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Local SEND Offer

Abbots Hall Primary Academy

Local SEN Offer

 

Abbots Hall Primary Academy is an inclusive school and offers the following range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs.

 

How we offer support is dependent on each child as we will work closely together with families and any external agencies to develop a tailored plan to meet the individual needs of all our pupils. We also carefully consider pupils’ and parents’ views to ensure our provision supporting children towards becoming independent and resilient learners.

 

HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP AND WHAT SHOULD I DO IF I THINK MY CHILD HAS SPECIAL EDUCATIONAL NEEDS?

At Abbots Hall Primary Academy, children are identified as having SEND through a variety of ways including the following: -

  • Liaison with pre-school/previous school
  • Child performing below age expected levels
  • Concerns raised by parent
  • Concerns raised by teacher for example behaviour or self-esteem is affecting performance
  • Liaison with external agencies i.e. physical
  • Health diagnosis through pediatrician

 

 

 

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HOW WILL I RAISE CONCERNS IF I NEED TO?

Talk to us!

Firstly, contact your child’s class teacher and then the Inclusion Manager (who co-ordinates our Special Educational Needs provision). We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.

 

If you need extra support we’re lucky at Abbots Hall to have highly qualified, experienced staff available to help all our parents. Depending on your child’s individual need the school can offer support from our; -

  • Inclusion Manager (SENCO), Mrs Marrison
  • Family Support Officer, Miss Donna May
  • Pupil Support Officer / Learning Mentor, Mrs Carol Foster

Also, I am also always on hand to help if needed.

 

HOW WILL SCHOOL SUPPORT MY CHILD?

  • Our SENCO oversees all support and progress of any child requiring additional support across the school.
  • The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made by providing quality first teaching (whole class teaching).
  • There may be a Learning Support Assistant (LSA) working with your child either individually or as part of a group.

 

WHO WILL EXPLAIN THIS TO ME?

  • The regularity of these sessions will be explained to you when the support starts by the class teacher or the SENCO.
  • The class teacher will meet with parents at least on a termly basis (this could be as part of Parent’s Evening) to discuss your child’s needs, support and progress. If your child is identified with Special Educational Needs, the school will produce an Individual Provision Plan that will indicate the provision that your child will access either in class or in separate small group work.
  • For further information the SENCO is available to discuss support in more detail.

 

HOW ARE THE GOVERNORS INVOLVED AND WHAT ARE THEIR RESPONSIBILITIES?

Our SENCO reports to the Governors every term to inform them about the progress of children with SEND and the impact of the interventions which are being deployed across the school; this report does not refer to individual children and confidentiality is maintained at all times. One of our Governors, Mrs. Garner is responsible for SEND and meets regularly with the SENCO. Our SEN Governor also reports to the Governing Body to keep all informed.

 

Abbots Hall Academy governors then will agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.

 

HOW WILL THE CURRICULUM BE MATCHED TO MY CHILD’S NEEDS?

Across our school, all class work is carefully tailored to the ensure all pupils are challenged. Where possible, we endeavour to ensure all pupils move through the curriculum content at the same pace as their peers. Teachers plan opportunities for children to be supported and challenged using tasks and questions that allow them to learn and master curricular content. However there are times, where appropriate, work will be individually differentiated to meet the specific needs of the children within the class. It all depends on the class and each individual in it!

 

The benefit of this type of differentiation is that all children can access a lesson and learn at their level ensuring that they receive great quality first teaching.

 

HOW WILL I KNOW HOW MY CHILD IS DOING AND HOW WILL YOU HELP ME TO SUPPORT MY CHILD’S LEARNING BOTH IN SCHOOL AND AT HOME?

We operate an open door policy here at Abbots Hall and you are welcome, at any time to make an appointment to meet with either the class teacher, Inclusion Manger, Family Support Officer or our Pupil Support Officer / Learning Mentor to discuss how your child is progressing. We believe that your child’s education is a partnership between all stakeholders; therefore we aim to keep communication channels open.

 

If your child is on the SEN register we will produce an Individual Provision Plan (IPP) for them, which will detail all additional provisions the school is making for them including their own individual targets. This plan will be discussed on a termly basis and you (parents) will be given a copy of the IPP. Our IPP targets will be SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the targets by the point of review.

 

In some cases, children joining us will have complex special educational needs or even a disability and in this case, following a detailed assessment, they may have a Statement of SEN. When this is the case, a formal annual review will take place to discuss your child’s progress with any additional agencies working with your child and a formal report will be written. For those pupils requiring this level of support, the school will work closely with you and your family to ensure that your child’s complex SEND needs are met.

Important information for those parents with children with current statements of education:

Following the introduction of the new 2014 SEND Code of Practice, statements will be replaced with a single Education, Health and Care (EHC) plan. The EHC plan will place much more emphasis on personal goals and will describe the support your child will receive while they are in education. If your child already has a statement, they will be transferred to the new system within the next three years. This transfer will happen around the transition points in your child’s education such as when they move from primary to secondary school. The Local Authority will let parents know when you are due to switch and there’ll be Independent Supporters on hand to make the transfer as simple as possible.

 

HOW ELSE DOES THE SCHOOL SUPPORT ITS CHILDREN AND THEIR FAMILIES?

We recognise that being a parent is a tough job and doesn’t come with a manual! Abbots Hall Primary Academy also offers advice and practical ways that you can help your child at home with not only homework and reading but also with behaviour and routines. Through our marvellous Family Learning groups, you can come into school and meet other mums and dads and over tea, coffee and a biscuit learn some helpful tips to support your children at home.  If this is something you are interested in, Miss May, our Family Support Officer, can be contacted through the school office and you can join in with our Family Learning Groups.

  

HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING?

  • As a school, we constantly measure your child’s progress in learning against National expectations and age related expectations.  Their class teacher will also continually assess them to identify areas where they are improving and where further support is needed.
  • Then, myself and Mrs. Marrison track children’s progress from entry at Nursery/Reception through to Year 6, using a variety of different methods including National Curriculum Programmes of Study statements as well as diagnostic Reading and Spelling ages.

 

  • Children who are not making expected progress or who are behind their age are picked up during Pupil Progress Meetings with their class teacher and Mrs. Marrison or myself.  In this meeting, we all work together to identify why individual children are experiencing difficulty and what further we can do further to give them support.

 

  • If your child has an IPP, it will reviewed on a termly basis and comments will be made against each of the SMART targets to show what progress your child has made. If your child has not met the target, the reasons for this will be shared with you and then we will review our approach; adapting the target if needed to ensure that your child is able to succeed.

 

 HOW DOES THE SCHOOL MANAGE THE ADMINISTRATION OF MEDICINES?

The school has a policy regarding the administration and managing of medicines on the school site. Children who have an on-going medical need will have a care plan created for them which will be held within the school office.  This will be shared with appropriate members of staff within the school.

 

Parents need to contact the school office if medication is recommended by Health Professionals to be taken during the school day so appropriate arrangements can be made.

 

As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.

 

WHAT SUPPORT IS THERE FOR BEHAVIOUR, AVOIDING EXCLUSION AND INCREASING ATTENDANCE?

  • As a school we have a very positive approach to all types of behaviour. Our school recognises that we all make mistakes and that the key to becoming successful and happy citizens is to reflect on our actions, learn from negative experiences and not repeat them.  Our Behaviour Policy is followed by all pupils and staff and is regularly reviewed to ensure it meets the needs of all our pupils.
  • If a child has particular personal, social and emotional behavioural difficulties the school will use a range of resources to support them in their social and emotional development using a range of play therapies including Language for Learning, Emotional First Aid and many more delivered by our Pupil Support Officer / Learning Mentor, Mrs Foster. If this service is something you think your child could benefit from, please book an appointment to see her for further details.
  • Coming to school every day is a key life lesson that prepares your child for their working lives. Excellent school attendance and punctuality is vital to ensure that your child accesses all the provision available to them; be it first quality teaching in the classroom or small group support.  
  • At Abbots Hall, every child is monitored on a daily basis by the office. Lateness and absence are recorded and reported to the Head teacher and unauthorised absence is not tolerated and will be challenged. We also recognise that some families require extra support to ensure their children are in school every day and on time. If you are having difficulties with getting your child to school then please ring the school office and talk to Miss May who will be able to seek services to support you and your child.

 

HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?

  • Children who have IPPs (Individual Provision Plans) discuss and set their targets with their class teacher.
  • There is an annual pupil questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have concerns.
  • There are worry boxes across the school that are regularly checked by the Learning Mentor and acted upon and additional support is offered if necessary.
  • If your child has a Statement of SEN (or have been transferred to a EHC plan) their views will be sought before any annual review meetings in an appropriate form.

 

WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY THE SCHOOL?

  • Mrs Marrison, our Inclusion Manager (SENCO), is fully qualified.
  • Mrs Foster, our Learning Mentor is up to date with all safeguarding, Lead Professional training and has been trained in a range of play therapies.
  • As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: - Behaviour Intervention; Health including – GPs, school nurse, clinical psychologist, pediatricians, speech & language therapists; occupational therapists; social services including - Locality Teams, social workers and Educational Psychologists.

 

WHAT TRAINING HAVE THE STAFF SUPPORTING CHILDREN WITH SEND HAD OR ARE CURRENTLY HAVING?

As a school we have an ethos of ensuring that all staff receive regular and on-going professional development and training.  However, we do have staff trained in particular areas and these include: -

  • Speech & Language programs including Speech Link
  • Signing training to support children who have communication needs including Sign-along
  • Reading and spelling/phonics programs including Read, Write Inc.
  • Team Teach training to support children with behavioural difficulties
  • Supporting pupils with Personal, Social and Emotional difficulties

 

HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM INCLUDING SCHOOL TRIPS?

  • Our school is an inclusive one and all children are included in all parts of the school curriculum and we aim for all pupils to be included on school trips. We will provide the necessary support to ensure that this is successful and, when planning any offsite activities, will meet with parents if your child requires any additional adjustments to ensure they can fully participate.
  • It is a normal routine for us to complete a Risk Assessment prior to any off site activity. This is to ensure everyone attending is safe. In the unlikely event that it is considered unsafe for a child to take part in an activity, then we will either suggest alternative arrangements and this could include activities that will cover the same curriculum areas but provided on the school site.

 

HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?

  • Our school site is wheelchair accessible with a disabled toilet large enough to accommodate changing.
  • As a school we recognize that our intake is constantly changing and where possible we will always attempt to make reasonable adaptations to our facilities to ensure that we meet the changing needs of our pupils. 

 

HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD WHEN JOINING THE SCHOOL AND TRANSFERING TO A NEW SCHOOL?

  • We encourage all new children and their parents to visit our school prior to starting. This is especially true when your child has identified SEND and also, dependent on need, we will meet early on with potential pupils and their parents to agree a transition arrangements so that we have the necessary arrangements in place to ensure your child settles with us quickly and successfully.
  • As a school we always endeavour to visit your child in their current school/setting to assess their needs so transition into our school is a smooth as possible for your child.
  • When your child is preparing to leave us for a new school, typically to go to Secondary education, we will work closely with our colleagues in their new school to, again, ensure that tranisition is as smooth as possible. We will also ensure all relevant paperwork is passed on and all needs are discussed and understood before your child begins in the new school.
  • If your child has complex needs or Statement (or an EHC plan) then an annual review will be used as a transition meeting during which we will invite staff from both schools to attend.

 

HOW ARE THE SCHOOL’S RESOURCES ALLOCATED AND MATCHED TO CHILDREN’S SEN NEEDS?

  • As a school we respond to the ever-changing needs of the school population and therefore have a Provision Map that continually evolves to ensure that every child supported.
  • We ensure that all children who have Special Educational Needs or a Disability are met to the very best of the school’s ability with the funds available be this with adult support or with our comprehensive intervention programmes.
  • Our LSA Team (part-funded from the SEN budget) deliver specific intervention programmes designed to meet groups of Learners’ needs and importantly enable every child to succeed and ensure that they are prepared for the next step of their education.

 

HOW IS THE DECISION MADE ABOUT WHAT TYPE AND HOW MUCH SUPPORT MY CHILD WILL RECEIVE?

  • Every child is an individual and as school we (Class Teacher, SENCO, Learning Mentor) will assess your child’s needs to devise a tailored programme to ensure they have the required skills to be successful in their education.  This normally will be a programme of interventions that are provided both in and out of class to ensure that your child can be successful in their learning. However, on occasions, this could be in the form of adult-support which might involve your child working either as an individual or in a small group, with a different member of staff.
  • As with any aspect of your child’s education, any support given will be shared with parents through on-going discussions.

 

HOW DO WE KNOW IF IT HAS HAD AN IMPACT?

It is really important to us that every child at Abbots Hall make progress relative to their starting points! To ensure that every child is successful in school we are constantly reviewing the children’s progress in class. If your child is on the SEN register we have extra check such as the individual targets on their IPPs and termly review meeting to check on their progress. This is also the time when we ask you and your child’s views on the support you are getting.

 

The good news is that in many cases children may move off of the SEN register when they have ‘caught up’ or no longer need the support! This is something we as a school carefully consider and will discuss with you and your child if this is an option.

 

WHO CAN I CONTACT FOR FURTHER INFORMATION?

  • First point of contact would be your child’s class teacher to share your concerns.
  • The next step would be to arrange a meeting school SENCO or Learning Mentor.
  • Look at the SEN policy on our website for more information in regards to the process of identification and support.
  • Contact an external party such as the local authority or Parent Partnership.
  • For more information on Thurrock Council SEND Local offer please follow this link: http://www.askthurrock.org.uk/kb5/thurrock/fis/category.page?category=2676

 

WHO SHOULD I CONTACT IF I AM CONSIDERING WHETHER MY CHILD SHOULD JOIN THE SCHOOL?

Contact the school office to arrange to meet myself or Mrs Marrison, the Deputy Head and we will discuss how the school could meet your child’s needs.  

 

Miss Fishleigh

Headteacher 

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