Questions Raised By Our Parents

What should I do if I think my child has a Special Educational Need or Disability?

Information about the school’s Policies for identification and assessment of pupils with SEN

Come into school to speak in the first instance to the Class Teacher, who will explain the provision already in place in school to support your child and address their needs. If you require further advice or information, or are still concerned as to whether your child needs any further support, an appointment will be made for you to meet with the Special Educational Needs Coordinator (SENCo), Mrs. Ainscough (National Award for Special Educational Needs Coordinators).

In accordance with the school’s SEND policy, pupils are identified as having SEN, and their needs assessed, through :

  • Information passed on from Nursery/KS1/KS2/previous schools; 
  • Statutory test results,  baseline testing and progress data; 
  • Feedback from teaching staff and observations; 
  • Targeted interventions that are not showing  impact at review points; 
  • Referrals  from parents;
  • Pupil referrals to specialist agencies, including Behaviour Support Service, Education Psychology, Community Paediatrician, CAMHS, Occupational Therapy, Speech and Language Therapy, One Goal Mentoring and Ladywood Outreach Service.

 

What is the school ethos / approach to SEN/Disability?

The school’s approach to teaching pupils with SEND

Oxford Grove aims to be an inclusive school and actively seeks to remove the barriers to learning and participation that can hinder or exclude individual children or groups of children. All children with or without Special Educational Needs receive equality of entitlement to all activities, whether curricular or extra – curricular.  Wherever necessary, special provision is put in place to ensure that this is met.

Provision for SEND pupils includes:

  • Quality First Teaching, with appropriate differentiation in place;
  • Extra adult targeted support in classrooms when appropriate; 
  • Small group precision teaching when appropriate; 
  • Personalised provision through time limited programmes led by school staff or external agencies;
  • Personalised provision through adapted resources and targeted interventions.
How will I know how well my child is doing?

Evaluating the effectiveness of the provision made for pupils with SEN

On-going monitoring takes place by teachers to identify pupils who are not making progress or who have additional needs which are affecting their ability to engage in learning activities. After discussion with key staff and parents, an individual provision map may be put in place. In consultation with the SENCo, the class teacher will agree key areas of learning or behaviour to address with specific targets by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support interventions. The actions agreed take into account each child’s strengths as well as their areas of need.  

In some cases teaching assistant support may be allocated. Under the guidance of the class teacher and SENCo, this support is deployed to ensure your child can engage in all lessons and wider school activities and to facilitate their independent learning. Additionally, for some children, an EHA (Early Help Assessment) may be put in place. An EHA is a document, written in consultation with the child, family and key members of staff, which documents a child’s strengths and areas of need. Within the EHA, key actions regarding support/provision will be noted and any referrals to outside agencies will be recorded. Additional support may be put in place to provide enhanced resources and deliver targeted small group or individual support to help overcome any difficulties.  

All parents will be informed of their child’s progress termly, through Parent Conference meetings and an Annual Report. In some cases, further individualised provision may be put in place and progress meetings scheduled to discuss its current impact. Results of assessments and the work of outside agencies will also be shared with parents and pupils at the appropriate time.

For children with an individual provision map or an EHA, formal review meetings with parents/carers are held as required. The impact of the support package is considered along with the child’s progress towards set targets. Support arrangements will be updated and revised accordingly. The outcomes of these meetings will be formally recorded.  

If your child is continuing to have significant difficulties, further expertise maybe requested by the school. Additional funding is available from the Local Authority for children who meet the prescribed criteria. This funding can be accessed using the Local Authority process and guidance in the High Funding criteria (Education, Health and Care Plan /EHCP). Further details about this process will be explained in Bolton’s Education Authority’s Local Offer which can be accessed here.

For some pupils additional arrangements can be made to enable them to fully access tests. This might include additional time, rest breaks or the use of a scribe. The Key Stage 2 co-ordinator/Deputy Head will inform parents about the eligibility and application for these arrangements. 

Impact tracking is completed at least termly and adaptations to provision is made in light of these findings. Progress and evaluation is reported to the Governor with responsibility for SEND (Cllr. Thomas).

A summary of the impact of Autumn term 2019-20 additional targeted support is below: 

 

 

What support will there be for my child’s overall wellbeing?

Support that is available for improving the social, emotional and mental health of pupils with special educational needs.

Pupils are well supported by:

  • Whole school ethos setting out aspirations and expectations
  • Whole School Positive Behaviour and Discipline Policy
  • Safeguarding and Child Protection Policy
  • Online-Safety Policy
  • A well-structured PSHCE Curriculum 
  • School Code of Conduct
  • School Council 
  • Pupil Voice surveys
  • In class ‘worry box’ 
  • An anti-bullying policy
  • Impeccable reward badges and reward events
  • Circle Time
  • Language Ambassadors to support international new arrival children
  • Whole School Reward & Sanctions System (Smileys & Impeccables)
  • An Assertive Mentoring system focused on supporting vulnerable children to develop resilience and make good choices.
  • Fort Alice to work with Year 5 and 6 pupils on Healthy Relationships
  • Year 6 staff trained by Barnardos to work further on Healthy Relationships
  • A Family Liaison Worker and a Wellbeing Officer who support children and families with identified social, emotional and mental health needs
  • Triple P Parental support group sessions led by Bolton Behaviour Support Service
  • Targeted support for individual pupils by allocating a school mentor 
  • Targeted support for individual pupils by allocating sessions with the school’s Wellbeing Officer 
  • One Goal counselling
  • Behaviour Support Service to work with individual children on self-confidence, self-esteem and positive choices
  • Advice from Educational Psychology and external specialist agencies 

Your child’s class teacher will be readily accessible for any child to speak to about anything which troubles them and will then work with the child to address their concerns, taking appropriate action as necessary. Any member of staff will be ready to listen to any child who needs support. The school has an Assertive Mentoring system in place alongside a well-structured PSHCE curriculum (following best practice guidance from the PSHE Association) which enables children to develop self-awareness, resilience, the management of feelings, self-motivation, empathy and social skills. Our Curriculum incorporates work to promote the understanding of diversity and respect for all differences including religion ethnicity, beliefs and personal identity. This is reflected in the schools achievement of the Stonewall accreditation, the Well-Being Award for Schools and the Healthy Schools Plus award. Specific and regularly revisited lessons focus on keeping safe online and staff are trained to monitor all children’s internet use. This best practice has been recognised through the award of the Online Safety Mark. The planning for and assessment of children experiencing special educational needs will take into account the type and extent of difficulty experienced by the child. A variety of means and activities will be used to promote their overall development. The teaching of PSHE and citizenship helps all children develop as individuals in a wider society. Residential experiences, visits and special visitors to school provide opportunities for children to plan and work together, and develop and maintain relationships under a variety of circumstances. 

How will I be involved in discussions about, planning for, and involvement in my child’s education?

The arrangements for consulting parents of children with special educational needs about their child’s education.

Parents of any child at the school have the opportunity to discuss their child’s education at any point in the year by meeting with the class teacher, the Wellbeing Officer, Family Liaison Worker, key stage leader, SENCo or another member of the Senior Leadership team.

In 2019-2020, parents/carers will have the following scheduled opportunities to discuss or reflect on their child’s education:

 

How is my child’s progress assessed and reviewed?

Arrangements for assessing & reviewing pupils’ progress towards outcomes, including opportunities available to work with parents & pupils as part of this assessment and review

These arrangements include:

  • Graduated approach (Assess Plan Do Review)
  • Data tracking for pupil progress meetings held termly between class teachers and senior leaders
  • Support plan and EHCP reviews
  • Observations and follow-up meetings
  • Parent/Carer meetings

Partnership with parents plays a key role in enabling children with SEND to achieve their potential. The school recognises that parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them. All parents of children with special educational needs will be treated as partners and supported to play an active and valued role in their children’s education. Parents will be informed where the child is in need of SEND support. In some cases an individual provision map or an EHA (Early Help Assessment) will be written to establish provision and meetings will be held to discuss and review provision and progress towards the set outcomes, at least termly. Where a child has a Statement or Education, Health & Care Plan (EHCP), a Local Authority Annual Review will also be carried out.

How do Oxford Grove Primary School involve children and young people in their education and in the decision making process?

The arrangements for consulting and involving children and parents/carers of children with SEND about their education

There are a number of ways parents and children are consulted, these include:

  • Personal Interviews
  • Review Meetings, to which the child is invited if appropriate    
  • Parent Conference, attended by parents/carers and child
  • Through sessions with their mentor, the school’s Wellbeing Officer and the One Goal Mentor
  • Assertive mentoring reviews, held between the class teacher and the child
  • Pupil Voice surveys
  • School Council representatives, voicing the views raised by class members
  • Parent View

The Assertive Mentoring system, alongside the parent conference process, ensures wherever possible that children are involved in meetings arranged with parents to discuss and agree desired outcomes and to review progress made towards these.  In the termly Assertive Mentoring meetings and parent conference meetings, teachers discuss outcomes with the child individually and set new targets. At Oxford Grove, every child has specific targets set at their own ability level in Reading, Writing, Maths and PSHCE. These are put in the front of their books and the PSHCE targets are also displayed in the classroom. Every child is made aware of these targets through Assertive Mentoring meetings, and teachers refer to these constantly when working with the child or within marking feedback.

When applicable, scheduled meetings are arranged for school, parents/carers, external agencies involved in support the child and the child to consult on progress with agreed actions, review outcomes and plan any further actions. These include:

  • Half termly provision map reviews
  • Ten weekly Early Help Assessment reviews 
  • Termly personalised risk assessment reviews
  • Twice yearly Personal Education Plan reviews
  • Yearly Educational Health and Care Plan reviews
  • Six weekly Child in Need plan reviews
  • Six weekly Core group Child Protection Plan meetings
  • Three to six month Case Conferences to review Child Protection Plans
  • Annual Independent Health Care Plan reviews
  • Yearly Statutory Reviews

At Oxford Grove we schedule a half term of phased transition sessions for every class from reception to year 5. During this time, children are introduced to their new class teacher, work in their new classroom, practise new routines and focus on PSHCE work to ensure they are clear on responsibilities and expectations.

Supporting Our Pupils in Moving Between Phases of Education

At Oxford Grove we schedule a half term of phased transition sessions for every class from Reception to Year 5. During this time, children are introduced to their new class teacher, work in their new classroom, practise new routines and focus on PSHCE work to ensure they are clear on responsibilities and expectations.

At Oxford Grove we understand the importance of giving children opportunities to consider aspirations connected to future higher education and employment. In year 5 & 6 our pupils work with Connexions Career Service to instil ambition and explore career options.

During the final summer term, Y6 children are able to visit their new high school for taster days and, if needed, additional transitions sessions for some children are arranged by the SENCo supported by Ladywood Outreach.

How will the teaching be adapted to meet the needs of my child?

How adaptations are made to the curriculum and the learning environment of pupils with SEND

The curriculum/learning environment may be adapted by:

  • Groupings that target specific stages of progress
  • Differentiated resources, teaching styles and activities
  • Appropriate choices of texts and topics to suit the learner and provide appropriate challenge
  • Access arrangements for  tests and or examinations
  • Additional adult support

Our teachers are skilled at adapting teaching and learning to meet the diverse range of needs in each class. Daily planning takes into account individual children’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge within their learning experiences.  

Grouping arrangements are organised flexibly to maximise learning opportunities for all. Additional adults are carefully targeted to help groups and individual pupils achieve their targets in the short term and develop resilience and independent learning skills as a longer term goal. Monitoring takes place to avoid pupils becoming over reliant/dependent on this adult support.

Impact statements for Autumn 2019-2020 are posted in the ‘How will I know how my child is doing at school?’ section of the SEND Report.

A summary of the Spring term 2019-2020 SEND additional targeted support is below: 

The school currently works with a number of external agencies to seek advice and support to ensure the needs of all children are fully understood and met. These include:

  • Early Years Foundation Stage Team
  • Ladywood Outreach Service
  • Health Visiting Service
  • School Nurse
  • Early Intervention Team 
  • Family Liaison Officer
  • Educational Psychologist
  • Behaviour Support Service
  • Child and Adult Mental Health Service (CAMHS)
  • Occupational Therapy
  • Physiotherapy
  • Sensory Support Service
  • Bolton Information and Advisory Service
  • Bolton Mediation Service
  • Children’s Social Care
  • PCSO’s
  • Community Paediatrician
  • The Clinical Comissioning Group 
  • The Health and Well-Being Board
  • One Goal Mentoring
How skilled are the staff in meeting the needs of my child?

Information about the expertise and training of staff in relation to children and young people with SEND, including how specialist expertise will be secured.

The SENCo (Mrs. N. Ainscough) has the National SENCo qualification award for Special Educational Needs Coordination. She has also represented SENCO’s within the borough in the most recent Local Authority inspection for Special Educational Needs and Disabilities Provision (14/07/2016). There is an on-going programme of training to ensure that teachers and support staff have the appropriate skills and knowledge in areas that will improve their teaching and support of all children. Specific non-curricular training includes:

  • Effective use of adult support for Literacy and Mathematics
  • Safeguarding 
  • Paediatric First Aid 
  • Epilepsy Management 
  • Bolus Feed Training 
  • Elklan / Speech and Language Therapy
  • Moving and handling training
  • Healthy Schools Speak Easy training 
  • Stonewall training
  • Mental Health & Well-being training

Specialist expertise and training is provided by the following external services:
Behaviour Support Services, Educational psychologist, speech and language therapy, EAL/INA support, CAMHS (Child and Adult Mental Health Services), Physiotherapy, Sensory Support Service, School Nursing and Occupational Advice Services.

Our SENCo actively engages with local opportunities to share best practice and keep abreast of local and national initiatives/policy to support pupils with SEND. The school also seeks advice and guidance from Ladywood Special School to review, evaluate and develop provision for pupils who have the most complex needs.

Specific details of current qualifications and training are detailed below:

 

Who, outside of school, can I turn to for advice and support?

Bolton Information and Advisory Service
Lowndes Street
Bolton
BL1 4QB
Telephone: 01204 848722 (8.30 – 17.00)

Kidz2gether (ASD   Kids and parent support)
Horwich Resource Centre
Beaumont Road
Horwich
Bolton
BL6 7BG
Jacqueline – Tel: 07919 864784
Email: info@kidz2gether.org.uk

Breaking Barriers NW  ASD  Kids and Parent support
4th Floor
St. George’s House
St. George’s Road
Bolton
BL1 2EE
Tel: 07717 434 840
Email: breakbarriers3@gmail.com

Zac’s Bar (children and families with learning difficulties)
Farnworth Centre (Head Office)
71 Market Street, Farnworth, Bolton, BL4 7NS
Open for activities as per timetable plus office hours 9am – 6pm, Mon – Fri
Tel: 01204 706200
Email: office@zacsyouthbar.co.uk