Local offer – Special Educational Needs and Disability

St George’s CE Primary School is an inclusive school. We ensure that pupils are included in all aspects of learning and school life throughout our school.

From time to time some children require additional support for a set period of time to help them catch-up with their classmates or during a period of adjustment. The decision to do this is made by the school and is based on a variety of factors including academic progress, and/or assessments carried out by the Individual Support Teacher, teaching staff or other professionals.  It may also be based on ensuring children have a smooth transition into school or require support when going through significant change either at home or school.  Parents/carers will be informed when this happens.

Some children will require support for a longer period of time to ensure they can access the curriculum effectively and be included fully in classroom learning and school events. Support will be planned by school staff and where appropriate by external professionals. Parents/carers will be kept informed about this support

Children who require support due to exposure to English are not considered SEND pupils but as they may require additional support their needs are reflected in our local offer.

Our Local Offer describes the range of provision and support available to support identified children as and when appropriate. This Offer is subject to change depending on budgetary constraints and policy review.

 

Specialist provision in the local area :

Brent Knoll school – offers specialist provision for children with autism and speech language and communication needs

Perrymount  school– offers specialist provision for children with complex physical and medical needs.

 

Social Skills programmes/support including strategies to enhance self-esteem

 The following are available as appropriate for identified children:

  • Pastoral support, focusing on social and emotional development, delivered 1:1, paired or in a group as appropriate, either in or out of class
  • A programme of weekly outreach support provided by New Woodlands School targeting those targeted pupils whose emotional needs affect their confidence and self-esteem as learners 
  • Intervention and support from the Children’s’ Centre## (located on Kilmorie Road) for children and  their parents/carers on referral, delivered both in school and in the home 
  • Referral and liaison with to Lewisham’s Child and Adolescent Mental Health Service (CAMHS) ## for children and their parents/carers. If accepted, support provided at Kaleidoscope Centre, Rushey Green

In addition all classes have a reward system to encourage positive learning behaviour, certificates, praise, merits and other celebrations of success to further enhance self-esteem for all pupils

*At times school purchase additional support services from the Health and Local Authority, These are time limited resources and may not be available each academic year

 ## Services to whom we refer have variable waiting times and apply their own criteria for acceptance

 

 

Access to a supportive environment – IT facilities/equipment/resources (inc. preparation)

The following are available as appropriate for identified children:

  • Visual support, when needed, in and outside the classroom to support understanding and facilitate access to learning 
  • Prompt and reminder cards to support pupils in organisation and sequencing activities 
  • Access to a range of IT resources to support curricular access, including programmes to support learning 
  • A range of specialist equipment as advised by external professionals e.g. Occupational Therapist, Physiotherapist, Visual Impairment specialist, Hearing Impairment specialist to support curricular access and aid a pupil’s independence around school 
  • Provision of individually tailored visual support for specific children. E.g. individual timetables and behavioural cue cards 
  • Provision of resources to enhance independent learning including e.g. sand-timers, easy-grip scissors, phonics mats etc.

 

Strategies/programmes to support speech and language

The following are available as appropriate for identified children:

  • Assessment by a Speech and Language Therapist ## 
  • Provision of small group speaking and listening skills support. (these may be provided by learning mentor, teaching assistants or Speech Therapists* ) 
  • Provision of small group for developing social skills 
  • Delivery of programmes and advice as suggested by Speech and Language Therapy ## 
  • Support from a teaching assistant in class to check understanding and breakdown instructions 
  • Pre-teaching of new concepts and vocabulary to enhance learning 
  • Timely referrals to Developmental and Communication clinic to ensure early identification of any underlying needs that may be impacting on speech, language, communication and learning 
  • Support as required in class from teachers and teaching assistants 
  • Support for children whom English is an additional language. This may be provided 1 to1 or in groups, in or out of class

*At times school purchase additional support services from the Health and Local Authority, These are time limited resources and may not be available each academic year

## Services to whom we refer have variable waiting times and apply their own criteria for acceptance

 

Mentoring activities

 The following are available as appropriate for identified children:

  • Interventions delivered 1:1 or in a group, to develop positive attitudes to learning, and out of class to address social and emotional issues which affect children’s learning progress 
  • Use of peer modelling and mentoring e.g. new starters are assigned a buddy 
  • Buddy systems for support during playtimes and lunchtimes 
  • Support provided by a named member of staff so that the child can seek support form an individual when needed e.g. learning mentor, key worker 
  • Careful monitoring of attendance and behaviour logs to support identification of vulnerable pupils and families in need of support and mentoring 
  • Time out spaces for children to calm down when needed and talk time to discuss choices

 

 Access to strategies/programmes to support occupational therapy/physiotherapy needs

 The following are available as appropriate for identified children:

  • Referrals to and assessment by external services##. This may include Occupational Therapy (OT), Physiotherapy, Visual Impairment service and/or Hearing Impairment service 
  • Implementation of support and intervention programmes, as advised by external services 
  • Training of individual members of staff by the OT/Physiotherapy services in the delivery of individual OT and physiotherapy programmes, e.g. handwriting development, gross motor skills 
  • Provision of specific resources and equipment as advised by the specialist services to support independent learning and life skills.

**At times school purchase additional support services from the Health and Local Authority, These are time limited resources and may not be available each academic year

## Services to whom we refer have variable waiting times and apply their own criteria for acceptance

 

Strategies to reduce anxiety/promote emotional well-being (including communication with parents)

 The following are available as appropriate for identified children:

  • All pupils have an initial pre visit prior to starting school
  • The playground is staffed prior to and at the end of the school day
  • Where a specific need is identified a Team around the Child/Family (TAC and TAF) meetings is held where a range
  • of professionals, school and parents develop a support package for the child/family
  • The school has an open door policy so that parents and carers can raise concerns easily
  • Parents can meet with Parent Support Adviser to share any issues or concerns and access support in the
  • local community.
  • The Parent Support Adviser signposts parents to appropriate council and voluntary services that may be able
  • to support them and their children outside of school e.g. Lewisham Carers, Candle Project, Contact a Family.
  • Referrals are made to the Children’s Centre (Kilmorie)## for parents to access a range of services, including
  • parenting support workshops.
  • Regular monitoring of families with pupils who have persistent absence. This includes identification of any underlying
  • needs and targeted support when necessary e.g. Parent Support Adviser, Education and Welfare officer. ##
  • Educational psychologist works with referred children and their parents/carers and class teachers. They provide
  • ongoing support to them in the form of school-based assessments and meetings.
  • Regular liaison with the school nurse with concerns regarding individual families/children are shared, following which
  •  the school nurse makes contact with parents carers to discuss any issues and arrange meetings or home visits as required.
  • Collaboration and communication with all health professionals involved with the care of our children, as appropriate.
  • All staff trained in child protection at regular intervals.
  • The provision of home school contact books for individuals, when appropriate, to improve communication between
  • school and home.

* At times school purchase additional support services from the Health and Local Authority, These are time limited resources and may not be available each academic year

## Services to whom we refer have variable waiting times and apply their own criteria for acceptance

 

Strategies to support/develop literacy, including reading

 The following are available as appropriate for identified children:

  • Targeted 1:1  extra reading support by LSA
  • Additional small group literacy support in class from class teacher and teaching assistants
  • Phonics sound mats and high frequency word lists readily available to students to support independence
  • Additional individual and small group literacy support, delivered by a specifically trained TA/LSA
  • Targeted literacy support devised by the Inclusion Manager and implemented by teaching assistants
  • Additional phonics and reading support delivered by a teaching assistant, 1 to 1 or as part of a small group
  • Use of Dyslexia Portfolio to assess for SpLD, and subsequent implementation of support programme as required
  • Staff trained in providing dyslexia friendly classrooms, to include good use of visuals to support learners
  • Support and advice for parents in how best to support their children with learning to read
  • (NB all interventions are provided as time limited blocks of support. Following a review of pupils progress support may continue or cease)

 

Strategies to improve or modify behaviour

 The following are available as appropriate for identified children:

  • Individual behaviour plans when necessary e.g. personalised behaviour charts, agreed rewards, consequences, motivators
  • Social skills/ behaviour modification group or 1:1 sessions
  • Regular communication with parents with regards behaviour and progress
  • Referral to intervention from Outreach Behaviour Specialist for time limited interventions *  ##
  • Positive behaviour acknowledged through schools behaviour systems and individual motivators used to build child’s self-regulation
  •  Time out planned into child’s routine

To promote and support good behaviour across the school for all children there will be consistent and fair implementation of the school’s behaviour policy including application of rewards, motivators and sanctions

 * At times school purchase additional support services from the Health and Local Authority, These are time limited resources and may not be available each academic year

## Services to whom we refer have variable waiting times and apply their own criteria for acceptance

 

Strategies to support/develop numeracy

 The following are available as appropriate for identified children:

  • Small group support in class through guided teaching
  • Withdrawal by teaching assistant for targeted maths support. This may be delivered as part of a group or 1 to 1 depending on need
  • Access to ICT learning resources to support the practice and embedding of basic number skills
  •  Small group or 1 to 1 support from Individual Support Teacher
  •  Use of practical apparatus to reinforce understanding across all year groups
  •  Small group and 1 to 1 support in class
  • (NB all interventions are provided as time limited blocks of support. Following a review of pupils progress support may continue or cease)

 

Provision to facilitate/support access to the curriculum:

 The following are available as appropriate for identified children:

  • Small group support in class from classroom teaching assistant or teacher
  •  1 to 1 support in the classroom from a teaching assistant/ learning support assistant to facilitate access or modify resources
  •  Provision of specialist equipment as advised
  •  Targeted support for children new to English or for whom English is an additional language e.g. in class support, pre teaching, group support in or out of class
  •  School /Year group Provision Mapping that is regularly reviewed and reflects pupils present needs and progress.
  •  In addition please see support detailed in other areas.

 

Strategies/support to develop independent learning

 The following are available as appropriate for identified children:

  • Use of individual timetables and checklists
  •  Pre-teaching of vocabulary and new concepts
  •  ‘Chunking’ of activities to support completion and understanding
  •  Learning that is appropriately differentiated with the expectation that children can access the learning and work independently
  •  Implementation of specifically tailored support strategies and programmes devised by external professionals

 

Support/supervision at unstructured times of the day including personal care:

 The following are available as appropriate for identified children:

  • All staff briefed about the needs of vulnerable pupils
  • Named teaching assistants supporting targeted children in the lunch hall and in the playground
  • Buddy system for children new to the school
  • First aiders trained and available throughout the day.

 

Planning and assessment

 The following are available as appropriate for identified children:

  • Provision for children is mapped and reviewed to ensure support is in place for success
  • Co-ordinated planning between class teachers, teaching assistants, learning support assistants
  •  Referrals for assessment to external agencies (Inc. Social Care) as required and where necessary the completion of a Common Assessment Framework (CAF) with parents
  • Incorporation into planning of any advice or guidance provided by external professionals supporting individual children
  • A range of standardised tests are used to assess underlying abilities and inform planning and referrals to external professionals.
  • Please refer to other areas for reference to planning for individuals.

NB The curriculum is differentiated appropriately to meet the needs of all pupils.

 

Liaison/communication with professionals/parents, attendance at meetings and preparation of reports:

  • s health, welfare and learning
  • Regular progress meetings with parents with regards needs
  •  Explanation and sharing of professional reports with parents
  •  Joint meetings between parents and professionals hosted by the school
  •  Regular progress meetings with parents/carers
  •  Early identification of needs requiring referral to external professionals
  •  TAC/TAF meetings convened where a child’s/family’s needs are assessed as significant so that information and knowledge can be shared between professionals
  •  Regular communication and information sharing with an extensive range of external agencies
  • Reports are completed by school when requested by external agencies and to support the formal assessment (Statement/Education Health Care Plan) process

 

Access to Medical Interventions:

 The following are available as appropriate for identified children:

  • Regular liaison between the school nurse, medical professionals ensures that children can access medical interventions in school e.g. asthma pumps, epipens, medication etc
  • Meetings are held with school nurse and parents of children with medical issues to establish child’s needs and where appropriate school nurse draws up care plans
  • The Specialist School Nurse is consulted when necessary to advise on providing for individual pupils needs.
  • Staff training is undertaken in the administration and support and/or medication for some conditions by external professionals.
  • Asthma inhalers are available at all times and taken on trips out of school
  • Sufficient support staff are trained in First Aid so there is consistent access to medical intervention.
  • School has a clear and up-to-date administration of medicines policy that is adhered to for all children.
  • School liaises with medical professionals, e.g. GPs, hospital consultants and mental health practitioners.
  • Photos and information detailing the child’s condition and, where relevant, required medication displayed in school office, the child’s classroom (in a folder) and the first aid room (in a folder)
  • Individual care plans are drawn up for children with significant medical needs.