SEND Local Offer
The Local Offer lists all the services available to support disabled children and with children SEN and their families. It sets out what is normally available in schools to help children with low level SEN as well as the options available in schools to support families who need additional care for their child.
The Lincolnshire Local Offer provides parents/carers with information about how to access services in their local area and what they can expect from these services. With regard to Education, it will let parents and carers and young people know how school and colleges will support them and what they can expect across the local settings.
More information about North Cockerington the Lincolnshire Local Offer can be found using the link below.
North Cockerington Church of England Primary School SEND Local Offer
The Government has transformed 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 SEN system will extend from birth to 25. Statements and learning difficulty assessments will be replaced with a new birth to 25 Education, Health and Care Plan (EHC).
What is the Local Offer?
Responsibilities at North Cockerington C of E Primary School
- 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 an Individual Education Plan (IEP), and sharing and reviewing these with parents at least once each team and planning for the next term.
- Ensuring that all staff working with your child in school are able 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.
The Special Educational Needs Co-ordinator (SENCO) (Mrs Plaskitt):
- Coordinating all the support for children with Special Educational Needs and/or Disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
- Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
- Providing support and advice for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
Ensuring that you are:
- Involved in supporting your child’s learning.
- Kept informed about the support your child is getting.
- Involved in reviewing how they are doing.
Headteacher (Ms Dhami):
- The day to day management of all aspects of the school, this includes the support for children with SEND.
- The Headteacher will give responsibility to the SENCO and the class teachers but is still responsible for ensuring that your child’s needs are met.
- The Headteacher must make sure that the Governing Body is kept up to date about any issues in school relating to SEND.
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