Questions Raised By Our Parents – Oxford Grove Primary School

Questions Raised By Our Parents

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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 and baseline testing and progress data; 
  • Feedback from teaching staff and observations; 
  • Targeted interventions that are not showing  impact at review points; 
  • Referrals and information shared by parents/carers;
  • Outcomes from 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 is an inclusive school and we aim to actively seek 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; 
  • Specific training for staff to enable best practice support for specific needs
  • 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 is conducted 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/carers, 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/carers 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/carers 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 level of need set out by the authority. 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 leader 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 Spring and Summer 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.

Our actions to support positive mental health and Well-being during the Covid-19 pandemic:

Your child’s mental health and well-being is of the upmost importance to us. This has been prioritised during the prolonged period of disruption caused by the Covid-19 pandemic. Throughout the Summer term 2019-20, we have continued to provide continuous professional development for all our staff specifically focused on supporting good mental health and strategies for developing positive emotional well-being. This has enabled or staff to be in the best position to be able to offer timely and effective help to our children and families both during their time away from school and on their return to school during the Summer term. As a school we have ensured that we have remained in regular contact with children and families who were already accessing additional emotional and mental well-being support through school. In addition to this, we have been speaking regularly to all families to check on their well-being and to signpost them to trusted agencies for further advice and activities to support positive well-being during this worrying time.

Our designated leader for mental health and well-being co-ordinates a highly skilled pastoral team who are available to talk to you or your child at any time. 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 PSHRE 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 ethos 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 E-safety Mark. The planning for and assessment of children experiencing special educational needs will take into account the strengths of the child as well as the type and extent of difficulty experienced by the child. A variety of means and activities will be used to promote their overall development of positive mental health. The teaching of PSHRE and citizenship helps all children develop as individuals in a wider society. Alongside the work and support provided through curriculum activities, the school ensures a full range of extra-curricular activities such as outward bound visits and expert visitors provide opportunities for children to plan and work together, and develop and maintain relationships under a variety of circumstances.   

Pupils are well supported by:

  • Whole school ethos setting out aspirations and expectations
  • Whole School Positive Behaviour and Discipline Policy
  • Impeccable reward badges and reward events
  • Safeguarding and Child Protection Policy
  • Online-Safety Policy
  • An anti-bullying policy
  • PSHRE Policy (Personal, Social, Health and Relationships Education)
  • A well-structured PSHRE Curriculum including circle time
  • School Code of Conduct
  • Regular School Council meetings that survey classmates views 
  • Pupil Voice surveys
  • Buddy systems – play pals, pupil safety wardens, reading buddies, times table tutors
  • Highly trained staff in place engaging in quality Continuous Professional Development (CPD)
  • Nurturing environments which promote learning and where children are treated with an unconditional positive regard
  • Opportunities, along with parents/carers, to be heard and involved in decisions which affect them
  • In-class ‘worry box’ 
  • 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.
  • A well-trained pastoral team which includes a Family Liaison Worker, a Safeguarding and Well-being Officer and a full time Well-being Learning Mentor who support children and families with identified social, emotional and mental health needs
  • Behaviour Support Service to work with individual children on self-confidence, self-esteem and positive choices
  • One Goal mentoring support that children can access on a weekly basis
  • One Goal After school club that promotes self-confidence, self-esteem and team building skills
  • Advice from Educational Psychology and external specialist agencies 
  • Targeted support for individual pupils by allocating a school mentor 
  • Targeted support for individual pupils by allocating sessions with the school’s Well-being Officer 
  • Specialist external agency support e.g. Bereavement and carers support
  • Triple P Parental support group sessions led by Bolton Behaviour Support Service
  • 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
  • Life Caravan work with all age groups, promoting healthy life style, positive relationships
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 /Carers 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 Safeguarding and Well-being Officer, Family Liaison Worker, the Well-Being Learning Mentor, 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:

Summer Term 2019-20

During Summer Term, safety advice to schools impacted on the usual regular opportunities for parents/carers to be involved in face to face discussions regarding their child’s education. The teachers of children unable to attend school during April and May have been in regular contact with families using Google Teams direct messaging, emails and telephone calls. General information including advice and support regarding arrangements in school, school work to complete at home and positive routines has been communicated using parent texting and published on the school website and in school newsletters. In addition, for those families and children who did not have computer access, the school supplied tablets to enable them to access online resources and maintain good communication links with school.

Any individual queries raised by parents/carers have been personally responded to by the school SENCo and Pastoral teams alongside the staff in the year group teaching teams. This level of support and commitment has been maintained during the rest of the Summer term for our families who have felt their child should remain at home until September and not take the opportunity offered to return to school during June and July.

All reviews of plans in place to support individual children’s learning and well-being have continued in a range of virtual formats, ensuring that current information and views are documented and actions reviewed with children, families and professionals.

 

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 parent/carers 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 which form part of the progress updates for support plans
  • Review Meetings, to which the child is invited if appropriate    
  • Parent Conference, attended by parents/carers and their child
  • One to one sessions with their school mentor or Well-being Learning Mentor
  • One to one sessions with their Safeguarding and Well-being Officer
  • One to one sessions with their One Goal Mentor
  • Assertive mentoring reviews, held between the class teacher and the child
  • School Council representatives, voicing the views raised by class members
  • Pupil Voice surveys

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 PSHRE. These are put in the front of their books and the PSHRE 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.

At Oxford Grove we feel it is important that support plans to improve outcomes for a child are child-centred. Therefore, scheduled review meetings to assess the impact of plans in place, include not only the views of parents/carers, external agencies involved in supporting the child but also the voice of the child. Children are asked about the progress they feel they have made towards the targets included in their plan and how best to move forward. Opportunities to gather the views of all parties involved in making plans a successful 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
  • At least 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
  • Annual Personal Emergency Evacuation Plans and Individual Pupil-based Risk Assessment reviews
  • Yearly Statutory Reviews

 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 PSHRE 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
  • Pre-learning and over learning sessions
  • 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 and staff 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 2019-20 are posted in the ‘How will I know how my child is doing at school?’ section of the SEND Report.

A summary of the Autumn term 2020-2021 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
    • Once on a Smile- children’s bereavement support
    • Bolton Lads and Girls Club- mentoring support service for child carers
    • Children’s Social Care
    • PCSO’s
    • Community Paediatrician
    • The Clinical Commissioning 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 SENCOs 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
  • Effective use of adult support for the wider curriculum
  • Safeguarding and Child Protection
  • 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

To support all families who have children with SEND.


Lowndes Street
Bolton
BL1 4QB
Telephone: 01204 848722
Email: iasoutofhours@outlook.com

Kidz2gether (ASD   Kids and parent support)

To support children and young people between the ages of 0 to 25 and their families. Open to all who fit the criteria of having Social / Communication difficulties (AS – Autistic Spectrum).


Horwich Resource Centre
Beaumont Road
Horwich
Bolton
BL6 7BG
Jacqueline – Tel: 01204 669821 or 07919 864784
Email: info@kidz2gether.org.uk

Breaking Barriers NW  ASD  Kids and Parent support

To support families with identification and removal of barriers to inclusion for disabled children & young people aged 0-25 years old and for adults with autism.

4th Floor
St. George’s House
St. George’s Road
Bolton
BL1 2EE
Tel: 07717 434 840
Email: breakbarriers3@gmail.com