Local Offer: Template for Schools/Academies

The SEN Reforms place a statutory requirement on schools from 1 September 2014 to make information available to young people and parents about how the school supports children and young people with SEN.

Our school is an inclusive school that welcomes all who wish to attend whilst recognising that some face barriers to attendance, participation and achievement.It is a school where we all ‘Work together for individual excellence’

Mesne Lea School will endeavour to:- Ensure that any pupil with Special Educational Needs (SEN) has the proper provision made for her or him Provide the greatest possible access to a broad and balanced education, including the National Curriculum, to children with SEN Effect early identification and assessment of children with SEN Promote continuous and supportive communication with parents/guardians and encourage effective parental involvement in learning programmes. Work closely with all appropriate outside agencies Continue the close links already established with Secondary schools in order to promote a smooth transition of SEN pupils. When appropriate liaise with other schools, including the LA Special schools, to promote a smooth transition of SEN pupils at any stage of their primary

school life. Develop and manage classroom support and training for teachers, non-teaching assistants and mid-day supervisors where appropriate for them to

support pupils with SEN. Ensure that the school’s governing body will report annually on the school’s SEN policy and publish the relevant procedures and support for pupils with

SEN in the school prospectus.

School/Academy Name Mesne Lea Primary School,Worsley, M28 7FG

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Name and contact details of your school’s SENCO

Gill Smith– 0161 790 4234

We want to ensure that we keep your information up-to-date. To help us to do this, please provide the name and contact details of the person/role responsible for maintaining details of the Local Offer for your school/academy

Name of Person/Job Title Headteacher

Contact telephone number 0161 790 4234 Email mesnelea.primaryschool@salford.gov.uk

Promoting Good Practice and Successes

The Local Offer will give your school the opportunity to showcase any good practice you have around supporting children with Special Educational Needs to achieve their full potential. If you have any examples of good practice or success stories, we would encourage you to include these on your Local Offer webpages. For reasons of confidentiality, please do not include a child/young person’s full name in any case studies you promote.

Please give the URL for the direct link to your school’s Local Offer

www.mesnelea.salford.sch.uk

Name Julie Finlay Date 19.5.14

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Teaching and Learning

1. What additional support can be provided in the classroom?2. What provision do you offer to facilitate access to the curriculum and to develop independent learning? (This may include support from external

agencies and equipment/facilities)3. Staff specialisms/expertise around SEN or disability4. What ongoing support and development is in place for staff regards supporting children and young people with SEN?5. What arrangements are made for reasonable adjustments in the curriculum and support to the pupil during exams?6. How do you share educational progress and outcomes with parents? 7. What external teaching and learning do you offer?8. What arrangements are in place to ensure that support is maintained in "off site provision"?9. What work experience opportunities do you offer?

Teaching and Learning1. What additional support can be provided in the classroom? Teaching assistants are employed and used to support and enhance learning.

Smaller group work to support and enhance learning.Word walls and individual resources to support learning ie word books, key vocabulary.Differentiated activites, learning and resources.Teaching linked to pupils’ specific needsWriting ramps and wriggle seats are used as appropriateColoured overlays are provided as appropriate

2. What provision do you offer to facilitate access to the curriculum and to develop independent learning? (This may include support from external agencies and equipment/facilities)

Early Assessments highlight any barriers to learning.Advice from the Educational Psychologist and the impact is measured and discussed at pupil progress meetings. Advice from external agencies such as Speech and Language, occupational therapy, where appropriate.ELKLAN Trained staff (for Speech and Language support)External agencies eg Physiotherapists , may work in school with the children.

3. Staff specialisms/expertise around SEN or disability Experienced SENcos (Diploma)TA’s trained in number interventions and phonics catch up programmes.CPD training in Autism, ADHD and SEN.

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Teaching assisitants are trained in specific areas eg ADHD/Autism4. What ongoing support and development is in place for staff regards

supporting children and young people with SEN? CPD training offered regularly on:Quality first teaching ensuring specific groups are targeted. Intervention programmesADHD trainingDyslexia trainingBehaviour modification programmes

5. What arrangements are made for reasonable adjustments in the curriculum and support to the pupil during exams?

Access arrangements – which includes Readers, Scribes, extra time, small classroom where appropriate.Differentiated activities, papers and resources.Teachers informed of all pupils’ reading ages and spelling ages to ensure the correct level of test is administered. Teachers informed of all pupils having special needs.Training for Readers and Scribes before exams.

6. How do you share educational progress and outcomes with parents? Parents EveningsInformal parent drop in sessions half termlyTermly levels reported to parents.School reports annuallyMeetings with parents informallyReview of statementsReview of IEPs termly with parental input.Informal discussions before/after school if needed (behaviour)Home/school diaried evidence

7. What external teaching and learning do you offer? Where appropriate children have been dual registered at a school where their needs can be met for example the hospital school or Alderbrook

8. What arrangements are in place to ensure that support is maintained in "off site provision"?

Regular correspondence with dual registered provisions eg School hospital/Alderbrook school.

Annual Reviews1. What arrangements are in place for review meetings for children with Statements or Education, Health and Care (EHC) Plans?2. What arrangements are in place for children with other SEN support needs?

Annual Reviews

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1. What arrangements are in place for review meetings for children with Statements or Education, Health and Care (EHC) Plans?

Invites to all parties involvedReview meeting held at a convenient locationReview meeting held at a convenient time for parents who work/have commitments during the dayConsultation with staff prior to the meeting and discussion surrounding next steps and provision for the child.

2. What arrangements are in place for children with other SEN support needs

SENco support Small class sizesSmall group interventions determined based on half termly assessments.1-1 interventions, where appropriateEducational Psychologist for assessments and strategies Individualised planningSome setting across classes where demmed suitable.Learning mentor interventions/in class support.

Keeping Children Safe1. What handover arrangements will be made at the start and end of the

school day? Do you have parking areas for pick up and drop offs?2. What support is offered during breaks and lunchtimes? 3. How do you ensure my son/daughter stays safe outside the

classroom? (e.g. during PE lessons and school trips) 4. What are the school arrangements for undertaking risk assessments? 5. Where can parents find details of policies on bullying?

Keeping Children Safe1. What handover arrangements will be made at the start and end of the

school day? Do you have parking areas for pick up and drop offs?Parents can wait for pupils at the designated areas. All younger children are supervised by a member of staff until the parent arrives. Teachers collect children from the playground every morning. Where disabled access to a car is required this can be arranged through discussion with the Headteacher.There are available exits with full accessibility .

2. What support is offered during breaks and lunchtimes? 2 members of staff are on duty at KS2 and at KS1 who can be accessed at any time on the playground. Where a statement or EHC was in place, 1-1 support would be offered in accordance with this.

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Welfare assistants are on duty at lunchtimes Teaching assistants also provide a high level of support at lunchtimes.

3. How do you ensure my son/daughter stays safe outside the classroom? (e.g. during PE lessons and school trips)

Risk assessments are undertaken for all school trips.PE lessons are always taught by a teacher or qualified coach.Teaching assistant support PE lessons when children have individual needs. Care plans are put in place where amendments are necessary for individual pupils.Where classes or groups need more support on trips ratios are decreased.

4. What are the school arrangements for undertaking risk assessments? All in line with Salford LA

5. Where can parents find details of policies on bullying? The school behaviour and anti-bullying policy can be found on the school website and a copy can be requested from school.

Health (including Emotional Health and Wellbeing)

1. What is the school’s policy on administering medication?2. How do you work with the family to draw up a care plan and ensure

that all relevant staff are aware of the plan?3. What would the school do in the case of a medical emergency4. How do you ensure that staff are trained/qualified to deal with a

child’s particular needs?Which health or therapy services can children access on school premises?

Health (including Emotional Health and Wellbeing1. What is the school’s policy on administering medication? School has a policy on medication administration, ratified and agreed by

governors. This is available on the website. 2. How do you work with the family to draw up a care plan and ensure

that all relevant staff are aware of the plan?A meeting is held with the parent/carer to discuss all plans and amendments. The Care plan is then shared with staff.A copy is held with the child’s IEP and in the office.

3. What would the school do in the case of a medical emergency Call 999Contact a qualified first aider all staff have updated first aid every three years. Contact parent/carer or emergency contact if parent/carer unavailableIn absence of parent/carer a first aider would accompany the pupil to the hospital with any relevant notes held about the child.

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We have several members of staff,Governors and children who are trained to use the defibrillator that is in school.Where necessary , individual children may have personal health plans.

4. How do you ensure that staff are trained/qualified to deal with a child’s particular needs?

The school employs an experienced Learning Mentor-All staff are trained every 3 years on Safeguarding/Child protectionRelevant staff undertake external courses provided by the LA and private companiesRelevant staff are trained on CAF completion and other relevant documents, i.e., EWO referrals, etc.Training by outside professionals for ASD, ADHD, EAL, etc.Asthma and epilepsy training is undertaken as a whole school.

5. Which health or therapy services can children access on school premises?

Where a health professional requests to visit a child in school this is arranged.

Communication with Parents1. How do you ensure that parents know “who’s who” and who they can contact if they have concerns about their child/young person?2. Do parents have to make an appointment to meet with staff or do you have an Open Door policy?3. How do you keep parents updated with their child/young person’s progress?4. Do you offer Open Days?5. How can parents give feedback to the school?

Communication with Parents1. How do you ensure that parents know “who’s who” and who they can

contact if they have concerns about their child/young person?Home visits are made to new Nursery and Reception pupils into school.All teachers write a letter to the ‘new parents’ at the start of the yearInformation is also available on the school website and in the school prospectus.

2. Do parents have to make an appointment to meet with staff or do you have an Open Door policy?

Open door policy to speak to a member of staff but an appointment will be made if they request to speak to a teacher, due to their teaching commitment. All parents are dealt with as swiftly as possible; usually on the day of initial contact or at the latest, the day after.Communication diaries are encouraged in all KS2 classes.

3. How do you keep parents updated with their child/young person’s Parents evenings

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progress?4. Do you offer Open Days?

School reportsParents can make an appointment to tour the schoolInformal meetings and discussions between parents and teachers/HeadteacherOpen days are held in the EYFS

5. How can parents give feedback to the school? Via emailVia questionnairesParental meetingsTelephone callsArrange to see staff or the Headteacher at a mutually convenient time.

Working Together1. Do you have home/school contracts?2. What opportunities do you offer for pupils to have their say? e.g. school council3. What opportunities are there for parents to have their say about their son/daughter’s education?4. What opportunities are there for parents to get involved in the school or become school governors?5. How does the Governing Body involve other agencies in meeting the needs of pupils with SEN and supporting their families? (e.g. health, social care,

voluntary groups)

Working Together1. Do you have home/school contracts? Yes

2. What opportunities do you offer for pupils to have their say? e.g. school council

Student Council meetings Eco schools meetingsPupil voice interviews by staff and GovernorsListen to them on an informal basis.Pupil questionnaires

3. What opportunities are there for parents to have their say about their son/daughter’s education?

Parents EveningsReview meetingsOpen door policy Arranging a meeting with teachers/Headteacher.Questionnaires from schoolParent View

4. What opportunities are there for parents to get involved in the school Invitation via the newsletter

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or become school governors? Invitation via the websiteLetters sent to all parents when a parent governor vacancy becomes available.Governors talk about the role of the governor at curriculum meetings.Volunteers are in school supporting extra curricular visits, general in class supporting learning, making toast amongst other activities.Opportunities to support in school as volunteers or through the PTA

5. How does the Governing Body involve other agencies in meeting the needs of pupils with SEN and supporting their families? (e.g. health, social care, voluntary groups

Governor linked to SEN – regular meetings with the SENCo and the SEN Governor.

What Help and Support is available for the Family?1. Do you offer help with completing forms and paperwork? If yes, who normally provides this help and how would parents access this?2. What information, advice and guidance can parents and young people access through the school? Who normally provides this help and how would

they access this?3. How does the school help parents with travel plans to get their son/daughter to and from school?

What Help and Support is available for the Family?1. Do you offer help with completing forms and paperwork? If yes, who

normally provides this help and how would parents access this?Yes, SENco would arrange to meet with them and help them complete all the necessary paper work.School OfficeManager helps with admission forms and other paperwork or online assistance.

2. What information, advice and guidance can parents and young people access through the school? Who normally provides this help and how would they access this?

SENco or class teacher will provide advice and guidance regarding any issues.

3. How does the school help parents with travel plans to get their son/daughter to and from school ?

Parent could contact school to discuss any issues arising.If appropriate Team Around the Child (TAC) meetings may be called in school by the Learning Mentor.

Transition from Primary School and School Leavers1. What support does the school offer for year 6 pupils coming to the

school? (e.g. visits to the school, buddying)2. What support is offered for young people leaving the school? (e.g.

careers guidance, visits to colleges, apprenticeships, supported

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employment etc)3. What advice/support do you offer young people and their parents

about preparing for adulthood?

Transition from Primary School and School Leavers1. What support does the school offer for year 6 pupils transfers to High

School? (e.g. visits to the school, buddying)Year 7 co-ordinator visits school to speak to pupils in Year 6.Year 6 pupils visit their secondary school for transition days in the final term of Year 6.School transfers all data to the secondary school about the child with all records. Year 6 teacher discusses individual pupils with the transition coordinator of the High School.The year 6 teachers liaise with the high school and may arrange to use the facilities.Mesne Lea’s SENco meets with the High School SENco to transfer all information.Where appropriate additional transition visits on a 1-1 basis can be made.The school works very hard to ensure all children have a good level of readiness for High school in terms of their academic achievement.

Extra Curricular Activities1. Do you offer school holiday and/or before and after school provision?

If yes, please give details.2. What lunchtime or after school activities do you offer? Do parents

have to pay for these and if so, how much?3. How do you make sure clubs, activities and residential trips are

inclusive?4. How do you help children and young people to make friends?

Extra Curricular Activities1. Do you offer school holiday and/or before and after school provision?

If yes, please give details.School liaises very closely withan external provider of the before/after school provision(Magpies).Details of the costs of these can be obtained from Magpies- 921 1568Extra curricular activities are regularly offered. There is no school holiday provision.Parents are signposted to local providers of provision.

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2. What lunchtime or after school activities do you offer? Do parents have to pay for these and if so, how much?

There are numerous after school activities that pupils are warmly invited to and we actively encourage pupils to participate in these. There is no cost to parents for these.All clubs actively promoted in school.We complete an audit of participation in clubs to try and ensure most children get the chance to attend these.

3. How do you make sure clubs, activities and residential trips are inclusive?

Risk assessments are carried out. Trips are accompanied by qualified teaching and support staff. Where a statement or EHC was in place a 1-1 support assistant would accompany the trip.Extra curricular clubs are open to all children.

4. How do you help children and young people to make friends? A strong caring ethos is expected by all school leaders. The Learning mentor may work with small groups or individual children who need extra support.New children to school are buddied up.Social and Emotional Aspects of Learning -SEAL programme is carried out in school.Organised games and equipment on the playground.Year 6 pupils are encouraged to support playtime games on the infant and junior playgrounds.

09/05/2023

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