SEND Local Offer
Local authorities and other services must set out a local offer of all services available to support children who are disabled, or who have Special Educational Needs, and their families. The local offer enables families to understand what services they can access and what support they can expect from a range of local agencies, including from the local authority, health services, schools, leisure services and the voluntary sector. The offer includes provision from birth to 25, across education, health and social care.
The potential outcomes of the Local Offer are:
- To provide clarity and confidence for parents.
- To support earlier intervention.
- To reduce the need for assessment.
- To identify need and gaps in provision.
- To provide an evidence base for improving progress and securing better outcomes, at school and local level.
North Cockerington Church of England Primary School SEND Local Offer
All Lincolnshire schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and/or Disabilities being met in a mainstream setting wherever possible, where families want this to happen.
The Lincolnshire County Council’s Guidance on Special Educational Needs (SEN) Support document provides details of the Local Offer, the different roles if staff within school, the identification of Special Education Needs and Disabilities, SEN support in school and Education Health Care Assessments.
At North Cockerington our SENDCo is Mrs Imogen Plaskitt.
North Cockerington C of E Primary School Local Offer
- The class teacher is the initial point of contact for responding to parental concerns.
- If you have further concerns then contact Mrs Plaskitt, who is the Special Educational Needs Co-ordinator (SENCO).
- Each child’s education programme is planned by the class teacher. It will be differentiated accordingly to suit the child’s needs. This may include additional general support by the teacher or teaching assistant in the class.
- If a child is still finding difficulty in accessing differentiated class work, the STAPS (Specialist Teaching and Applied Psychology Service), may be asked to assess a child. This referral would be made with the consent of a parent or carer. After the assessment is made, advice will be given. This will be discussed with the parent/carer.
- If a child has needs related to more specific areas of their education, the may have an Individual Education Plan (IEP). This plan will have targets on it, which will be worked towards for approximately a term. It may involve small group intervention work or 1:1 work with a teaching assistant. After a term, the targets will be reviewed by all involved to ascertain the effectiveness of the provision, progress made and inform future planning.
- Pupils may need more expert support from an outside agencies such as Speech and Language Therapy. If this is needed, referrals will be made, with the parents’ or carers’ consent.
- The children will be supported by the TA in their classroom.
What training and experience do staff have for the additional support my child needs?
- The teachers and TAs at our school have received training in Dyslexia and Precision Teaching. All staff have received Team Teach Training. Mrs Plaskitt has received training on Dyslexia, Dyspraxia and Dyscalculia.
- Autism Outreach Team
- Educational Psychologist
- CAMHS (Child and Adolescent Mental Health Service)
- Occupational Therapy Service
- Social Services
- Speech and Language Therapy Service
- Lincoln and Grimsby Hospital Paediatricians
- School Nurse
- If a pupil has a medical need that a detailed Care Plan is compiled with support from the school nurse in consultation with parents or carers. These are discussed with all staff who are involved with the pupil.
- Staff have received epipen training delivered by the school nurse.
- All staff have basic first aid training.
- Medication for acute illness are administered in school, but only where a signed Medicine consent form is in place to ensure the safety of both the child and staff member.
- When a child has been identified with SEN their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
- TAs may be allocated to work with the child in a 1:1 or small focus group to target more specific needs.
- If a child has been identified as having a special need, they will be given an IEP. Targets will be set according to their area of need. These will be monitored by the class teacher and SENCO. IEP targets will be discussed with parents and reviewed with parents.
- Appropriate specialist equipment may be given to the pupil eg pencil grips and easy to use scissors.
- Children’s progress will be discussed at the Parents’ Evenings during the Autumn and Spring Terms. In addition to this, children with IEPs will have reviews of these, three times a year.
- Appointments can be made with class teachers who are available at the end of the day, if you wish to talk about the progress your child is making or to raise a concern.
- The class teacher will monitor children’s progress on a week by week basis. Formal assessments are made once a term and these assessments are tracked against progress and age related expectations.
- Children may have an annual STAPS assessment which will monitor children’s progress in areas such as reading, spelling and maths ages.
- How will my child be included in activities outside the classroom including school trips?
- All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will aim to provide the necessary support to ensure that this is successful.
- Risk assessments are carried out and procedures put in place to enable all children to participate.
- 1 disabled toilet
- Wide doors in some parts of the building
- Ground floor access
- Discussions with the previous setting.
- Time spent in the child’s new class, before starting the school.
- Meetings with parents or carers and the child.
- Pupil meetings with the staff from their new school.
- Meetings with the SENCO of their new school.
- Three transition days, where the child visits their new school.
- Additional days in their new school, as required by the child.
- The class teacher may suggest ways of how you can support your child.
- If outside agencies are involved, they may make suggestions about the support that a parent or carer can give at home.
- Ms Becky Dhami, Headteacher.
- Mrs Imogen Plaskitt, SENCO