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Special Educational Needs - School Offer

Special Educational Needs and Disability (SEN/D) (Updated September 2017)

Local Offer for children with SEN/D (Round Hill School Offer)

1. What kinds of special educational needs does the school/setting make provision for?

Round Hill Primary School is a mainstream school, which strives to provide the best learning opportunities for all children. Our school ethos of ‘Participate, Excel and be Proud’ and being and ‘Achievement for All’ school reflects our inclusive school community. We recognise that all children are individuals who have different learning needs and we work hard to ensure all children are given the right balance of support and challenge.

2. How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

Our Inclusion Leader has the responsibility for Special Educational Needs Co-ordination (Inclusion Leader) and oversees SEN provision, liaising with parents, school staff and specialist advisors from the Local Authority and the Health Service. School follows the clear guidelines set out in the SEN Code of Practice 2014, which indicates what are considered Special Educational Needs, working closely with these guidelines when identifying children with SEN/D.

As a school, we continually monitor and assess the progress of all our children. We track the progress of all children, and where expected progress is not being made, steps and interventions are put in place to support the area of need. Prior to children with SEN joining our school, we will liaise closely with their previous setting to ensure they receive the appropriate support from the start.

3. a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

Our Inclusion Leader, supported by the SEN Governors, regularly checks how well SEN support is helping children in our school to make progress.

Through monitoring, observing and assessing a child’s needs, staff work together with the Inclusion Leader to put in place appropriate support and provision. The progress of all children is monitored termly and in both Autumn and Spring terms Parents’ Consultations and structured conversations (longer appointment times) are held, to discuss the children’s progress. Children with SEN/D have their provision carefully planned for using provision maps, which are shared and reviewed with parents.

In the Summer term, all parents receive an end of year written report, detailing progress within all areas of learning and are invited to discuss this with their child’s class teacher. Parents also receive termly mini progress reports, which have up to date information about progress. In addition, we have an “open door” policy and encourage parents to discuss any concerns they may have as and when they occur, in person with their child’s class teacher. Parents are also invited to contact our Inclusion Leader or Head teacher whenever they wish.

If a child has complex SEN/D, an Education, Health and Care Plan (EHCP) may be put in place by Nottinghamshire County Council, which means a formal meeting will be held annually to discuss progress and a report will be written. 

In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs.

If an assessment or referral indicates that a pupil has additional learning needs the parents and the pupil will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child.

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

Parents are kept up to date with their child’s progress through termly parent’s consolation events, SEN reviews and reports during and at the end of the school year

In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs.

If an assessment or referral indicates that a pupil has additional learning needs the parents and the pupil will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child.

3.c) What is the school's approach to teaching pupils with special educational needs?

We are an inclusive school and therefore high quality first teaching is provided for all pupils.  Where possible children are taught alongside their peers, but learning is adapted to meet the needs of all children in our school. Some individual targets may be supported within lessons by the class teacher or a Teaching Assistant (TA), others may be supported outside of a lesson through a specific intervention programme which may be delivered by a Teacher or TA.  

3.d) How will the curriculum and learning be matched to my child/young person's needs?

Teachers work hard to ensure work is adapted for children, providing appropriate support and challenge. We aim to deliver a stimulating and exciting curriculum in a multi-sensory way that engages all children and where necessary, children are supported by a Teaching Assistant. We also aim to make sure our learning environment meets all our children’s needs. 

3.e) How are decisions made about the type and amount of support my child/young person will receive?

Allocation of provision and support is reviewed half termly and allocated on the basis of needs. 

All pupils with SEN are funded through the school budget[1].  Additional funding can be received from a budget which is devolved to and moderated by the Family of Schools. (Our Family of Schools comprises of White Hills Park Federation and its feeder primary schools). For those with the most complex needs, additional funding may be provided from money retained by the Local Authority (High Level Needs Funding). This funding is then allocated directly by the LA.

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

As a school we highly value the benefit of education outside the classroom and believe that all children should have the opportunity to participate in these experiences. Prior to any educational visit, a pre-visit is made by staff and a risk/benefit assessment is carried out, which considers the needs of children with SEN/D. Where necessary, we meet with parents to discuss any additional support that may be required. We also aim to ensure all children have the chance to be part of lunchtime or after school clubs.  

3.g) What support will there be for my child/young person's overall well-being?

The social and emotional wellbeing of our pupils is a priority and we have worked to develop and maintain a strong community ethos. Social and Emotional Aspects of Learning (SEAL) provides the opportunity for children to discuss issues such as positive relationships, self-esteem and teamwork within the curriculum. Where necessary, specific plans are put in place to support a child’s wellbeing and in these cases parents are consulted.

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (Inclusion Leader) and what are their contact details.

The person co-ordinating the day to day provision of education for pupils with SEN is Mrs Emma Pye (Inclusion Leader). The Inclusion Leader at our school can be contacted through the school office on 0115 9179262 or emmapye@roundhill.notts.sch.uk and an appointment will be arranged.  

5.a) What training have staff supporting special educational needs had and what is planned?

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEN.  All staff have received training on the New SEN Code of Practice 2014.

 This may include the following:

  • Induction training for new staff.
  • In house CPD sessions on new initiatives or interventions.
  • Safe Handling Training.
  • Speech and Language.
  • Courses related to pupils’ specific needs (e.g. autism, Down’s Syndrome, ADHD, dyslexia etc…)
  • Medical training (e.g. Epi-Pen, tracheostomy, diabetes)   

The Inclusion Leader attends relevant SEN courses, Family SEN meetings and facilitates/signposts relevant SEN focused external training opportunities for all staff.

We recognise the need to train all our staff on SEN issues and we have funding available to support this professional development. The Inclusion Leader, with the senior leadership team, ensures that training opportunities are matched to school development priorities. 

5.b) What specialist services and expertise are available or accessed by the setting/school?

We have links with a wide range of outside agencies who offer specific guidance and support to our school and families. These include:

  • Educational Psychologist
  • Therapists including those for Speech and Language, Occupational and Physiotherapy and the Physical Disabilities Service
  • Local Authority Advisors including those for Early Years, Cognition and Learning, Communication and Interaction, Hearing Impairment, Visual Impairment and Personal, Social, Emotional Development team.
  • Health Services including School Nurse and Child and Adolescent Mental Health Service (CAMHS)
  • Social Care
  • Outreach services including voluntary organisations

We seek support from outside agencies for staff and families whenever it is needed. The Inclusion Leader oversees provision within our school. Staff training is ongoing to ensure the school is kept up to date with any changes and priorities. The training needs within our school reflect the needs of the staff and children we work with. Our Inclusion Leader meets regularly with Inclusion Leaders from other local schools in meetings chaired by an Educational Psychologist. These are called Springboard Meetings.

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Reasonable adjustments have been made to improve accessibility. Our school site is wheelchair accessible with two hygiene suites both large enough to accommodate a changing bed. We have members of support staff with current manual handling training. We endeavour to provide children with appropriate specialist equipment to access the curriculum. Advice on this will be sought from Schools and Family Services and the Physical Disability Support Service based at Foundtaindale School.

 7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

As a school, we have an “open door” policy and encourage parents to discuss any concerns they may have as and when they occur, in person with their child’s class teacher. Parents are also invited to contact our Inclusion Leader or Head teacher whenever they wish.

The Parent/Teacher Consultation  are held in the Autumn and Spring term, to discuss all aspects of the children’s progress.  In the Summer term, all parents receive an end of year written report, detailing progress within all areas of learning and are invited to discuss this with their child’s class teacher. Review meetings for children with SEN are held termly or more often if needed.

 Parents also have the opportunity to express their views through the annual parent questionnaire.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

Wherever possible, we endeavour to involve children in the setting and reviewing of their targets. Our SEN Governors undertake pupil interviews regularly with the pupils with SEN to ascertain their views on school life and the support they are receiving. We actively encourage all children to participate fully in all aspects of school life.

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

If parents are unsure about any of the support or provision being made for their child, they should not hesitate to contact the school office to make an appointment with their child’s class teacher, our Inclusion Leader or Head teacher. Parents can also contact Parent Partnership Service (www.ppsnotts.co.uk) which gives impartial advice to families of children with SEN/D.

If parents feel their concern is not resolved through this process, they should refer to our Complaints Procedure which can be found on our school website.

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The governing body delegates the day to day organisation and liaison to the Inclusion Leader (SENCO) who reports back to the full governing body on a termly basis.

11. How does the school/setting seek to signpost organisations, services etc… who can provide additional support to parents/carers/young people?

If parents are unsure about any of the support or provision being made for their child, they should not hesitate to contact the school office to make an appointment with their child’s class teacher, our Inclusion Leader or Head teacher. School will sign post parents to the local offer site.

 Parents can also gain support and advice from the Parent Partnership Service (www.ppsnotts.co.uk) and the Local Authority SEND Local Offer(http://nottinghamshire.familyservicedirectory.org.uk/kb5/nottinghamshire/directory/service.page?id=OJT0N0xLreM)

 12. How will the school/setting prepare my child/young person to:

i) Join the school/setting?

The transfer to a new school can be an anxious time for both child and parent and we encourage visits to our school before applying. Careful planning is made for all children but for children with SEN, an additional transition plan may be put in place. This will generally include early discussions with the school they are coming from or going to and any external agencies that are providing existing support. Parents are involved in transition discussions so that the needs of the child and any particular concerns are shared. Staff at the new school then meet with the child and specific visits are often planned, allowing the child to familiarise themselves with the learning environment and the staff who will be working with them. 

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

In addition to the transition arrangements made for all pupils in Year 6, plans for pupils with SEN will be formulated with their allocated secondary school on an individual basis. Parents will be kept informed and involved in this planning.  Round Hill has links with Alderman White School.

13. Where can I access further information?

Parents can also gain support and advice from Parent Partnership (www.ppsnotts.co.uk) and the Local Authority Local Offer (www.nottinghamshire.sendlocaloffer.org.uk)

Useful links:


[1] The school budget contains funds called Place Funding.  This is split into two Elements.  Element 1 is the initial block allocation from the LA called the Age Weighed Pupil Unit (AWPU).  Element 2 is any additional funds the school receives to fund the places of children with SEN/D.