Maney Hill Primary School, Maney Hill Road, Sutton Coldfield

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Maney Hill Road, Sutton Coldfield, B72 1JU
Tel: 0121 464 9673

SEND Information and Local Offer

Under the Children and Families Bill which becomes law in 2014, Local Authorities are required to publish and keep under review, information about services that they expect to be available for children and young people with disabilities and special educational needs age 0 – 25. This is called the Local Offer.

The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for professionals in understanding the range of services and provision available in the local area.

Click on the questions below to find out more:

Q1: How do we identify Special Educational Needs and Disabilities (SEND) learning needs at Maney Hill?

Before pupils begin at Maney Hill Primary School, we work with people who already know the children to use the information they already have to ensure we have appropriate provision set up for when the child begins in our school setting. This would include following advice for children who have already been highlighted as having additional needs.

If you feel that your child has Special Educational Needs and Disabilities, we will discuss this with you and investigate further. We will share this information with you and discuss next steps to ensure that we provide appropriate provision for your child. We have an 'Open Door' policy where members of staff are available to speak to at the end of each day or appointments can be made at the school office.

If we consider your child does not appear to be making the same level of progress as other children of their age, or we have concerns in any way, we will invite you to a meeting to discuss this. With your permission, we may introduce additional support or invite other professionals (such as an Educational Psychologist) to work with your child. This would be to help us to better support your child. We are child and family centred so you will be involved in all decision making about your child's support.

Q2: How do we involve parents in planning to meet a child's Special Educational Needs and Disabilities?

We write One Page Profiles with pupils, teachers, parents and carers.

We hold regular Pupil Progress meetings where staff look very closely at how children are progressing and identify any possible barriers to learning. We then decide on the best strategies to support the child.

Q3: What extra support can we bring in to help us meet the needs of our children with SEND?

We have access to support from specialist external agencies to support specific needs, eg. speech, language and communication, visual and hearing impairment, behaviour related difficulties, autistic spectrum disorders, moderate and severe learning difficulties and physical needs. Furthermore, we use professional and specialist services such as the Educational Psychology Service and Pupil and School Support Service who also provide training for staff.

We may hold multi-agency meetings to support your child and during these meetings we may discuss; what will be put into place in school to make teaching and learning more effective, agree targets for your child's achievement, agree how we will work together and what we can do to support your child and set a review date to explore how well the child is doing, whether we are making a difference and what we will do next. This information is recorded to ensure accountability.

Q4: How do we provide access to a supportive environment?

If your child requires specialist equipment, we will endeavour to provide it and work with external agencies to ensure the correct provision is provided. We can use symbols and visual prompts (eg. visual timetable), reminder cards, timers, pencil grips, over lays as well as access to ICT resources such as ipads and laptops.

Q5: What strategies/programmes/resources are available to support speech and language and communication including social skills?

We follow guidance from the speech and language team and deliver personal speech and language programmes. Support from the class teacher and teaching assistant within a class will deliver the programme. There are a range of language resources and programme materials available.

Q6: What strategies are used to support the development of English?

We have a range of resources and strategies that we use to support our children who are finding areas of English difficult. We may offer one to one or small group support for additional guided reading sessions, daily reading or targeted group work where we address the identified specific teaching and learning need.

Q7: What strategies are used to support the development of Maths?

We may use small group support in class through guided teaching and deliver targeted support work where we address the identified specific teaching and learning needs.

Q8: How do we adapt the curriculum and modify teaching approaches to meet SEND and facilitate access?

We use small group support in class from classroom assistants or teacher. We may also use 1:1 support in the classroom if necessary. We have access to specialist equipment and we also ensure that we follow targets identified on One Page Profiles. The school updates a Provision Plan every term to look at the range of interventions that are put into place and which services we are utilising.

Q9: How do we track and assess pupil progress towards the outcomes that we have targeted for pupils (including how we involve pupils, parents and carers) and what do we do when provision or interventions need to be extended or increased?

We use observations, assessments, target setting, One Page Profile targets and reviews, Provision Plans, external professional observations and assessments and regular reviews of targets with children and parents. One Page Profiles are 'work in progress' documents and if a child has achieved a target before a review date, then the target will be adjusted accordingly.

Q10: What strategies are used to reduce anxiety, promote emotional well being and develop self esteem?

We have a very positive ethos at Maney Hill with positive relationships reinforced throughout the school. We always have a member of staff on the door to 'meet and greet' our pupils.

We would organise planned support from a teacher or teaching assistant and we would offer parental contact through a home/school book if appropriate. We may also offer a parental contact session on a regular basis. We may advise a referral to CAMHS (Child and Adolescent Mental Health Service) or suggest an individual pastoral support plan. We also have links with Malachi – an agency that come and work with parents and children to support with a variety of emotional needs. All members of staff at Maney Hill are dedicated, outstanding practitioners who ensure that the emotional well being of our pupils is of paramount importance.

Q11: What strategies can be put in place to support behaviour management?

We follow our school's Behaviour Policy (available on our web site). We can put Individual Behaviour Plans in place and we can also use social skills groups to raise self esteem. Daily behaviour records and reward systems are used to support children and we can also access advice and support from the Behaviour Support Service.

Q12: How do we support pupils in their transition when they leave us?

We would always contact the SENDCo at the school the child is going to and offer a meeting to pass over all paper work and also talk through individual needs and appropriate provision for the child. We can use social stories and visual prompts for children if necessary and schedule a programme of visits. Children can complete a 'School Passport' which they can fill in which provides key information about themselves that they want others to know about.

Q13: How is additional funding for SEND used within school with individual pupils?

We use our resources appropriately. Within the constraints of our budget we endeavour to meet the individual needs of all pupils. For pupils with SEND this may include specific resources and additional time with a teacher on a one to one or group basis.