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'A continuous provision of quality and nurture for every unique child'

ADDRESS: BRADFORD ROAD, LIVERSEDGE, WEST YORKSHIRE, WF15 6LP

PHONE: 01274 878136

EMAIL: OFFICE@LITTLETOWNSCHOOL.COM

Welcome to Littletown J I & N School Special Educational Needs & Disability (SEND) information page

 

 

This page will help you to know what to do if you have any concerns about your child's needs and to help you to understand how we can help your child with their Special Educational Needs and/or Disability.
It is important that you also are aware of what support and provision is  available within Kirklees Local Authority. Click on the website below to find out what is in your local community for you and your child.
Click here to view the school's SEND policy
Click here to view the school's Accessibility policy
 
Please remember that you can always come in to school and talk to your child's class teacher about any concerns or worries that you may have. 
Our SEN Parent Group designed an advice pack for parents of children with SEN.  The pack contains details of support groups and places that offer supportive sessions for children with SEN.  Click here to view and download the pack.
 
 

Littletown J I & N SEND Information Report (School Local Offer) 2016-7

‘Every Child Is Unique’

Our School Ethos:

At Littletown school, we have an inclusive ethos, we have high aspirations for every child in our school and we aim for them to reach to their full potential. Every teacher believes that they are all teachers of pupils with Special Educational Needs or with a disability (SEND). As a tribute to our inclusivity, our school has gained the Kirklees Inclusion Award (KIQS) and the Basic Skills Quality Mark. We believe early identification and intervention is the key to ensuring that our children gain the best possible start to their school journey and beyond.

Identification:

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Children are identified as having special educational needs or a disability (SEND) through a variety of means.  This might be through information from a previous school, a child performing below age expected levels, concerns raised by teacher for example behaviour or self-esteem is affecting performance, concerns raised by a parent, talking to other agencies i.e. Occupational Therapists, Speech Therapists, or a health issue that has been diagnosed by a paediatrician or family doctor.  Parents, and where appropriate the child, are involved in all discussions, at every step.  Once identified, appropriate paperwork may be then put in place, such as a provision map, pastoral plan, learning passport or My Support Plan (MSP).

Assessment:

Assessment is on-going and takes place within every lesson. More formal assessments take place every half term. Pupil progress interviews take place with all staff where the progress of every child is discussed and provision is adapted. For some children with SEN, further assessments may take place in order to understand and support their needs further, such assessments may be undertaken by outside agencies such and speech and language therapists dependent upon the child’s need. Quality, inclusive teaching is an expectation within all classrooms, with work and resources differentiated to meet the needs of all children. However, some children need additional support therefore appropriate interventions are identified and monitored by class teachers with the support of the SENCO.

Training:

Teachers within school can develop their own expertise – this might be in a subject area (all teachers lead on a curriculum area) and receive appropriate and up to date training. All teachers are expected to follow our inclusive classroom checklist and this is monitored during observed lessons. To support this, all teachers complete the IDP (Inclusion Development Programme) modules as a minimum in terms of training for quality, inclusive teaching. We work very closely with outside agencies who also support and deliver training to our school with our specific needs in mind. Teaching Assistants receive support and training and are equipped to deliver quality interventions, eg, SULP, 1st Class at Writing, 1st Class at Number, CODE reading intervention, Numicon for maths.  We have children with a wide range of needs including, autism, ADHD, social, emotional, mental health, dyspraxia, dyslexia, speech, language and communication difficulties.  Training is sought appropriate to the needs of the children in a specific class or as a whole school.

Leadership:

Littletown school is effective at leading on SEND. The Deputy Head teacher is a trained Special Need Co-ordinator (SENCO) and works very closely alongside the other deputy head (also trained SENCO), Head Teacher, SEND Governor and class teachers in ensuring quality provision for the children at Littletown. We monitor, review and evaluate our SEN provision every half term through the analysis of assessment data and progress meetings with class teachers. Our SEN register is updated regularly and additional plans for individuals are updated and shared with parents termly. There is an open door policy at Littletown which welcomes parents in to school to discuss any concerns or worries with any appropriate member of staff. For children with an Education Health Care Plan (EHC), termly reviews and formal annual reviews are held in school in line with statutory guidance. Regular meetings with the SENCO and the SEND governor are held throughout the year and termly reports are shared with the Governing Body showing how children with SEN are performing in school.

Budget:

Within school, we receive funding for children with SEND. Some of this supports children with a 1:1 key worker. Other children might be supported in small groups within lessons at set times in the day. Also, additional resources may be purchased, eg, visual aids, as recommended by external agencies or as necessary.  Interventions take place throughout the day and timetabled appropriately by the class teacher. We have a skilled team of teaching assistants within school, who support children in a wide variety of ways. Our inclusion worker and Phoenix Room nurture provision supports children in school with behavioural, social and emotional difficulties

Partnerships:

We are part of the Spen Valley Trust. This is made up of one High School and six primary schools. We work together to provide the best for children aged 0-16. We have a good relationship with the Local Authority and some of our members of staff are Local Authority moderators. We engage with a number of agencies such as Social Care, Speech and Language, CAMHS (Child and Adolescent Mental Health), Locala Health team (including School Nurse and Occupational Therapy), Parent Partnership, Pupil Referral service, Portex and Educational Psychology.

Curriculum, teaching and learning:

Our curriculum is based upon the motto ‘Every Child is Unique’’ and believed by all of our staff. We have very clear values and we understand firmly that children need to be happy in order to learn. For this reason, we invest time in building positive relationships and teach social, emotional and personal skills. Our key drivers are Communication, Inclusion, Environment, Aspiration and Community, and teachers plan with these in mind. Our curriculum is designed to engage and excite our children and all children are able to access the lessons that they receive. We have effective teaching across school and learning is supported in class with additional teaching assistants where appropriate – these might support the delivery of lessons, work with small groups or on a 1:1 basis, depending on the content of the lesson and the needs of the class. Any additional plans for specific children are regularly reviewed and new targets set – staff are supported with these by the SENCO. We provide appropriate interventions – from social use of language programmes to gross motor skill development and further support with maths. We believe in delivering lessons that rely less on intervention and more upon delivering high quality and inclusive provision. We have good transition arrangements in place from Reception to Year 6 and strong relationships with the local high schools. Visits are set up at appropriate times in the year and personal arrangements are made where appropriate.

 

Our SEND Information Report has been created with our SEN Governor in July 2014 and updated with our SEND parent group November 2014. It was reviewed in July 2016 and last updated November 2016. When our SEND parent group reviewed it, a parent pack to support new families of children with SEND was suggested. Our SEND parent group are currently working on this, watch this space for it to be uploaded.

Frequently Asked Questions:

What do I do if I think my child may have special educational needs?    

We a have an open door policy at Littletown and we would welcome your thoughts. You would initially speak to your child’s Class Teacher or the SENCO.  After careful assessment and monitoring, if we felt further support would be needed; we may consider a referral to an appropriate outside agency eg: Speech and Language

How will school support my child?

School will support your child in a number of ways.  We have a highly skilled team of Teachers and Teaching Assistants, who have all received training in the area they specialise in.  There are a number of people who could work with your child, depending on their needs.  It could be an Inclusion Worker to support with social, emotional and behavioural needs; it could be a Teaching Assistant to deliver a speech and language programme or some additional support with their Maths and English.  The SENCO would oversee the education programme, which would be planned with the Class Teacher and any other adults involved with the child.  This would be shared with the parents by either the Class Teacher, SENCO, or both.  Children with SEN in our school do well – they make progress in line with their peers – we know this, because we track our children with SEND.

How will the curriculum be matched to my child’s needs?

The curriculum would be matched to your child’s needs through, in the first instance, quality, inclusive teaching and appropriate differentiation.  Certain resources might be allocated to support and make learning easier, eg, a Visual Timetable, bobbly  cushion, squeezy scissors.  Additional interventions might also be appropriate – this might be 1:1 or small group.

How will I know how well my child is doing and how will you help me support my child’s learning?

In addition to normal reporting arrangements, there would be opportunities to discuss your child’s progress – how often this would take place would depend on the needs of your child – a plan would be drawn up, in order to keep you fully informed.  We offer a number of parenting activities within school throughout the academic year.

What support will there be for my child’s overall well–being?

As in line with our school motto ‘Every Child is Unique’, we place your child’s well-being at the centre of our school.  This is reflected in the fact that we have invested a considerable amount of money into employing an Inclusion Worker and a Phoenix Room nurture facility in school.  Our curriculum is underpinned with a priority to develop your child’s social, emotional and personal skills. Our school grounds are also designed to enhance your child’s learning and we endeavour to plan for outdoor learning. We have appropriate policies in place and if we feel your child needs further support, we may make a referral to an appropriate outside agency.

What specialist services and expertise are available or accessed by the school?

Our staff can offer a variety of support, through specialist training some have.  Our Inclusion Worker is fully trained to deliver a variety of social, emotional and behavioural support.  We have teaching assistants fully trained to deliver speech and language interventions, physical interventions and other basic skills provision. We are able to access a wide variety of services in order to provide additional support for a child who might need it.

What training are the staff supporting children with SEN having/had?

Training is on-going and revisited on a regular basis. Staff are trained to support children with dyslexia, autism, ADHD, etc.  Staff who support children with SEN are also trained in the interventions that they deliver.  Recent training for staff was in Dyslexia delivered by educational psychology and also the use of Numicon by the local authority – this is a maths resource that supports children if there are gaps in their maths knowledge.  If we feel we need further support and training in order to meet your child’s needs, we may contact or make a referral to another service.

How will my child be included in activities outside the classroom?

All children take part in activities and school trips.  Planning and consultation with parents/carers would ensure all the appropriate support and resources are in place so that any child can access what the school has to offer.

How accessible is the school?

Our school has disabled access and facilities.  If additional facilities and equipment was needed, we would seek support and advice from the Local Authority.

How will the school help my child on transfer to the next phase of education?

Transition arrangements and plans would be in place – this might be at an annual review or a meeting, the parents/carers and child would be fully involved in this.

How are the school’s resources/funding allocated and matched to children’s needs?

If your child needs additional support and resources, then the SENCO, Head Teacher, Parent/Carer and, if necessary, advice from outside agencies and Special Educational Needs Commissioning Team (SENACT) would be sought in order to make sure that the correct amount of support will be in place.  This would depend on the need of each child.

How are parents involved in the school and how can I be involved?

Just come in and ask!

Who can I contact for further information?

First point of contact would be the school, if you wish to discuss your child further, then a meeting would be held with the SENCO and/or Head Teacher.

Click on the link below for further information and support

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