Skip to content ↓

Special Educational Needs - School Offer

Special Educational Needs and Disability (SEN/D)

(Updated May 2020)

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 an ‘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.

We support children with special educational needs within the five categories of need. There are:

  • Cognition and Learning Needs
  • Communication and Interaction Needs
  • Social, Emotional and Mental Health Needs
  • Sensory and Physical Needs
  • Medical Needs

Previously at the school we have supported pupils with autism, down syndrome, developmental delay, specific learning disabilities, visual impairments, hearing impairments and a range of physical disabilities.

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?

As a school, we continually monitor and assess the progress of all or children. Early identification of pupils with SEN is a priority for our school. All teachers, alongside parents and other staff are responsible for identifying pupils with SEN. In collaboration with the Special Educational Needs Co-ordinator (SENCo), it will be ensured that those pupils requiring different or additional support are identified at an early stage.

For pupils who have an identified SEN prior to starting to school, we will liaise closely with their previous setting to ensure they receive the appropriate support for the start of attending Round Hill Primary.

Concerns in school:

  • When a teacher or parent has raised concerns about a child’s progress, targeted teaching will be put into place alongside high quality teaching already in place. If the targeted teaching does not result in expected progress, the teacher will bring this to attention of the SENCo.
  • Pupil progress meetings are held termly between teachers and senior leaders to ensure all pupils are making good progress.
  • In consultation with the SENCo, the teacher will ensure approaches are developed and different strategies used to support the child.

Parental Concerns

  • If you have concerns about your child’s progress you should speak to your child’s class teacher in the first instance.
  • If you are concerned that your child is still not making progress following your discussion with the class teacher, you should speak to the school SENCo.

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

Our SENCo, 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 SENCo to put in place appropriate support and provision. The progress of all children is monitored termly and in both Autumn and Spring term 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. Review meetings are held termly with the SENCo, parents and teachers to ensure provision will allow pupils to achieve their targets.

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. 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 SENCo 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 consultation events, SEN reviews and reports during and at the end of the school year. Your child’s progress will be monitored by the class teacher using the school’s assessment. If your child is identified as having a significant level of need, we may use an alternative assessment tool that can give more detail and show smaller but significant steps of progress.

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. Children’s targets will be devised from the thorough assessment class teachers complete to ensure the curriculum and learning supports all children.

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 which is called Place Funding.  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 Trust 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. Who is the school/setting's special educational needs co-ordinator and what are their contact details.

  The SENCo is Lauren Briggs. The SEN co-ordinator at our school can be contacted through the school office on 0115 9179262 or office@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 SENCo attends relevant SEN courses, Family SEN meetings and facilitates/signposts relevant SEN focused external training opportunities for all staff. This information is disseminated to staff through in house CPD sessions.

We recognise the need to train all our staff on SEN issues and we have funding available to support this professional development. The SENCo, 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 SENCo 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 SENCo meets regularly with SENCos 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. With the school being over 2 floors, we have installed a lift so there is access to all areas of the school. 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 Fountaindale 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?

If your child has been identified as having a special educational need prior to starting at the school, a home visit and additional transition sessions will be arranged. We encourage all parents to share information about their child with us.

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 SENCo or Head teacher whenever they wish.

The Parent/Teacher Consultations 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 use person-centred approaches to involve children in the setting and reviewing of their targets and the provision available. This involves the review of a One Page Profile which all pupils on the SEN/D register will have. Where appropriate pupils will be invited to express their views in SEN review meetings. 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 SENCo or Head teacher. Parents can also contact Parent Partnership Service (https://askusnotts.org.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?

There is a named Governor that oversees the provision for SEN in school. The governing body delegates the day to day organisation and liaison to the SENCo who reports back to the full governing body on a termly basis. The SEN Governor and SENCo also meet termly for quality assurance purposes.

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 SENCo or Head teacher. School will sign post parents to the local offer site.

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 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. This may include additional transition visits to the new school and the SENCo from the new school attending the final review meeting at primary. Parents will be kept informed and involved in this planning.  Round Hill has links with Alderman White School and other schools within the local area.

 

13. Where can I access further information?

Further information from school can be accessed on the school website (www.roundhill.notts.sch.uk) or by calling the school office on 01159179262 or by e-mail office@roundhill.notts.sch.uk

 

Parents can also gain support and advice from Parent Partnership (https://askusnotts.org.uk/) and the Local Authority Local Offer (www.nottshelpyourselg.org.uk)

Useful links: