Pallister Park Primary School

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?

We identify the need for support by;

• information directly given by parents
• Pupil Progress Meetings and data gathered from in school assessments
• Termly discussions with SENDCo and Class Teachers
• recommendations from other professionals

Parents are welcome to discuss any concerns they have with Class Teachers at parents consultations or contact the school directly to speak to our SENDCo Miss E Close.

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

The needs of our pupils are decided on an individual basis dependent on need. The SENCO will have overall charge of all students on the SEND register and will oversee monitoring and evaluation of progress and provision. All teachers at Pallister Park Primary School have a responsibility for the teaching, monitoring and evaluating of students with SEND. This is the first principle of the Code of Practice. We have a SEND Governor who also oversees the provision within school.

Support for pupils will be dependent on the individual but may look like;

• small group support for specific subjects
• direct program of intervention 
• support from a Teaching Assistant, either small group or 1:1
• additional support for social, emotional and behavioural needs such as time with our Vulnerable Pupil Support Managers
• break/lunch time support 

Parents/Carers will be updated on the progress of support at consultation evenings and additional meetings with the SENDCo when necessary.

 

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

Overall the curriculum structure is directed by the government and the National Curriculum. All students have an entitlement to study a full curriculum. Differentiation is the responsibility of all teachers. Informed by the data and information on each student, subject teachers plan for and deliver using different styles of teaching and meeting individual needs through a range of strategies. Especially within core subjects, some groups are set within ability bands and this leads to differentiation to the levels students are working at using quality first teaching and ensuring that targets are stretching and attainable.

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?

School will discuss progress made by individuals with parents/carers to ensure their needs are being met. The SENDCO and Class Teachers will collate evidence from assessments and their observations in class to share with parents/carers and ascertain any next steps. We will also base decisions on advice from any other professionals who have been working with the student.

The amount of provision is decided in line with the needs of the student; for example this could be a short term programme of work such as a half term of input on a specific area of need or longer term in-class support. The effectiveness of any intervention will be monitored throughout with a full evaluation at the end or at review points to ascertain progress towards the objectives set.

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

Within school we have two Vulnerable Pupil Support Managers who are non-teaching members of staff who are the day-to-day contact for parents and students in all areas of need. They work closely with The SENDCO and will provide additional support when necessary.

Communication with parents/carers is vital in order to ensure we are providing effective support for each child. Our Vulnerable Pupil Support Team includes;

Mrs Wain - Head Teacher

Mrs H Adams - Deputy Head

Miss E Close - SENDCO

Mrs L Felgate - Vulnerable Pupil Support Manager

Mrs K McMahon - Vulnerable Pupil Support Manager

 

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

Specialist services are often used when the need arises and the school feels it needs more support or advice to ensure a student makes best progress. We access a wide range of support;

• Services provided by NHS such as Speech and Language, Occupational Therapy, Hearing/Visual support, CAMHs
• Educational Psychologist
• Counselling services such as REACH, CATS, Forget-me-knots
• Outreach Services from Special Schools in Middlesbrough

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

Our SENDCo has gained the National Award for SEN Coordination. Our staff are trained in core aspects of SEND support which is updated when required. They have been trained in;

• Autism awareness
• Anxiety trauma and loss
• Positive Handling

Individuals within school have also been trained in;

• ASD support
• ELCLAN
• Makaton
• BLAST and BLAST2

 

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

There are a large and varied number of out of school activities for all students to participate in. Pallister Park Primary is a fully inclusive school and puts in place the support a student needs in order for them to join in with their peers in their chosen activity. This may include extra staffing, specialist staff and or equipment. Staff who are arranging an offsite trip will discuss with parents and the SEND staff the requirements needed and the suitability of any trip which the school is putting on. We will not stop any student from going on a trip due to their special educational need and or disability if the trip is suitable for the child and their safety and the safety of others is not compromised (Equality Act 2012).

 

How accessible is the setting/school/college enviroment?

Our main building is not fully wheelchair accessible but the needs of the individual can be discussed with the Head Teacher. 

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?

Transition from Primary to Secondary School:

Throughout the year some secondary schools provide visits to school for different activities. These ensue that the primary students begin to be more comfortable and knowledgeable about the school they will go to.

Talks with the primary schools begin in Year 6 and for those with an EHC Plan the SENCO attends their review. Once a place has been confirmed the SENCO liaises with parents and the primary school. A transition plan is put in place on their advice which could include early visits. A mentor might be put in place as a familiar adult to help with transition.

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

All resources are allocated and matched using the extensive data that the school gathers about each student. This includes planning for these interventions with parents and the student where appropriate.

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

Decisions are based on quality evidence the school has collected: both data evidence and that from talking to everyone involved in teaching a student. Decisions will also be based on the advice from any other professionals who have been working with or assessing a student. The amount of provision is decided in line with the needs of the student.

 

 

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

Parents/carers are involved via;

• discussions held at Parents Evenings
• meetings held with the SENCo
• Meetings with other professionals 
• discussions held with our Vulnerable Pupil Support Managers