have any specialist qualifications?
- The Special Educational Needs and Disabilities Coordinator (SENDCo), Mrs Beverley Morgan, has completed the mandatory National Award for SEND Coordinators.
- It isn’t a qualification but the school has been recognised as being particularly inclusive and was awarded the national Inclusion Quality Mark (IQM) in June 2017. (The IQM report can be found on our school’s website)
- Gold Award for Mental Health Standards in School
- The Pastoral & Welfare Manager, Mrs Davies, has a post graduate level certificate in emotional literacy development
What other services does the school access?
- Targeted Educational Support Services (TESS)
- Educational Psychology Service (EP)
- Hope & Landgate Outreach
- Speech and Language Therapy (SALT)
- Sensory Support Services
- Occupational Therapy (OT)
- Primary Child Mental Health Team PCMHT
- Behaviour Support
- Start Well
- Social Care
- FIP team
- PEIP team
- Healthy Lifestyles
- School Nurse
- Complex Nursing Team
- Ethnic Minority Support Service (EMASS)
- Autistic Spectrum Condition (ASC) Team
- Wigan Safeguarding Board
- Young Carers Centre
At Worsley Mesnes School we are committed to continuing professional development (CPD), not just for teaching staff, but support staff and lunch time staff.
There were 8 main priorities on our School Development Plan (SDP) 2016-17; this CPD review shows what professional development took place for each strand.
SDP 1 – English Reading
Each member of staff who works in the classroom had training within school through staff meetings (teacher and teaching assistant) , workshops, team teaching and support through our local cluster group WOWS to ensure they were fully aware of the new expected standards for reading. Teaching assistants received inset for guided reading, working with groups and deeper questioning skills; teachers looked at the expected standards for each year group in depth and received team-teach support from the English lead throughout the year. Quality literature was essential for raising standards so teacher training was tailored towards this, using higher level texts and greater depth of questioning, using evidence from the text to support reasoning and ideas. External courses included EMAS for early years staff and library training for the TA librarian.
SDP 2 – English Writing
Most of the writing training and support this year has been through the POG (Pot Of Gold) WOWS cluster sub-group; moderations and standardisations have taken place termly where year group teachers met up together to share their books and discuss the expected and greater depth standards of writing. This has proven extremely useful and has had a positive impact on our school development as each staff member had fed back their experiences in order to strengthen quality teaching of writing within school and has supported them in understanding the new expected standards for writing in each year group. In addition to this, TAs have attended external grammar training set up though the POG group. Individual teaching assistants have accessed external training such as: the Speaking and Listening conference, Sounds Write and Motor skills & handwriting.
SDP 3 – Broad and Balanced Curriculum
As reading, writing and maths were high on the agenda last year with the removal of levels since the changes to the curriculum, we felt it was now important to put more emphasis on our broad and balanced curriculum, so a senior leader attended a course by a reputable external provider ‘developing maths fluency and language through geography’. This was invaluable in developing our teaching of geography and using cross-curricular links to develop mastery of the skills. As a result of this training, monitoring and evaluation in school, and feedback from staff, we were able to purchase new, up to date resources to support teachers provide high quality geography lessons (this is now an SDP priority 2017-18). A teacher attended a ‘Music in KS1’ course and all staff accessed the staff meeting where the Wigan Music Service provided inset for the online scheme of work ‘Charanga’. The PE lead accessed ongoing support from the local high school for teaching and assessment for all areas of the PE curriculum and also attended the ‘British Gymnastics’ coaching course.
SDP 4 – Assessment
This is the second year where we have been without levels, our tracking system is up to date and new staff have had inschool training on how to use it to input data and generate reports for PPMs/ data analysis purposes. The POG group committed to a staff meeting per term to standardise writing for each year group; validating judgements and looking at the evidence in books. This had a positive impact as class practitioners were more confident in making their teacher assessments. The HT and DHT attended Ofsted training to ensure they had up to date information and guidance on the new framework.
SDP 5 – Growth Mindset / Metacognition
In-school training with the lead teacher for GM has ensured that growth mindset strategies and vocabulary are very high profile amongst staff and children. Class assemblies followed a similar format across the year groups to provide this training and give information to parents in a friendly way so they were on board with our ethos. Information leaflets handed out at the assemblies provided parents with more in depth information. Staff meetings enabled the lead teacher to feedback from the external training they received from Jackie Beere.
SDP 6 – Staff CDP / Coaching
The DHT and Y1 class teacher attended mentor training through Kingsbridge to support the GTP student through their training. Seven members of staff attended the Independent Coaching training and two of these attended the part 2 of this training specific to coaching of leadership; this training has equipped coaches to have the strategies in place to provide high quality coaching to all members of staff. This year was about training staff to be able to facilitate and deliver coaching sessions; next year we will see the impact of this training once it is embedded as part of our practice. The DHT has completed the NPQH face to face sessions and has successful completed the paperwork assignments, the final assessment date for the presentation and interview are set for November.
SDP 7 – Specific Groups
Epi-pen, Emergency first aid / Paediatric first aid, Team teach, Diabetes update training has been attended. All staff have received ADHD and Autism training in school to ensure they are aware of the characteristics, strategies and information on how to work with children with ADHD; TESS delivered this training. TA attended the SENDco conference and the acting SENDco lead attended the Newly appointed SENDco training so they were able to take on this role while the SENDco was on maternity leave.
SDP 8 – Maths
Staff new to a year group attended the Sarah Martin year group training which gave them guidance on the curriculum expectations and strategies to teach it. Sarah Martin provided training in school for the Singapore Bar method and TAs also accessed training with Sarah Martin in school. Teachers have had access to maths training for problem solving and reasoning through the WOWS POG sub-group, although this was general and not particular to one ear group – this is planned for Autumn 2017. The Maths Lead has attended NW maths hub meetings to keep up to date with developments in maths.
Early Years was an area for development 2016-2017; training by the Early Years team has been collated into the above table. The reception teacher, was new to school, engaged with the WOWS POG training for NQTs/ RQTs to support them with being new to the profession.
Safeguarding – every member of staff now has up to date safeguarding and PREVENT training.
Planned CPD for 2017-18
How will my child/young person be included in activities outside the classroom, including school trips?
Will my child be able to access all of the activities of the school and how will you assist them to do so?
- The class teacher will conduct a risk assessment of the activity or school trip and will organise the necessary provision so that your child can be included where possible.
- We may also seek specialist advice when necessary.
How will you involve parents/carers in planning activities and trips?
- Discussions with the class teacher
Is the building fully wheelchair accessible?
- Yes, our building is 12 years old and complies with building regulations to ensure disabled access, including a disabled toilet and shower room.
Have there been improvements in the auditory and visual environment?
- Being a relatively new building, our schools ceilings are low and the rooms are well insulated to avoid echo and poor auditory environment.
- The building was designed to be auditory and visually ‘friendly’.
Are there accessible changing and toilet facilities?
- Yes, they are situated close to the schools main entrance.
How does the school communicate with parents/carers whose first language is not English?
- Being at the heart of the community, the school uses parents/carers and members of the community to translate for parents/carers whose first language is not English.
- Where this is not possible, school would contact the English as an Additional Language (EAL) service and ask for a specialist translator to aid the communication between school and the parents/carer.
How will equipment and facilities to support children with SEND be secured?
- Education, Health Care Plan (EHCP) funding from the authority.
- SEND budget.
More information can be found in our schools Accessibility Policy which is also on our website.
What preparation will there be for both the school and my child before he or she joins the school?
- Parents/carers apply to Local Authority (LA)
- LA to send application form to school (includes information about the child and parents/carers contact details)
- Headteacher would ring parents/carers to invite them to visit the school.
- See Admissions policy on our school’s website
How will my child be prepared to move on to the next stage in their education?
- Transition visits
- Collaboration with High School (Y6 Class teacher, SENDCo and Head of Y7)
- PSHE transition sessions in school
What information will be provided to their new school?
- Attainment data
- Any individual plans such as CCPs, Health Care Plans etc, specialist reports, recommendations from other professionals
- Background information.
How will you support a new school to prepare for my child?
The Head of Y7 visits our school to discuss each child individually; at this meeting we share information that is relevant and specific to each child’s needs in order for them to put things in place before they start high school. We help them understand what strategies have worked at primary school and discuss how we can adapt them for a high school setting. We endeavour to make transition to high school as smooth as possible for each child.
How are the school’s resources allocated and matched to children’s/young people’s special educational needs?
How is the school’s Special Educational Needs and Disabilities (SEND) budget allocated?
The SEND budget is part of the base budget and is allocated over teaching costs, support staff costs, staff training, resources and trips.
At Worsley Mesnes Primary School, all children are monitored closely. We believe that all children are entitled to learn and access all areas of the curriculum. In the first instance, the class teacher will raise any concerns about a child who is having difficulties with the key stage manager (KS1- Nicola Jones, KS2 Janette Southern) and/or Special Educational Needs and Disabilities Coordinator(SENDCo), Beverley Morgan. There will also be a discussion with parents/carers and details about how we can support their child further will be discussed. The agreed actions will be implemented and reviewed. If this support is not having an impact, in liaison with parents/carers, the SENDCo will make a referral for specialist advice/support. This may take the form of a speech and language referral or Targeted Education Support Service (TESS) referral. As a school, we will continue to implement specialist recommendations and review the impact, keeping recommendations that are working and changing/adapting the recommendations that are not. During this process, parents/carers will be kept informed by the class teacher and/or SENDCo.
- Coffee Mornings
- Parent training sessions
- Volunteering in school
- Reading Buddies
- Parent Governor roles
- Regular meetings in school
- Parents' Forum
- Friends of the School Association
Who can I contact for further information?
Who would be my first point of contact if I want to discuss something about my child?
- Your child’s class teacher. Either call school to make an appointment or write a note in your child’s home/school diary.
Who else has a role in my child’s education?
- Beverley Morgan (The school’s Special Educational Needs and Disabilities Coordinator and SEND Governor) 01942 776457
- Alison Davies (The school’s Well-being and Pastoral Manager) 01942 776457
- David Worthington (Headteacher) 01942776457
- John Mason (Chair of Governors) 01942 776457
What other support services are there who might help me and provide me with information and advice?
Wigan Local Authority www.wigan.gov.uk
Parent Partnership 01942 486131
Start Well 01942 487080
Social Care 01942 828451
School Nurse 01942 483739
Primary Child Mental Health Team (PCMHT) 01942 482411
Young Carers Centre 01942 705959
Wigan Safeguarding Board 01942 486262
English as an Additional Language Team 01942 404057
Who can I talk to if I am worried?
The first port of call should always be your child’s class teacher. If the class teacher is unable to help, they will point you in the direction of someone who can.
Who should I contact if I am considering whether my child should join the school?
- Browse our website and get a feel for our school
- Contact the Admissions Team at Wigan Local Authority