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.

The Autism Pathway and Service work with schools, teachers and parents to help support children with a diagnosis of Autism Spectrum Condition (ASC), you will find further information at the link below:

https://www.wigan.gov.uk/Business/Professionals/Educational-support/ASC-Pathway-Service.aspx

Or if you prefer to speak to someone please call Wigan SENDS team on 01942 486136

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.

  You can view our SEND policy here

Questions & Answers

 

 

  1. How does the school know if children/young people need extra help?
  2. What should I do if I think my child/young person may have special educational needs?
  3. How will the curriculum be matched to my child’s needs?
  4. How will the school staff support my child/young person?
  5. How will the curriculum be matched to my child’s needs?
  6. 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?
  7. What support will there be for my child’s overall well-being?
  8. What specialist services and expertise are available at or accessed by the school?
  9. What training are the staff supporting children and young people with SEND had or are having?
  10. How will my child/young person be included in activities outside the classroom, including school trips?
  11. How accessible is the school environment?
  12. How are the school’s resources allocated and matched to children’s/young people’s special educational needs?
  13. How is the decision made about what type and how much support my child/young person will receive?
  14. How are parents involved in the school?  How can I be involved?

 

 

How does the school know if children/young people need extra help?

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 should I do if I think my child/young person may have special educational needs?

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.

 

How will the school staff support my child/young person?

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’.

 

How will the curriculum be matched to my child’s needs?

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 support will there be for my child’s overall well-being?

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
  •  Questionnaires

How does school use expert knowledge that families may have about their children?

  •  Regular meetings / open door policy
  •  Coffee mornings / parent training sessions

 

What specialist services and expertise are available at or accessed by the school?

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
  •  Embrace
  •  Complex Nursing Team
  •  Ethnic Minority Support Service (EMASS)
  •  Autistic Spectrum Condition (ASC) Team
  •  Wigan Safeguarding Board
  •  Young Carers Centre

 

What training are the staff supporting children and young people with SEND had or are having?

At Worsley Mesnes School we are committed to continuing professional development (CPD), not just for teaching staff, but support staff and lunch time staff.

CPD 2016-17

 

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