1.  School entitlement offer to pupils with additional needs

Communication and Interaction Needs:

Autistic Spectrum Disorders

Speech Language and Communication Needs

• Use of child friendly IEPs – pupils, parents and staff are all involved in the formulation, review and implementation of these documents.  They are shared with all adults who work with the child.
• Whole school policies are evaluated annually to ensure inclusion and progress for SEND pupils.
• Staff and Governors undertake continued professional development in relation to SEND and are able to offer support and guidance to ensure school improvement.
• Staff have received training in areas relating to SEND including:
• Autism
• Attachment disorder
• ADHD
• Children’s mental health
• Makaton training
• Behaviour for Downs Syndrome
• Reading for Downs Syndrome
• Numicon
• Manual handling

• We have an effective assessment process which identifies barriers to learning and provides appropriate action to reduce negative impact upon pupil success.
• Support and advice is sought and implemented from external agencies when needed to ensure barriers to success are fully identified and responded to.
• All staff are effectively deployed to ensure pupil progress, independence and value for money.
• The SENCo provides advice and guidance to staff and seeks advice herself to support others when appropriate.
• Access to teaching and learning for SEND pupils is monitored through the school’s self-evaluation processes.
• Behaviour and anti-bullying policies are evaluated regularly with a focus on the impact on SEND pupils.
• All school related activities are evaluated in terms of their positive impact upon the learning, success and inclusion of SEND pupils.
• Teaching resources are routinely evaluated to ensure they are relevant and accessible to all pupils.
• Small group and individual targeted intervention programmes are delivered to pupils by teachers or support assistants to improve skills in a variety of areas. The interventions are reviewed regularly by all involved to ascertain the effectiveness of the provision and inform future planning.
• Pupil progress meetings are held every half term to discuss progress of pupils. This shared discussion between teacher and senior management may highlight potential problems in order for further support to be planned.
• If appropriate specialist equipment may be given to a pupil e.g. writing slopes, pen/pencil grips, easy to use scissors.
• ICT is used to reduce barriers to learning where possible.
• Communication with parents is of paramount importance and is highly effective.  Parents are invited to attend parent’s evenings and staff are available at the end of each day if concerns need to be raised.  Appointments can be made to speak in detail to teachers, SENCo or management.

Cognition and Learning Needs:

Moderate Learning Needs

Severe Learning Difficulties

Behavioural, Emotional and Social Development Needs:

Behavioural Needs

Emotional Health and Well-being.

Social Need.

• The school ethos values all pupils and their diverse abilities are equally celebrated.
• The school’s behaviour systems are based on a positive approach and follow Restorative Practices, allowing children to take responsibility for their own actions and those of others. It encourages children to make positive decisions about behaviour choices.
• The behaviour policy identifies reasonable adjustments to ensure the need for exclusion is minimised.
• Risk assessments effectively ensure that action is taken to increase the safety and inclusion of all pupils in all activities. If it is deemed that an intensive level of 1-1 support is required a parent or carer may be asked to accompany a child during an activity.
• School provides effective pastoral care for all its pupils and is supportive of their needs.  Members of staff, such as teachers, support assistants, Parental Involvement officer or SENCo are available for pupils who wish to discuss issues and concerns.
• Access to information and support for parents is provided within school for behavioural, emotional and social needs. If outside agencies are involved suggestions and programmes of study are normally provided that can be used or followed up at home.
• External support is sought and any advice implemented to support individual pupils needs.
• The School Council encourages a greater level of pupil involvement in changes to school procedures.
• Social, moral, spiritual and cultural development is central to all teaching and learning within school
• Small group targeted programmes are delivered to pupils to improve social skills and emotional resilience.
• There is a lunch time quiet room for vulnerable children and those who find lunchtime a challenge, where they are supported in quiet activities.
• We have a supported dining group to support vulnerable children.

Sensory and Physical Needs:

Hearing Impairment

Multi-Sensory Impairment

Physical and Medical Needs

• Advice and guidance is sought and implemented from the LA Inclusion team to ensure that barriers to success are reduced or removed.
• ICT is used to increase access to the curriculum where appropriate.

Advice and guidance is sought and implemented to respond to pupils with significant medical needs. Care plans are provided in consultation with the school nurse.

• Staff receive training to ensure understanding of specific needs. Epipen training has been provided by the school nurse.
• Staff understand and implement the medicine implementation policy. Medicines may be administered in school but only with signed consent from parent/carers, to ensure safety of both child and staff member.
• We have a number of trained first aiders.
• The school works hard to ensure that parents/carers are able to work in partnership with them to support their children.
• We have a lift in the 2 storey block of the school to ensure easy access.
• 3 accessible toilets are available for disabled users.
• Entrances have ramps.
• There are wide doors to ease wheelchair access.

1. School offer to pupils who require support that is ‘additional to and different from’ that received by other pupils.

Pupils with English as an additional language (EAL)

As for 1 plus involvement for EAL team.

Children in care

As for 1 plus involvement of social work team/EDULAC team

Refugee and asylum seekers

As for 1 plus involvement of EDULAC

Traveller pupils

As for 1 plus involvement of GRT service

Minority ethnic and faith groups

As for 1 plus involvement of EAL

Pupils with medical needs

As for 1 plus involvement of Health services.

Young carers

As for 1 plus involvement of CAMHS/Young Carers team

Pupils at risk of exclusion

As for 1 plus involvement of ESBD team, Educational Psychologist, Education Welfare team.

Pupils from families under stress

As for 1 plus involvement of CAMHS