Easterside Primary Academy

Schools Extended Local Offer Response

How does the setting/school/college 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?

Pupils can be identified through a variety of ways:

• Regular Pupil Progress meetings allow staff the opportunity to discuss each child’s progress on an individual basis to assess whether extra support or interventions are required.
• Staff can liaise with their team leader or SENCo to discuss children and their needs.
• A parent can identify concerns about their child’s progress and/or ability.
• Professionals working in collaboration with school may express that a child may have extra needs.
• All children identified as requiring ‘over and above normal classroom differentiation’ are placed on the schools SEN register so that they can be carefully monitored. This is a fluid register which can change with progress.
• To obtain a place within the high needs base, a referral has to be made to the local authority. Although we have children with Education Health Care Plans (EHCP) within the base, it is not essential when obtaining a placement.  At minimum children should be at the SEN support stage with a plan in place.
• A panel decides on placement allocation. This includes a range of professionals from the local authority and Middlesbrough Special Educational Needs (SEN) settings.  Children from all over Middlesbrough can be considered for a place within the High Needs Base.  They do not need to be within the school’s catchment area.

How will early years setting/school/college staff support my child/young person?

• Any children for which progress (due to a variety of factors) is a concern will be brought to the attention of the SENCo who will decide (in collaboration with staff) whether a plan for support needs to be in place.
• Students’ progress is regularly reviewed and each child on the SEN register has a Special Educational Needs (SEN) Support Plan which identifies the key areas in which that child is being targeted for progress and how these will be supported and measured. This is done on a termly basis and shared with parents during parent consultation.  Parents are also given a copy.
• If required, Easterside Academy will seek the support of outside agencies to offer further professional support and give recommendations as to how best to meet a child’s needs. g. Educational psychologist, Outreach.

How will the curriculum be matched to my child's/young person's needs?

At Easterside we aim to offer excellence and choice to all our children, whatever their ability or needs. All children have an entitlement to a broad and balanced curriculum. Our curriculum starts from the moment they walk through our door in the morning, until they leave the school site at night.

 

Although we are an Academy our curriculum follows the new National Curriculum guidelines (2014). Some subjects are taught discretely and others through a cross-curricular ‘themed/topic’ approach and in a context that is relevant to the children. The topics often start with a ‘hook’ to get the children engaged and this is usually done through providing a memorable experience such as a visit for them. Through the topic children are taught new skills, knowledge and understanding and are given opportunities to use their new learning in a meaningful context, making links, through such things as problem solving. We have a fantastic outdoor environment on site including a big Early Years outdoor area, a wooded ‘wild’ area, allotment and orchard. We also have many fantastic outdoor spaces for learning both locally and in the wider community. At Easterside Academy we are committed to ensuring that all children have meaningful, frequent, continuous and progressive access to Learning Outside the Classroom (LOtC) activities.

 

Whilst an emphasis is always placed on developing the basic skills of reading, writing and numeracy, we work hard to promote these skills through an interactive, creative, relevant and interesting way through all aspects of the curriculum. Thinking skills and Philosophy for Children (P4C) also forms part of the curriculum we offer our children. This provides them with opportunities to talk, listen and deepen their understanding of a range of issues.

 

We are an inclusive school, ensuring equality of opportunity for all and placing an emphasis on what each individual child has to offer. We acknowledge that within every class there are many different abilities, and teachers use a range of approaches to ensure the needs of all children are met. This includes those with SEN. Every class at Easterside Academy has access to a teaching assistant (TA) all day. TA’s are used to support the teacher’s planning where differentiation has been carefully used in which to address the class needs and ensure effective learning and progress takes place. TA’s may be used to support a child on a 1-1; through small group work or through the use of an identified intervention.

 

Lessons have a learning objective that is shared with the children to ensure they know what the learning taking place will be and its purpose. Clear, differentiated ‘Steps to Success’ are also shared so that every child understands what they need to do in order to achieve and make progress in that session. On-going assessment throughout the teaching and learning informs the teacher of each individual child’s next steps. TA’s also feedback to the class teacher regarding any child/ren they have worked with. This informs future planning.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

• Staff liaise with parents and parents sign a written consent for their child to be added to the SEN register.
• Parents receive a yearly report which shows overall academic progress.
• Parents are able to meet with their child’s class teacher every term to discuss their child’s needs and progress.
• Parents are given copies of SEN support plans/IEPs. This is usually during parent consultation.
• Extra meetings with staff can be requested by the parent. At Easterside we believe parental involvement is key to achievement and success.

Ofsted quote

“The schools good partnership with parents contributes to pupils’ positive attitudes and enhances learning.”

 

• Pupil progress is tracked very carefully and closely using a range of assessment procedures. This information will be discussed with parents during parent consultation meetings, providing opportunities for you to discuss your child’s learning and progress. 
• For those pupils who have involvement from the Educational Psychologist you will also be invited to attend a joint home school meeting following any assessment of your child.
• If your child has had support from the Speech and Language team, you will be invited directly by them to attend any meetings or reviews to discuss programs of work and progress.
• Our ‘Care Team’ within school works closely to support pupils with social, emotional or behavioural difficulties and aims to work closely with parents, families and individual pupils. Where ‘The Bungalow’ is involved, parental partnership is encouraged in order to ensure pupils with such difficulties are supported.
• At the start of each new school year, usually within the Autumn term, school provide parent training and information sessions. A range of other parent and family learning sessions are mapped out across the year. E.g. Bedtime Routines; Fun with Food, ICT. 
• If your child is in the Early Years, (Nursery and Reception classes) you will be invited to attend ‘Stay and Play’ sessions. These are held regularly every Thursday at the beginning of your child’s session and provide parents with the opportunity to stay and take part in learning activities with their child, and to chat to staff informally. These sessions are timetabled with a ‘theme’ each week.
• Throughout school, classes have ‘open mornings’. Parents are invited to share activities with their child based on the topic they are learning.
• Parents are also invited to other event held throughout the school year. E.g. HOLI.

What support will there be for my child's/young person's overall well being?

Where it is felt that a child is mature enough to understand, their student support plan will be shared with them and targets and outcomes will be discussed.  All children are aware of their targets and their next steps in progression and this is discussed with them at regular intervals.  Pastoral support is provided through each child’s class teacher and through focused lessons on wellbeing and health.  Children with extra learning needs are also supported by a 1:1 designated person.  Children are supported and encouraged to take part in extra-curricular activities. There are trained first aiders amongst our staff who are responsible for looking after the needs of students.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

When a child is demonstrating further cause for concern of their learning need is more complex and persistent than can be met by the school interventions already put in place, school will liaise with relevant external agencies for further advice and support for school and/or parents.  Some of these agencies include:

 

• Speech and language support staff
• A specific SEN teacher
• Teachers who have had specific training within an area of need.

 

We also access the services offered by:

• Learning and Language Support Service
• The Bungalow Partnership
• Educational Psychologist
• Outreach services from The Beverley School and Holmwood.
• CAMHs
• James Cook University Hospital
• Cleveland Unit-Jet Group, Outreach, Inclusion Support
• Speech and Language Service
• School Nurse
• Social Care
• Reach

This is not an exhaustive list.  Some services are accessed as the need arises.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Specific training is provided to staff who have a child with a specific need within their area of school.  Staff have attended various training courses and have also been to observe teaching and support within other settings. Staff are also able to request training from the SENCo should they feel they require any in addition to what has been provided.  

How will my child/young person be included in activities outside this classroom including school trips?

Easterside Academy is an inclusive school which aims to support the needs of children across the curriculum in order to reach their full potential through high quality teaching which are matched to the needs of the individual child.  Staff will visit places and speak to staff prior to visits to ensure it is accessible.  There will also be risk assessments carried out to ensure children are safe. Staff will ensure children are supported appropriately with the correct adult to child ratio.  

How accessible is the setting/school/college enviroment?

 

• The school is committed to providing an environment that allows all children full access to all areas of learning, and there is a designated point of entry for our school to allow wheelchair access.
• All classrooms have a smart boards and a range of ICT devices to support teaching styles and develop pupil ICT skills.
• There are three accessible toilets, two of which has changing and shower facilities.
• Within the HNB there is a sensory room. This room can be accessed through a timetable basis to ensure pupils who require such stimulus receive the experience on a regular basis.
• Home school transport is also available and arranged for pupils attending the HNB, through the local authority.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Each child is considered on an individual basis. If a child requires extra transition (for whatever reason), then this will be put in place.

 

Visits to the school prior to enrolment are encouraged and welcomed. As a parent of a Nursery or Reception pupil, you will be invited to a welcome meeting before your child enters Nursery or Reception. 

 

Parents of Y6 pupils are also invited into school for a transition meeting as well as taking part in the transition programme ‘Changing Lives.’

The transition of Y6 pupils is planned carefully between staff from both schools.  We are usually given specific transition dates for pupils moving into Y7, these can be in the form of day visits to week long visits.

We have developed close links with a number of the local secondary schools.  Individuals, particularly those with SEND are discussed at pre-needs meetings and where necessary additional transition support can be provided.

 

If your child has an HNB place a number of processes will take place in order for a smooth transition for your child.  This involves visits to your child’s previous setting by the HNB staff and visits to the HNB by both parent and child. 

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

 

• The school is committed to providing an environment that allows all children full access to all areas of learning, and there is a designated point of entry for our school to allow wheelchair access.
• All classrooms have a smart boards and a range of ICT devices to support teaching styles and develop pupil ICT skills.
• There are three accessible toilets, two of which has changing and shower facilities.
• Within the HNB there is a sensory room. This room can be accessed through a timetable basis to ensure pupils who require such stimulus receive the experience on a regular basis.

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

Discussions between class teacher, SENCo, head teacher and parents will be had and we will agree on a plan together.

How are parents involved in the setting/school/college? How can I be involved?

Parents are involved every step of the way.  We advise parents to speak to school if they have any problems and would like advice of how to support their child further.

 

There will be opportunities for parents to meet with teachers on a regular basis and for information to be shared.