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School Offer - SEN Information Report

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1. Who are the best people to talk to at Avondale Park School about my child’s difficulties with learning, special educational needs or disability?
  • Talk to your child’s class teacher about your concerns.
  • It is likely that the class teacher will have discussed your concerns with Tricia Martins, the school SENCo/Inclusion manager. You may wish to arrange a meeting with the SENCo. You can do this by : email info@apsafederation.com for the attention of the SENCo; phone 02077277727; or pop into the school office.
  • If you continue to have concerns arrange to discuss these with Katy Blackler, the Head teacher.
2. How will Avondale Park School let me know if they have any concerns about my child’s learning, special educational need or disability?
  • Your child’s class teacher may initially speak to you at the beginning or the end of a normal school day and arrange a further time to discuss the concerns.
  • The class teacher may also talk to you about any issues at a parent/teacher consultation meeting.
  • The SENCo may contact you and arrange a meeting to discuss your child’s difficulties with learning and any possible support strategies the school might be considering.
  • If the school are concerned about your child's learning, special educational needs or disability and are putting in some form of support to help your child access their learning, then the school will talk to you on a termly basis to tell you about this support.
3. How will Avondale Park School consider my views and those of my child with regard to her/his difficulties with learning, special educational need or disability?
  • At Avondale we believe it is very important for parents/carers to be involved in all areas of their child’s learning and we actively encourage discussions. We believe, where appropriate, that your child's views on any difficulties they may experience with their learning form an essential part of the process.
  • You will be able to share your views and discuss your child’s progress at regular meetings with the class teacher and others.
  • If your child has an identified special educational need you will be invited to a termly meeting with your child's class teacher to discuss strengths, area for development, current progress, support strategies being used and expected outcome. The SENCo may be involved in some of these meetings.
  • If your child has a Statement of special educational need or an Education, Health and Care plan (EHCP) you and your child will be able to share your views at the Annual Review.
4. How does Avondale Park School ensure the teaching staff are appropriately trained to support my child’s special educational needs and/or disability?
  • At Avondale we believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teacher. This will include quality assessment of your child's needs, planning to meet these needs and evaluation of these strategies and their success in supporting your child to do their best.
  • We regularly review the school training schedule and professional development for all teaching and support staff to ensure there is the appropriate expertise to support children with special educational needs.
  • The school is able to access training programmes from different organisations including the Triborough Training and Outreach team based at QE2 School.
  • Individual training can also be arranged when necessary.
5. How will the curriculum and the school environment be matched to my child’s needs?
  • At Avondale we believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teacher, who takes responsibility for planning an appropriate curriculum offer for your child.
  • We carefully plan our curriculum to match the age, ability and needs of all children.
  • The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability.
  • It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs.
  • Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning.
  • Avondale regularly reviews its Accessibility Plan to ensure that all children have the fullest access to the curriculum and the school site as possible.
  • Reception is situated on the ground floor. All classrooms for Years 1-4 are accessible by a lift, making KS1 & LKS2 accessible for children with physical needs and disabilities.
  • Most classrooms enable disabled access to be offered for wheelchair users.
  • The school is able to make adaptations to the environment to cater for the needs of children with visual or hearing impairment.
  • The school provides an extensive range of specialist resources which can be used to adapt and enrich the curriculum for children with SEND. These include: resources for the development of fine and gross motor control, resources to support speech and language, a range of games to support emotional and social needs and practical materials to support learning needs.
6. What types of support may be suitable and available for my child?

This really depends upon the nature of your child’s needs and difficulties with learning. But our education provisions will match the needs of the four broad areas of need as defined in the SEN Code of Practice 2014 - updated 1st May 2015;

  • Communication and interaction
  • Cognition and Learning
  • Social, emotional and mental health
  • Sensory and/or physical needs
  •  At Avondale  we have a 3 tiered ‘Graduated Response’ approach to supporting a child’s learning.

Universal – this is the quality first teaching your child will receive from her/his class teacher and may include some very minor adaptations to match learning needs.
Targeted - it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning.  This takes the form of a graduated four part approach of a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes.

  • Specific targeted one to one or small group interventions may be run outside the classroom. These will be limited to a number a weeks to minimise disruption to the regular curriculum. You will be kept informed of your child’s progress towards learning outcomes.

Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, sensory advisory teachers and the child development service. The school may need to priorities referrals to these services. However, for a very small number of pupils access to these specialists may be through a Statement of SEN or an EHCP Plan.

  • The current interventions provided at Avondale Park include:
    • Focused interventions in and out of class run by teachers and TAs
    • One to One tutoring for referred children
    • Learning Mentor Support for individual or small groups of children
    • Therapeutic support for referred children through a Art therapist, School Counsellor or Child Psychotherapist
    • Speech and Language for children with a statement/ EHCP
    • Occupational Therapy (OT) Programmes for referred children
    • Autism and Early Years Intervention Team  for referred children
    • Class and Individual Behaviour Support offered by the Tri Borough Alternative provision(TBAP)
7. How will you support my child to reach his/her learning outcomes?
  • The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals. The learning plan, strategies and progress will be reviewed regularly in reponse to your child's needs.
  • External agencies and specialists may also review your child’s progress and adapt their planning accordingly.
  • At Avondale we believe that parents and children are at the centre of any provision that is made to support a child with their learning outcomes. We want to work with you to ensure that your child makes the best progress.
8. What is an EHC Plan and who can request one for one for my child?

The purpose of an EHC Plan is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/her gets older, prepare for adulthood. An EHC Plan will contain;

  • the views and aspirations of you and your child,
  • a full description of his/her special educational needs and any health and social care needs,
  • establish outcomes for your child’s progress,
  • specify the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes

You, your child (where appropriate and aged 16 and over)and/or the school, usually the SENCo or Headteacher, can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan.

9. How will you help me to support my child’s learning?
  • We will provide you with home learning to help your child make the best possible progress, offering you support if you need this.
  • There may be suggested strategies or activities for you to do at home to support your child’s learning.
  • We sometimes run parent/carer workshops in school to help you understand the strategies used in school. In addition, we may be able to offer you individual training in specific support strategies relevant to your child.
  • If your child has an identified special educational need, you will be invited to a termly meeting with your child's class teacher to discuss strengths, areas for development, current progress, support strategies being used and expected outcomes. The SENCo may be involved ins some of these meetings.
  • The SENCo may also support you with strategies, resources and ideas for supporting your child’s learning at home.
  • You may have an opportunity to meet with other professionals involved in supporting your child, ie: Educational Psychologist, Speech and Language Therapist, Occupational Therapist etc.
  • We actively encourage parents and carers to approach us if they feel more support is needed. This is a partnership.
10. How is support allocated to children and how do they move between the different levels of support in school?
  • Avondale receives funding from the Local Authority. These funds include money to support the learning of children with SEND.
  • The Headteacher, in consultation with the School Governing Body, decides the budget for SEN provision on the basis of the needs of the children in the school.
  • The Head teacher and the SENCo discuss the effectiveness of the school’s current interventions and provisions and priorities an action plan, which may include additional or alternative interventions, staff training and equipment needs.
  • This process is reviewed regularly to ensure the best possible intervention is provided to those children who require additional support to learn.
11. How will Avondale Park School know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?
  • Your child’s progress will be assessed both in terms of his/her regular learning within the class and with regard to specific intervention programmes.
  • The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary. It may be decided that a further period of support would be beneficial for your child.
  • You and your child will be kept informed and encouraged to be actively involved at all stages of this support.
12.What support will there be for my child’s happiness and well being at Avondale Park School?
  • At Avondale we believe that the happiness and well being of all our pupils is paramount. All members of staff take this aspect of school life very seriously.
  • You can be confident that in particular your child’s class teacher, the teaching assistants, Learning Mentors and the SENCo are available to provide support to match your child’s needs.
  • You should also feel free to contact your child’s class teacher if you have any concerns.
13. How is my child included in all the same activities as his/her peers at school?
  • Avondale is an inclusive school and committed to providing equal opportunities for all children.
  • School clubs, educational visits and residential trips are available to all children.
  • When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities.
  • You should also feel free to contact your child’s class teacher if you have any concerns.
14. How will Avondale Park School support my child in transition stages?
  • If your child has SEND, we liaise closely with the school or nursery your child is transferring from. We are able to discuss with the relevant teachers any individual needs and how best to support your child when they join Avondale.
  • While at Avondale we take care to ensure that during transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils needs, learning progress and best support strategies. Handover meetings are conducted at transition points for smooth and thorough liaison to take place between staff members. Your child will have opportunities to spend time with new staff to ensure continuity and to build a rapport.
  • Avondale makes arrangements to ensure there is a smooth transition when your child transfers to his/her secondary school of choice. Please contact us for further details.
  • If your child has an EHC Plan, we will participate and/or facilitate its review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and asked to attend the reviews.
15 .Who can I contact if I have a complaint about the SEN provision made for my child?
  • Initially speak with your child’s teacher and/or the SENCo. Hopefully they will be able to address your concerns.
  • You can then contact the Head teacher.
16. If I have any other questions about my child at Avondale Park School, who can I ask?

At Avondale we are very happy to speak to you about any aspects of your child’s education. It is best to speak to one of the following in this order;

  • The class teacher
  • The SENCo
  • The Headteacher
Parents' guide to Avondale Park Primary School Interventions
Roles and Responsibilities at Avondale Park Primary School

SENCo
Responsible for:

  • overseeing the day-to-day operation of the school’s SEN policy
  • co-ordinating provision for children with SEN
  • liaising with the relevant Designated Teacher where a looked after pupil has SEN
  • advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • liaising with parents of pupils with SEN
  • liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
  • being a key point of contact with external agencies, especially the local authority and its support services
  • liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
  • working with the Headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
  • ensuring that the school keeps the records of all pupils with SEN up to date

Class teachers
Responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENCo know as necessary.
  • Writing Individual Education Plans (IEP), and sharing and reviewing these with parents at least twice a year
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

Headteacher
Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND
  • She will give responsibility to the SENCo and class teachers but is still responsible for ensuring that your child’s needs are met
  • She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND

SEND Governor
Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.
Avondale Park School Policies

(These can be found in the Policies section of the School Website)

•             SEND policy
•             Pupil Premium Policy
•             Behaviour Policy

 
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