Watermill School, Turnhurst Road,

Stoke-on-Trent, Staffordshire, ST6 6JZ

School Tel: (01782) 883737   INSPIRE Tel: (01782) 883777

Headteacher: Mr J May

The Local Offer

School’s SEN Overview for Parents and the Local Offer

 

At Watermill School we strive to support all children to enable them to achieve their full potential as we guide them through their learning journey. Quality first teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their learning goals.

The school accommodates all SEND in line with Equality Act 2010 and provision is available for all 4 areas of need outlined in the 2014 SEND code of practice.’

 

The Senior Leadership Team consists of:

Mr J May – Headteacher

Mr M Coupe &Mrs E Holford – Deputy Heads

Miss H Booth - Assistant Head

Mrs J Bytheway – Office Manager& Business

Mrs B Beckett – Home School Links Officer

 

 

Below is a glossary of the most common SEN terms you might find useful:

 

ADD Attention Deficit Disorder

ADHD Attention Deficit & Hyperactivity Disorder

ASD Autistic Spectrum Disorder

BESD Behavioural Emotional & Social Difficulties

CAF Common Assessment Framework

CAMHS Child & Adolescent Mental Health Service

COP Code of Practice

CP Child Protection

DCD Developmental Co-ordination Disorder

EAL English as an Additional Language

EH Early Help

EP Educational Psychologist

FSM Free School Meals

FLO Family Liaison Officer

HI Hearing Impairment

IEP Individual Education Plan

LAC Looked After Child

LEA Local Education Authority

LM Learning Mentor

MLD Moderate Learning Difficulty

OT Occupational Therapist

SEN Special Educational Needs

SEND Special Educational Needs & Disability

SENCo Special Educational Needs Co-ordinator

SLCN Speech, Language, Communication Needs

SpLD Specific Learning Difficulty

VI Visual Impairment

Current SEN Updates

 

What is Pupil Premium?

The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’). Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel.

 

Why has it been introduced?

The Government believes that the Pupil Premium, which is additional to main

school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

Who decides on how the money is spent?

In most cases the Pupil Premium is paid direct to schools, allocated to them for every pupil who receives free school meals. Schools decide how to use the funding, as they are best placed to assess what their pupils need.

How are schools accountable for the spending of Pupil Premium?

They are held accountable for the decisions they make through:

· The performance tables which show the performance of disadvantaged pupils compared with their peers.

· The new Ofsted inspection framework, under which inspectors focus on the attainment of pupil groups, in particular those who attract the Pupil

Premium.

 

Click here to see how we spend it at Watermill School

 

Children and Families Bill 2013

The Children and Families Bill takes forward the Coalition Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill will reform the systems for adoption, looked after children, family justice and special educational needs.

The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill will extend the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.

 

It takes forward the reform programme set out in Support and aspiration: A

new approach to special educational needs and disability: Progress and next steps by:

 

· Replacing statements and learning difficulty assessments with a new birth- to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;

· Improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;

· Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.

 

What is the Local Offer?

The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.

 

What will it do?

The Local Offer will provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings. During the last year, the Local Offer Steering Group has developed questions for schools, and trialled them with a small number of settings.

There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.

 

Here are the responses from Watermill School to the questions;

 

Questions

1. How does Watermill School know if children need extra help and what should I do if I think my child may have special educational needs?

Watermill School knows that a child needs extra help if;

  • All Pupils at Watermill have a Statement or an Education Health and Care plan (EHC). This is reviewed annually and gives us a focus on how we should meet a child’s needs and the progress they are making.
  • If you have further concerns then please contact your child’s teacher

 

2. How will Watermill School staff support my child?

· Each pupil’s education program will be planned by the class teacher and reviewed constantly but broadly follows the EHC plan, statement or annual review. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistants in class.

· If a pupil has needs related to more specific areas of their education, such as physical or communication needs, spelling, handwriting, numeracy & literacy skills, specific interventions will be used to support them. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.

· Occasionally a pupil may need more expert support form an outside agency such as the Children’s Therapy Team, Paediatrician etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a program of support is usually provided to the school and parents/carers.

 

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

· We aim to provide an inclusive, creative, child led curriculum that will equip children to be successful in life.

· When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum.

· Teaching Assistants may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.

· If appropriate specialist equipment may be given to the pupil e.g. writing slopes, pen/pencils grips or easy to use scissors.

 

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

· You will be able to discuss your child’s progress at Parents Evenings and Annual Reviews.

· Appointments can be made to speak in more detail to the class teacher at any time.

· Pupil passports for some will be written in collaboration with staff, parents and child.

· The class teacher may suggest ways of supporting your child’s learning through messages, at parents’ evenings or if you are requested to attend a meeting.

· If outside agencies or the Educational Psychologist have been involved suggestions and programs of study are normally provided that can often be used at home.

 

5. What support will there be for my child's overall wellbeing?

The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties.

These include:

· Members of staff such as the class teacher, teaching assistants and senior leaders and a weekly visit from a CAMHS worker.

 

We hope that children will feel safe and have good relationship with their peers

and adults.

 

Pupils with medical needs

If a pupil has a medical need then a detailed Care Plan is compiled in consultation with parents/carers and the school nurse. These are discussed with all staff who are involved with the pupil. Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medication agreement in line with the medication policy is in place to ensure the safety of both child and staff member.

 

6. What specialist services and expertise are available at or accessed by

Watermill School?

At times it may be necessary to consult with outside agencies to receive their more specialised expertise.

The agencies used by the school include:

  • SENDS (Specialist advisors including Autism, Specific learning difficulties, Visually and hearing impaired)
  • Educational Psychologist
  • Physiotherapists
  • Speech and Language therapists.
  • CAMHS (Child & Adolescent Mental Health Service)
  •  Social Services
  • Children’s Therapy Team (Speech & Language/Occupational Therapy)
  • Paediatricians

 

7. What training are the staff supporting children with SEND have had or are having?

All staff at Watermill have received some training relating to SEND. This could be through specific intervention programs or general SEND. Brsodly all staff are trained in:

  • Developing Literacy and Numeracy
  • Managing Physical Issues
  • Child Protection

     

     

8. How will my child be included in activities outside this classroom including school trips?

 

Activities and school trips are available to all.

· Risk assessments are carried out and procedures are put in place to enable all children to participate.

· Appropriate staffing ratios to meet identified barriers

 

9. How accessible is the Watermill School environment?

As a school we are happy to discuss individual access requirements.

We aim for all children to have;

· Access to the curriculum (differentiation which includes different ways of recording, differentiation through success criteria, differentiation through learning outcome.)

· Access to the building

· Access to the wider community through the school website

· Access to the curriculum (differentiation which includes different ways of recording, differentiation through success criteria, differentiation through learning outcome.)

 

10. How will Watermill School prepare and support my child to join the school or the next stage of education and life?

Watermill School aims to ensure that pupil’s transition is as smooth as possible.

Strategies include meetings between the previous or receiving schools prior to the pupil joining/leaving. Additional visits are also arranged for pupils who need extra time in their new school environment. These might be supported by the previous school.

 

11. How are Watermill School’s resources allocated and matched to children's special educational needs?

· The budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.

· The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.

Pupil Premium money might be allocated directly to pupils such as to provide an Ipad or Laptop or more broadly to projects and groups depending on need.

 

12. How is the decision made about what type and how much support my child will receive?

· The EHC plan or statement will define this for our pupils.

· During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.

 

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

All parents are encouraged to contribute to their child’s education.

This may be through:

· Discussions with the class teacher.

· During parents evenings.

· During annual reviews

 

14. Who can I contact for further information?

If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling please follow the school’s Complaints policy.

Do not hesitate to contact the school if you have further questions.

 

Click here to find a wider selection of Special Needs Services locally

Stoke on Trent

Staffordshire

 

 

 

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School’s SEN Overview for Parents and the Local Offer

 

At Watermill School we strive to support all children to enable them to achieve their full potential as we guide them through their learning journey. Quality first teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their learning goals.

The school accommodates all SEND in line with Equality Act 2010 and provision is available for all 4 areas of need outlined in the 2014 SEND code of practice.’

 

The Senior Leadership Team consists of:

Mr J May – Headteacher

Mr M Coupe &Mrs E Holford – Deputy Heads

Miss H Booth - Assistant Head

Mrs J Bytheway – Office Manager& Business

Mrs B Beckett – Home School Links Officer

 

 

Below is a glossary of the most common SEN terms you might find useful:

 

ADD Attention Deficit Disorder

ADHD Attention Deficit & Hyperactivity Disorder

ASD Autistic Spectrum Disorder

BESD Behavioural Emotional & Social Difficulties

CAF Common Assessment Framework

CAMHS Child & Adolescent Mental Health Service

COP Code of Practice

CP Child Protection

DCD Developmental Co-ordination Disorder

EAL English as an Additional Language

EH Early Help

EP Educational Psychologist

FSM Free School Meals

FLO Family Liaison Officer

HI Hearing Impairment

IEP Individual Education Plan

LAC Looked After Child

LEA Local Education Authority

LM Learning Mentor

MLD Moderate Learning Difficulty

OT Occupational Therapist

SEN Special Educational Needs

SEND Special Educational Needs & Disability

SENCo Special Educational Needs Co-ordinator

SLCN Speech, Language, Communication Needs

SpLD Specific Learning Difficulty

VI Visual Impairment

Current SEN Updates

 

What is Pupil Premium?

The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’). Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel.

 

Why has it been introduced?

The Government believes that the Pupil Premium, which is additional to main

school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

Who decides on how the money is spent?

In most cases the Pupil Premium is paid direct to schools, allocated to them for every pupil who receives free school meals. Schools decide how to use the funding, as they are best placed to assess what their pupils need.

How are schools accountable for the spending of Pupil Premium?

They are held accountable for the decisions they make through:

· The performance tables which show the performance of disadvantaged pupils compared with their peers.

· The new Ofsted inspection framework, under which inspectors focus on the attainment of pupil groups, in particular those who attract the Pupil

Premium.

 

Click here to see how we spend it at Watermill School

 

Children and Families Bill 2013

The Children and Families Bill takes forward the Coalition Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill will reform the systems for adoption, looked after children, family justice and special educational needs.

The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill will extend the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.

 

It takes forward the reform programme set out in Support and aspiration: A

new approach to special educational needs and disability: Progress and next steps by:

 

· Replacing statements and learning difficulty assessments with a new birth- to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;

· Improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;

· Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.

 

What is the Local Offer?

The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.

 

What will it do?

The Local Offer will provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings. During the last year, the Local Offer Steering Group has developed questions for schools, and trialled them with a small number of settings.

There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.

 

Here are the responses from Watermill School to the questions;

 

Questions

1. How does Watermill School know if children need extra help and what should I do if I think my child may have special educational needs?

Watermill School knows that a child needs extra help if;

  • All Pupils at Watermill have a Statement or an Education Health and Care plan (EHC). This is reviewed annually and gives us a focus on how we should meet a child’s needs and the progress they are making.
  • If you have further concerns then please contact your child’s teacher

 

2. How will Watermill School staff support my child?

· Each pupil’s education program will be planned by the class teacher and reviewed constantly but broadly follows the EHC plan, statement or annual review. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistants in class.

· If a pupil has needs related to more specific areas of their education, such as physical or communication needs, spelling, handwriting, numeracy & literacy skills, specific interventions will be used to support them. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.

· Occasionally a pupil may need more expert support form an outside agency such as the Children’s Therapy Team, Paediatrician etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a program of support is usually provided to the school and parents/carers.

 

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

· We aim to provide an inclusive, creative, child led curriculum that will equip children to be successful in life.

· When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum.

· Teaching Assistants may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.

· If appropriate specialist equipment may be given to the pupil e.g. writing slopes, pen/pencils grips or easy to use scissors.

 

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

· You will be able to discuss your child’s progress at Parents Evenings and Annual Reviews.

· Appointments can be made to speak in more detail to the class teacher at any time.

· Pupil passports for some will be written in collaboration with staff, parents and child.

· The class teacher may suggest ways of supporting your child’s learning through messages, at parents’ evenings or if you are requested to attend a meeting.

· If outside agencies or the Educational Psychologist have been involved suggestions and programs of study are normally provided that can often be used at home.

 

5. What support will there be for my child's overall wellbeing?

The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties.

These include:

· Members of staff such as the class teacher, teaching assistants and senior leaders and a weekly visit from a CAMHS worker.

 

We hope that children will feel safe and have good relationship with their peers

and adults.

 

Pupils with medical needs

If a pupil has a medical need then a detailed Care Plan is compiled in consultation with parents/carers and the school nurse. These are discussed with all staff who are involved with the pupil. Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medication agreement in line with the medication policy is in place to ensure the safety of both child and staff member.

 

6. What specialist services and expertise are available at or accessed by

Watermill School?

At times it may be necessary to consult with outside agencies to receive their more specialised expertise.

The agencies used by the school include:

  • SENDS (Specialist advisors including Autism, Specific learning difficulties, Visually and hearing impaired)
  • Educational Psychologist
  • Physiotherapists
  • Speech and Language therapists.
  • CAMHS (Child & Adolescent Mental Health Service)
  •  Social Services
  • Children’s Therapy Team (Speech & Language/Occupational Therapy)
  • Paediatricians

 

7. What training are the staff supporting children with SEND have had or are having?

All staff at Watermill have received some training relating to SEND. This could be through specific intervention programs or general SEND. Brsodly all staff are trained in:

  • Developing Literacy and Numeracy
  • Managing Physical Issues
  • Child Protection

     

     

8. How will my child be included in activities outside this classroom including school trips?

 

Activities and school trips are available to all.

· Risk assessments are carried out and procedures are put in place to enable all children to participate.

· Appropriate staffing ratios to meet identified barriers

 

9. How accessible is the Watermill School environment?

As a school we are happy to discuss individual access requirements.

We aim for all children to have;

· Access to the curriculum (differentiation which includes different ways of recording, differentiation through success criteria, differentiation through learning outcome.)

· Access to the building

· Access to the wider community through the school website

· Access to the curriculum (differentiation which includes different ways of recording, differentiation through success criteria, differentiation through learning outcome.)

 

10. How will Watermill School prepare and support my child to join the school or the next stage of education and life?

Watermill School aims to ensure that pupil’s transition is as smooth as possible.

Strategies include meetings between the previous or receiving schools prior to the pupil joining/leaving. Additional visits are also arranged for pupils who need extra time in their new school environment. These might be supported by the previous school.

 

11. How are Watermill School’s resources allocated and matched to children's special educational needs?

· The budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.

· The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.

Pupil Premium money might be allocated directly to pupils such as to provide an Ipad or Laptop or more broadly to projects and groups depending on need.

 

12. How is the decision made about what type and how much support my child will receive?

· The EHC plan or statement will define this for our pupils.

· During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.

 

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

All parents are encouraged to contribute to their child’s education.

This may be through:

· Discussions with the class teacher.

· During parents evenings.

· During annual reviews

 

14. Who can I contact for further information?

If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling please follow the school’s Complaints policy.

Do not hesitate to contact the school if you have further questions.

 

Click here to find a wider selection of Special Needs Services locally

Stoke on Trent

Staffordshire