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Audenshaw Primary

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SEN

Special Educational Needs and Disabilities – Our Local Offer

 

At Audenshaw Primary School, Governors and staff are committed to ensuring that all children are included in all aspects of school life.  We recognise that our pupils learn at different rates and that there are many factors which can affect this achievement including age, maturity, ability and emotional state, to name but a few.  At some time in a child’s school life a they may need special educational help for any number of reasons.  This may involve a period of short term intervention or, depending on the child’s difficulties, interventions for a longer period of time.  We aim to identify needs as they arise and provide teaching and learning contexts which enable every child to develop morally, academically, spiritually and physically to their full potential.

 

There are 2 SENCo’s appointed at Audenshaw:  Mrs E Fox (Children requiring external support) and Mrs E Barton (children requiring support within school only). Both have undertaken the accredited training for SENCo’s.

 

Teaching and Learning

  • Support in the classroom is provided by trained teachers and teaching assistants and volunteers who help children to access the curriculum at their level, using a range of teaching styles and differentiated work.
  • Children have access to a range of resources e.g. visual aids, word banks, ICT.  Some children may need to use more specialised equipment e.g. pencil grips, writing slopes, special scissors, dictaphones which are available.
  • We offer support and implement individual programmes for children with difficulties in the following areas: – Speech and Language, Motor Skills, Social and Emotional Needs, Specific Learning (SPLD) and Visual and Hearing Impairment.   This may mean withdrawing children from the classroom for teaching specific skills and/or delivering interventions.  Where appropriate advice may be sought from outside agencies for each of the relevant areas or may involve a consultation with the Educational Psychologist.
  • Some staff have received additional training to work with children with SPLD, Social and Emotional Needs and learning in Reading and Maths.  We work closely with external agencies to deliver individual support programmes where a specific need has been identified.  Our Special Support Assistants are Mrs E Greaves and Mrs S Fox , whose key roles are to work directly with those children identified to implement individual and small group programmes of work.
  • For Tests and SATs applications can be made for additional time (25%, depending on the child’s individual needs), rest breaks, quiet distraction free rooms and the provision of readers and scribes, which reflects normal classroom practice for individual children, and evidence can be provided by the class teacher.

 

Annual Reviews

  • Arrangements are made with the Parents, Carers, the Local Authority, outside agencies and school staff to attend review meetings for children with statements and Education Health Care Plans.
  • Children with SEN receive a range of support through small group work which takes place in the classroom, withdrawal groups and allocated additional resources or adults to meet children’s individual needs.
  • Children who do not have a statement or EHC plan and are receiving SEN support will have an individual support plan (IEP).  The class teacher and SENCo will meet with the parents and pupils, on a termly basis, to decide on desired outcomes for the pupil and what support is needed to achieve that outcome.
  • Where several professionals are involved and a more holistic approach is needed a Common Assessment Framework (CAF) may be established.  The CAF id designed to be used when there are concerns about how well a child is progressing and the needs are unclear, or need more support than we can offer in school.  Targets are set at each meeting and reviewed regularly until it is felt that a multi-disciplinary approach is no longer needed.

 

Keeping Children Safe

  • Children are the responsibility of their Parents/Carers in the school playground before the start of the school day. The doors open at 8.55am.
  • At the end of the day children must be collected from their classroom door, except Years 5 and 6 who will be brought to the main entrance. Year 6 children are allowed to walk home if written permission has been given by a parent or guardian.
  • Children are supervised in the playground at break times by a teacher and teaching assistant.
  • Lunchtime supervisors are employed to supervise children in the lunch hall and the playground.  Each class has a supervisor allocated to them, who is made aware of the specific needs of individual children.  All dining staff are aware of individual’s special dietary requirements and any food allergies individual’s may have, with pictures of the children displayed in the kitchen area for easy recognition.
  • Audenshaw Primary School Policies on Anti-Bullying and Behaviour are available on the school website: www.audenshawprimary.co.uk
  • For all areas in school and for educational visits risk assessments are completed prior to the event. Where appropriate for pupils with SEND additional risk assessments may be carried out.
  • All activities outside the classroom are planned and delivered by the class teacher with safety in mind.  A risk assessment is completed for all school outings and all staff are aware of potential hazards.  Children are also given clear expectations of how to behave to ensure their safety.
  • Additional adults, including parent helpers, may be brought in to accompany children on school outings, all of whom are subject to background checks.

 

Health (including emotional health and wellbeing)

  • The school will only administer prescribed medication.
  • Staff are trained, where necessary, if specific medication is required.
  • Care plans are drawn up between parents, staff and relevant health professionals. All medical plans are shared with staff.
  • All teachers and teaching assistants have been First Aid trained.
  • If required referrals can be made to the health visitor/school nurse. Speech therapists and occupational therapists sometimes assess children in the school setting and issue professional advice and individual plans.

 

Communication with Parents

  • The school website and prospectus inform Parents/Carers of individual staff members and their key roles and responsibilities.
  • We operate an open door policy and appointments can be made if parents need to meet with staff.  If you are concerned that your child has a Special Educational Need the first point of contact is your child’s teacher, who will be able to work closely with you to agree a plan of action to help address your concerns.
  • Progress is discussed at Parents Evenings and Termly Reports are issued.
  • If the concerns continue, despite the actions agrees, further help and advice may then be sought from the school’s Special Educational Needs co-ordinator (SENCo)
  •  Appointments can be made if parents wish to look round the school.
  • Regular communication takes place through individual pupil planners, weekly class newsletters, termly school newsletters, e-mails, texts and via the school website.
  • Parents give feedback to school through questionnaires, comments sheets and reply slips to Parents Evenings.

 

Working Together

  • All children and Parents sign a home school agreement; this outlines what is expected from the school and home.
  • The School Council, Reading and Maths Champions, and the Sports Ambassadors provide children with the opportunity to have their say.
  • Parents evenings, review meetings, curriculum meetings and parental questionnaires provide opportunities for parents to have their say.
  • Termly IEP meetings are arranged whereby pupils and parents/carers are invited to discuss and review.
  • Parents volunteer in school to support children in the classroom in a range of ways. Parents are represented on the Governing Body.

 

What help and support is available for the Family

  • The school staff can offer assistance with completing paperwork. Parents can seek this support directly from the child’s class teacher, or the school office.
  • School provide information, advice and guidance on the assessment and SEND process, outside agencies such as Speech and Language Therapy and Educational Psychology.
  • Parents also have access to the parent partnership scheme (SENDIASS), which offers free, impartial advice, guidance and support to parents of children with SEN.  More information about this service can be found at www.tameside.gov.uk/sen/parentpartnership

 

Transition to High School

  • All Year 6 pupils spend two days at the Secondary school they will be transferring to in July.
  • Year 6 teachers and SENCo liaise with high school staff to ensure that any relevant information is passed on and the new teachers are aware of any additional needs the children may have.
  • Children with SEND may attend for additional visits if required, and work can be carried out to look at routines and expectations in more detail.

 

Extra-Curricular Activities

  • Before and After School Care is offered in our ‘Kiddi Day Kare’ Club.
  • The school offers a wide variety of After School Activities for KS1/KS2 children, e.g. sports coach, dance club, cheerleading, ICT.
  • Junior Play Leaders from Key Stage 2 organise and provide play opportunities for Key Stage 1 children.
  • Additional lunchtime activities are also carried out throughout the years, for example choir, recorder club, Top Trumps competitions.

 

For more information regarding Special Educational Needs in Tameside: help groups, family support, professionals, transition …

http://www.tameside.gov.uk/localoffer

 

 

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