Information from Governors, the Head Teacher and the SENCo regarding those children who may have additional needs in relation to Peel Hall Primary School’s Local Offer.
We hope you find the following information useful. This information is updated regularly so as to keep parents informed of what our school offers in regards to SEN provision.
Teaching and Learning
At Peel Hall Primary school we are an inclusive school that meets the needs of a wide range of children. These needs range from children with social and emotional difficulties, children with behavioural difficulties, children with medical conditions and children with cognitive and processing difficulties. We are not a special school, but we pride our self on the fact that we try our very best to meet the needs of all our children in order that they can be the best they can be.
The provision provided in school begins with universal support in the classroom, which involves quality first teaching. The next level of support is through use of targeted support and interventions within class to ensure all children are being moved towards meeting national expectations in terms of milestones. A further level of support children receive if the school feels, in consultation with parents, that a child’s difficulties are acting as a barrier to learning, is the involvement of external agencies, such as Educational Psychology, Play Therapy, communication and language groups and Speech and Language therapists etc. Where multi agencies become involved parents are invited to participate in an MCAF (Manchester Common Assessment Form). This is so efficient use can be made of time and money to ensure children receive their entitlement.
The SENCo is new to post and is currently undertaking the National award for Special Educational Needs Co-ordinators. His role in school is to support the head teacher and the staff in ensuring that procedures and polices are followed, to ensure children are receiving the entitlement they need in order to make progress. HIs role also involves providing evaluative reports for Governors. All staff contribute to IEPs and regular reviews with parents. Staff are trained with regards to medical issues and new initiatives as and when they arise. There is an on going programme of training. Within school there are two TAs who are equipped to work with children with specific learning difficulties and they are timetabled to do this during the morning sessions.
In all situations children are supported according to their need and the areas they require further development in are worked upon. What ever support the child receives in class is transferred to more formal situations where this is allowed, so that all children where possible participate in the full curriculum, which includes testing arrangements.
Termly meetings are held with parents, the SENCo and the head teacher for those children whose needs are causing the greatest concern. These children in the past would have been referred to as children working at school action plus or those with statements (these are children currently being transferred over to Education, Health and Care plans.)
With regards to children who require additional support, which may be for a limited time only, it is the responsibility of the class teacher to review the IEPs at parent’s evenings with parents. These also occur termly. Children who are causing a slight concern are brought to the attention of the SENCo and the Head teacher and timed interventions are put in place for them, which are then reviewed every 6 weeks as part of the assessment review cycle. The process of identifying need, implementing action and reviewing impact is a cyclical model used by the school every half term.
Parents can always ask for a meeting with the SENCO and Head Teacher, and both are happy to meet parents at any time, but sometimes an appointment may be necessary. These meetings are recorded so as to ensure accurate records are maintained of the dialogue between all parties.
Keeping Children Safe
Although we are an inclusive school, if the school is made aware prior to any child entering school that they have any additional needs then we do carry out the appropriate risk assessments to make sure that we have the staff expertise and facilities to meet their needs. It would not be fair of the school to admit a child whose needs can’t be met by the school. In such cases we liaise with the family and other agencies involved so as to gain a true and accurate picture of what will be the child’s requirements whilst also evaluating what the impact would be upon other children who are in the receiving class. Again, we do this to ensure all children have their educational and safeguarding needs met.
For children with physical disabilities we are a barrier free school and therefore can cater for a limited number of children in wheel chairs. Although our ICT suite is upstairs, any child who cannot access stairs has equipment made available to them in an appropriate area downstairs along with their class peers. We have disabled parking outside close to the entrance doors for ease of access.
As with all children in school, parents are welcome in school at the beginning of day, indeed parents are welcome in school at any time and staff escort children out at night so that communications can be exchanged with all parents. Again, as with all children, although children with additional needs may require different types of support at different times during the day, staff are strategically organised so that at playtimes corridors are staffed and children appropriately supervised outside.
For lessons involving outdoor activities, P.E lessons and trips, again all activities are risk assessed and as an inclusive school we make all the possible amendments to the curriculum to ensure all children can participate as fully as they can, in order that they can be the best they can.
All children within school regardless of their additional educational needs are protected by the same school policies as those children without additional needs. It is the expectation that all children and staff work within these policies although a common sense approach is used to differentiate the implementation of the policies. The goal however, ultimately is that all children can operate within the policies fully. These policies which form a range of our safeguarding policies are available upon request from the office.
Health (including Emotional Health and Wellbeing)
As an inclusive school, if children require medication then we will administer the medicines to the child providing parents/ carers have signed the appropriate forms and the medicines are appropriately labelled. As with any child who requires specific attention to be paid to their health needs or they require medical support beyond the norm in an emergency then a care plan is drawn up with the parent/carers and the appropriate agencies. The care plan is a simple tool, which has the child’s photograph, medical condition, things to look for which may cause concern and appropriate actions to be taken. These care plans are shared with all relevant staff and procedures are in place for sharing them with any new or temporary staff.
As with all schools we have links with the school health team and liaise with them where appropriate. We access specialist services to support specific children where these have been identified as a requirement for the child following discussions with parents and other professionals. These services may include: Hearing impaired service, play therapy, speech and language and educational psychologists etc.
Support available for families
As part of a cluster of schools, we have bought in support for our parents. We employ one day a week, usually on a Monday a family support worker called Louise Knotman. Her role is to help all of our families, but for those families with children with additional needs she can also be a contact point for putting you in touch with other local support groups. If you require support from Louise on any day, a message can be left at the office for Louise to contact you. This is in addition to all of the aforementioned contacts.
Transition To High School
Where a child with additional needs is moving to High School, a transition plan is drawn up with the parents, the child, the Primary School and the new High School. All children spend at least one day visiting their new High school,but this may not be enough for some children. For those children requiring more visits these are arranged in consultation with all parties. All children with additional needs have their needs discussed with practitioners from our school and the new High school. Information between the SENCo of each school about support, strategies that work and barriers that hinder your child are discussed. Parents are also invited to attend transition meetings. All SEN reports, Education and Health care plans and current iep’s are delivered by hand by the Head Teacher to the receiving school who in turn sign to acknowledge receipt of all documentation. There is a long transition period for children to High school which includes work throughout Key Stage Two with different High schools.
We hope you have found the information of use and if you have any further questions please contact Mr Hallam(Head Teacher) or Mr Smith (SENCo) or Mrs Lewis (SEN and G and T and parent Governor.)
To access the Local Authority’s local offer, please click the link below.
Peel Hall Community Primary School
Special Educational Needs and Disability Information Report
All schools and academies in Manchester are expected to identify and support pupils with special educational needs and disabilities, so that they make the best possible progress.
Peel Hall Community Primary School creates an inclusive environment where all of our pupils are valued and cared for. Every child may need special educational help for any number of reasons. These may be emotional, behavioural, learning or related to a medical problem. If you have concerns about your child in any way, do come into school and share your concern with your child’s teacher. Our school SENCo Mr Smith, is also available to discuss any issues relating to SEN. Concerns may also be shared with myself Mr Hallam.
- How does Peel Hall Community Primary School know if children need extra help?
We know when pupils need help if:
- Concerns are raised by parents/carers, teachers or the child.
- Limited progress is being made.
- There is a change in the child’s progress or behaviour.
- Information is transferred into school by other providers, for example, pre-school nurseries.
- What should I do if I think that my child has Special Education Needs?
- If you have concerns about your child then come into school and share your concern with the class teacher and/or Mr Smith.
- How will Peel Hall Community Primary School support my child?
- We have a broad and balanced curriculum, which is adapted and made accessible for the children’s varying needs.
- Each child’s education will be planned by the class teacher. It will be differentiated according to each child’s individual needs. This may include additional general support by the teacher or teaching assistants in the class.
- If a child has needs related to more specific areas of learning such as spelling, handwriting, literacy or numeracy skills, then they may be placed in a small group where specific interventions are given. These may be run by outside of the classroom. The interventions will be regularly reviewed to ensure their effectiveness. If you have any queries related to the interventions please speak with the class teacher.
- Child progress meetings are held half termly in school. These are meetings where the class teacher discusses the progress of pupils with the Senior Leadership Team or the SENCo. These meetings may indicate further support for some pupils.
- Occasionally pupils may need further assessment of their needs or we may need to seek advice from an outside agency. Agencies that work closely to support children within the school include the Speech and Language Therapist and the Educational Psychologist. They can provide strategies that will help us to support your child within school. A referral will be completed with your support and consent, and forwarded to the most appropriate agency.
- Staff access relevant training as part of their professional development to support children’s needs.
- How will learning be matched to my child’s needs?
- If a child has been identified as having a Special Educational Need, they will have a plan, which shows additional support, or interventions that they may be accessing. These will be shared with you by the class teacher. Some children will have targets to work towards as part of their plan. Any targets will be monitored, amended and discussed with you and your child, by the teacher.
- Learning will be delivered by the teacher on a continual cycle. The teacher will assess to get a growing understanding of your child’s needs. They will plan more detailed and specialist approaches so that they gain an understanding of what works for your child. They will put these into practice. These will be reviewed to understand what approaches are most effective for your child. After a period, they will assess again and continue the cycle.
- If appropriate, specialist resources may be given to your child, for example, writing slopes, coloured vision rulers, pencil grips, concentration cushions, coloured overlays, visual timetables.
- If appropriate, specialist dispensation may be given to your child. We follow the guidance of the Department for Education for children taking tests or SATs. In some circumstances children may be allowed additional time or somebody to scribe for them.
- How will I know how my child is doing?
- You will be able to discuss your child’s progress at termly meetings with their class teacher.
- If you cannot attend a meeting in school with the teacher during the term, they will contact you by telephone to discuss how your child is doing.
- Your child’s class teacher will be available to speak to you after school. Please make an appointment.
- Your teacher may ask for additional meetings with you, or may contact you by telephone.
- Appointments can be made to speak to the SENCo (Special Educational Needs Co-ordinator) Mr Smith by ringing school on 0161- 437 2494 and pressing option 2. By pressing option 2 you are able to speak to the office and they will pass on a message for Mr Smith to contact you.
- If your child has an Educational Health Care Plan (EHCP) you will be invited into school to review the plan at least once a year. Your child may be invited to the meeting too. The meeting will give us the opportunity to set new targets together, and discuss how we can support each other to meet the needs of your child
- How will you help me to support my child learning?
At PeelHall Community Primary School we aim to foster a good working partnership with parents/carers. The class teacher may suggest ways in which you can support your child and include these on an individual plan. The plan may include suggestions of how you can support your child at home. Both you and your child will be involved in discussions regarding the best way to support your child.
If outside agencies or the Educational Psychologist have been involved, suggestions and programmes of work are normally provided by them, and can be used at home.
Additional provision is overseen by our Special Educational Needs Co-ordinator.
In school, support staff have received training and provide support and advice for children who have a range of learning needs. We deliver a wide range of interventions to support children with difficulties. The intervention a child receives depends upon their individual needs.
The class teacher will involve your child in understanding their needs, how best to support them and the progress they have made.
- What specialist support and services are accessed by the school?
At times, it may be necessary to consult with outside agencies and these agencies may in some cases work with your child on the school premises.
The agencies used by the school include:
- Educational Psychologist
- Speech and Language Therapy
- Visual Impaired team
- Hearing impaired team
- School Health Services
- Information, Advice and Support (IAS) Service (formerly Parent Partnership Service)
- CAMHS (Child & Adolescent Mental Health Service)
- Advice from staff within other schools who have more expertise and knowledge
- What support will be given to my child with medical needs?
We adhere to our school medical policy.
Where a Health Care Plan is required, we will work with you to formulate a plan to meet the needs of your child.
Staff receive training to support specific medical needs e.g. asthma, diabetes
In the case of a medical emergency we will assess the situation and if required will not hesitate to ring 999. We will contact you immediately.
- What support will be given if my child has a disability?
The school has an accessibility plan which is reviewed annually. It is available from our school office upon request, or on our school website. It sets out our steps to prevent pupils with disabilities from being treated less favourably, including accessibility to the building and school grounds, and to the curriculum.
The governing body has decided that children with disabilities will be admitted to the school in line with the school’s agreed admissions policy, which does not treat children with disabilities less favourably.
- What happens if my child transfers school?
We work with other settings to ensure that all relevant information is shared. Where necessary, we arrange a meeting between both schools to which you will be invited. The school you are transferring your child to may suggest an extended transition, which will be discussed with you.
- Who can I contact for further information?
If you wish to discuss your child’s special educational needs, or the support and interventions they receive, then please make an appointment with the class teacher, Mr Smith or myself Mr Hallam.
Manchester Local Education Authority also has its own local offer.
You may also obtain impartial advice and support from the Information, Advice and Support service. (IAS) This was previously known as parent partnership
Updated and approved by Governors 8-12-15