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School Local Offer

Identification

How does the school know if my child needs extra help? What should I do if I think my child may have Special Educational Needs?

At Victory Primary School we use a variety of ways to identify children who we suspect may have SEN needs. These include:

  • Data Analysis
    Each term the HT, SLT & the Inclusion Team look at the progress and attainment of all our children. For children who have received additional support within the classroom setting, but have not made the expected progress, will be referred to the Inclusion Team for further investigation.
  • Teacher Raising a Concern
    A referral system is in place to allow teachers to share concerns they may have about pupils academic, or general well-being. This referral is then investigated by the Inclusion Team through internal observations, assessments or seeking external specialist advice.
  • Self-Referral
    Children are able to share their concerns by speaking with their class teacher or any other trusted adult. Alternatively, they can share their concerns by writing in their class ‘worry-box’ which class teachers monitor and respond to daily. If the class teacher feels that this needs to be referred to the Inclusion Team for further support to be given, then this information is shared.
  • Parent Referral
    We value the views of our parents and encourage parents to share any concerns or information on their child’s needs, they have with their child’s class teacher. Depending on the type of concern, this is then monitored by the class teacher or referred to the Inclusion Team for further support, investigation and action.
  • Referral from External Agencies
    On some occasions, external agencies may contact the school to share a concern about a child at our school. This may then lead to our Inclusion Team investigating this concern and sharing the outcomes with the appropriate agency.
  • Education Healthcare Plans
    This is the new way by which parents, schools and pupils access specialised provision for pupils with SEN. It has been introduced as part of the new Special Educational Needs and Disability Code of Practice 2014 (link below) and replaces the Statement of SEN needs. It is created by Health, Education and Care collaboratively These agencies have assessed the child’s SEN needs and the EHC Plan provides the guidance for all involved in provision for, and the support of, the SEND pupils. The school endeavours to meet the needs of children with the following SEN categories:

    • Communication and interaction
    • Cognition and learning
    • Social, mental and emotional health
    • Sensory / physical

    (https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/342440/SEND_Code_of_Practice_approved_by_Parliament_29.07.14.pdf)

Decision Making

How is the decision made about what type and how much support my child will receive?

All parents are encouraged to contribute to their child’s education.
This may be through:

  • Discussions with the class teacher.
  • During parents evenings.
  • During discussions with members of the Inclusion Team or other professionals.
  • Parents are an integral part of completing the CAF Assessment, which is the method used to access assessments by specialist and the advice and support which forms the programme of support for their child’s learning needs.
  • Parents are encouraged to comment on their child’s IEP with possible suggestions that could be incorporated.

How does the school judge whether the support has had an impact?

  • Pupil Progress Meetings
  • Data Analysis
  • Teacher Assessment, Baseline Assessment and tracking
  • Assessment and feedback from professionals and agencies
  • Parents / Carers feedback to school about their child’s progress

Communication and Support

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

SEN children at Victory Primary School are supported by a differentiated curriculum. Each child’s education programme will be planned by the class teacher, highlighting children’s needs and the best strategies to support the child, both in the classroom and in other areas of the school. This differentiation may include:

  • Adapted resources
  • Adult Support
  • Time given to complete tasks
  • Nurture provision
  • Adjustment to the school timetable, including length of day
  • Adjustment to the learning environment Teaching Assistants may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.
  • If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors.

The strategies and resources used in school are shared with parents to enable them to support and reinforce the successful strategies used in school.

This is reviewed termly, and if further support is needed, parents are invited to discuss the next steps at an IEP meeting. At the meeting clear objectives and strategies are agreed which informs the intervention timetable for the child.

The timetable will clearly show who will be supporting your child, what type of support is given, and the frequency and duration of this support. Letters are sent to parents / carers outlining the support given to their children on a termly basis.

Communication

How will I know how my child is progressing?

Victory Primary School believes it is vital that parents are kept well-informed about their child’s progress. To support this we have a range of ways of letting parents know what progress their child is making i.e.

  • Reports to parents 3 x per year
  • SEN workshops
  • IEP meetings, with diarised review meetings
  • Website
  • Informal meetings with the Inclusion team members
  • Daily contact with class teacher and support staff
  • Meetings arranged for parents, to share the outcomes of with specialists and external agency assessments
  • Annual Reviews for Statemented/EHC Plan pupils
  • Parent’s Evening
  • Letters or certificates are sent home
  • Home school contact book (where applicable)

The strategies and resources used in school are shared with parents to enable them to support and reinforce the successful strategies used in school.

This is reviewed termly, and if further support is needed, parents are invited to discuss the next steps at an IEP meeting. At the meeting clear objectives and strategies are agreed which informs the intervention timetable for the child.

The timetable will clearly show who will be supporting your child, what type of support is given, and the frequency and duration of this support. Letters are sent to parents / carers outlining the support given to their children on a termly basis.

Well-Being

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

The school offers a wide variety of pastoral support for pupils who are encountering social and/ or emotional difficulties. Where disputes arise between pupils, staff use the Restorative Justice Approach.
Pupils with Medical Needs

  • If a pupil has a medical need then a detailed Care Plan is compiled by the Inclusion Team in consultation with parents/carers and school nurse. These are discussed with all staff who are involved with the pupil.
  • All staff will receive basic First Aid training in addition to those that are already fully trained.
  • Staff, where applicable, receive Epipen training
  • After a medication agreement has been signed and agreed between the Head teacher and parent, medication can be administered by the person named in the agreement (except in emergencies). Medication should be administered in the school office to ensure the safety of both child and staff member.

Specialist Help & Staff Training

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

The school offers a wide variety of pastoral support for pupils who are encountering social and/ or emotional difficulties. Where disputes arise between pupils, staff use the Restorative Justice Approach.
Pupils with Medical Needs

  • CAMHS (Child & Adolescent Mental Health Service)
  • Educational Welfare Officers
  • Inclusion Team
  • Children’s Services
  • Sunshine House – centralised specialist practitioners – eg Occupational Therapy
  • St. Thomas’ Hospital – Speech & Language Therapist
  • Behaviour Support Service – Summerhouse
  • Southwark Autism Team
  • Child Protection Advisors – Early Help Service
  • Educational Psychologist
  • School Nurse

What training have the staff, supporting pupils with SEN, having or had?

Training is varied and tailored to the needs of our SEN pupils, for the Class teachers and TAs who work with individual/groups of pupils to deliver interventions. Some of this training includes:

  • Makaton
  • Health & Safety
  • Speech & Language
  • Safeguarding
  • First Aid
  • Talking Tables
  • Reading Recovery
  • TEACHH
  • Supporting pupils with specific learning difficulties
  • Inclusion Manager completed the National Awards for SENCos in 2012

Inclusion

How will my child be included in activities outside the classroom including school trips?

See our Inclusion Policy and Educational Visits Policy

See our policies page here (Link to policy page)

Access

How accessible is the school building?

Our Children’s Centre is the newest part of our school and at the point of building, accessibility was accounted for. The Ground floor of the school also allows access for pupils and parents with mobility challenges.
However, the main school building, (built over 100 years ago) is distributed over four floors, only accessible by stairs. EYFS and Year One are on the ground floor. The other year groups are all on the upper floors.

Transfer

How will the school prepare my child to join, or transfer to a new school?

Victory Primary School understands what a stressful time moving schools can be, therefore many strategies are in place to enable the pupil’s transition to be as smooth as possible.
These include

  • A meeting may be arranged with the Inclusion Team/SENCo, the new school’s SENCo and the parents of the transitioning pupil
  • Managed visits for SEN pupils and their parents who are transferring from one school to another within the locality
  • Transfer of documentation
  • The child is assisted in creating a Transition Book to record time in Victory School and pictures of the new school.
  • Preparation programme for Secondary Transition beginning in Year Four for ASD pupils.

Parental Involvement

How are parents involved in the school? How can I be involved?

Parents can be involved in Victory Primary School in many ways including:

  • Parent Governors
  • Attending SEN workshops- given to inform parents and provide them with tools and information to support their child’s learning needs
  • Attending SEN meetings e.g. Team around the Family meetings, IEP meetings
  • Parent Surveys
  • Parent/Carers Evening ( reporting to parents on progress)
  • Newsletters to involve parents in school life and achievements

Resources

How are the school’s resources allocated and matched to children’s special educational needs?

Parents can be involved in Victory Primary School in many ways including:

  • The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual child’s needs.
  • The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.
  • If any concerns are raised on completion of the assessments The Inclusion Team will investigate further support or advice from outside agencies if required.

Contact and Local Offer

Who can I contact for further information?

Southwark Local Offer

Go to – http://localoffer.southwark.gov.uk

GLOSSARY of Terms

There are many SEN terms that are abbreviated which can lead to confusion (even for us!) Below is a glossary of the most used SEN terms.

ADD

ADHD

ASD

BESD

CAF

CAMHS

COP

CP

DCD

EAL

EHC

EP

EWO

FSM

HI

IEP

KS

LAC

LEA

MLD

NC

OT

PSP

SaLT

SEN

SEND

SENCo

SpLD

TA

TAC

TAF

VI

Attention Deficit Disorder

Attention Deficit & Hyperactivity Disorder

Autistic Spectrum Disorder

Behavioural Emotional & Social Difficulties

Common Assessment Framework

Child & Adolescent Mental Health Service

Code of Practice

Child Protection

Developmental Co-ordination Disorder

English as an Additional Language

Plan Education, Health and Care Plan

Educational Psychologist

Education Welfare Officer

Free School Meals

Hearing Impairment

Individual Education Plan

Key Stage

Looked After Child

Local Education Authority

Moderate Learning Difficulty

National Curriculum

Occupational Therapist

Pastoral Support Programme

Speech & Language Therapy

Special Educational Needs

Special Educational Needs & Disability

Special Educational Needs Co-ordinator

Specific Learning Difficulty

Teaching Assistant

Team Around a Child

Team around a Family

Visual Impairment