Mainstream Schools Local SEND Offer Form

This document contains the following sections:

  • Background
  • The role of schools
  • Guidance Notes to completing the form
  • Your Local SEND Offer

Background

The Draft Special Educational Needs Code of Practice stipulates that all early years and education providers are responsible for meeting the special educational needs of children and young people, and must publish information on all policies, services and facilities in place to assist them. The Informed Families section of the FiND website is where Redbridge’s full Local SEND Offer will be made available. The purpose of this proforma is to ensure a consistent approach for thewriting and publishing of school’s Local SEND Offers and to make them more accessible to families and practitioners working with them.

The role of schools

All schools in Redbridge will welcome children with special educational needs and/or disabilities (SEND) by:

  • Delivering high quality teaching to enable all children to make the best possible progress
  • Developing a partnership approach with parents and carers of children with SEND
  • Designating a member of the teaching staff as the Special Educational Needs Co-ordinator (SENCo) and a member of the governing body with responsibility for SEND
  • Participating in the process of identifying, assessing and meeting children’s needs.

In addition to the universally accessible services (also available on the FiND website), schools will consult with a range of specialist support services to assist them in meeting children’s needs. This may include referrals to the following services – click on each one for more information.

Name of service / Ages / Name of service / Ages
Educational Psychology Service (EPS) / 0 to 19 / Early Years Advisory and Support Service (EYASS) / 3 to 5
Children With Disabilities Team (CWDT) / 0 to 19 / Pre-school Liaison Group(PSLG) / 3 to 5
Child Protection Assessment Team (CPAT) / 0 to 19 / Hatton Outreach Support Service / 3 to 11
Special Education Resource Centre (SERC) / 0 to 19 / Newbridge Outreach Service / 2 to 19
Redbridge Child Development Centre / 0 to 19 / Joseph Clarke Service for Visually Impaired / 2 to 19
Speech and Language Therapy Service (NELFT) / 0 to 19 / Roding Outreach Service for Deaf & Hearing Impaired / 5 to 11
Occupational Therapy Service (NELFT) / 0 to 19 / School Nursing Service (NELFT) / 5 to 19
Physiotherapy Service (NELFT) / 0 to 19 / New Rush Hall Outreach Service / 6 to 16
CAMHS (NELFT) / 0 to 19 / Little Heath Specialist Support Service / 11 to 19
Churchfields Language Facility Outreach Service / 3 to 4 / Connexions (for young people with disabilities) / 13 to 25

Guidance notes on completing the form

Notes about the form

Throughout this document:

SENDis used to describe children and young people’s special educational needs and/or disabilities

Pupil(s) is used to describe children and young people

How to complete the form

The form is designed to be completed electronicallywhere freetext boxes will expand according to content. Where applicable please use an ‘X’ to denote a tick.

What happens to yourinformation?

All relevant information from your completed proforma will be published on the FiND websiteto enable families and practitioners to view them. An example of how this will look has been provided here.By emailling the completed form you are verifying your agreement that:

a) your Local SEND Offer can be published on the FiND website

b) all information supplied is accurate and up to date

How is your information maintained?

All content on the FiND website is annually reviewed and the responsibility for keeping it up to date lies ultimately with the school or setting. We will send annual emails to request updates and any major changes to your SEND Offer should be communicated to FiND as soon as possible. Please note that all pages on the FiND website can be updated instantly.

Where do I send this form back to?

Please email your setting’s completed proforma to or contact the Informed Families Officer on 0800 587 7500 / 020 8708 9180.

Your Local SEND Offer

All relevant information from your completed proforma will be published on the FiND websiteto enable families and practitioners to view them. An example of how this will look has been provided here. By emailling the completed form you are verifying your agreement that:

a) your Local SEND Offer can be published on the FiND website

b) all information supplied is accurate and up to date

Name of school / William Torbitt Primary School
Name of person completing the form / Shashi Bhogal
Role of person completing the form / SENCO
Date completed / March 2017

The following information will be made available to families, children, young people and practitioners, via the FiND website.

1 An overview of the school
Give an overview of the school, including information such as size of school, statement of ethos, whether the school has a special unit/resource for a particular type of SEND.
William Torbitt Primary School is a school that lies at the heart of the community, where the children’s learning is paramount, and the learning of the whole school community is highly valued and encouraged. There are high expectations of staff as well as pupils, and a continual striving for excellence.
At William Torbitt Primary School, children feel valued, safe and are well-supported and appropriately challenged, they make good progress and achieve well. To this end, we work hard to ensure there is very much a family feel here, even though we are a large primary school, with well over 700 pupils. It is also our belief that children achieve most when the home and school are working together, so we see parents/carers as partners in their education.
The majority of our pupils live very locally and walk to school. They come from a diverse range of backgrounds and are very enthusiastic about their school life. Our children are very well behaved and get on well together.
The school is a caring community which includes all pupils in everything the school has to offer. As a result, pupils are confident young people, who are polite towards one another and towards adults. (Ofsted 2013)
This is an exciting time for the school as we have now completed our extensive building works, adding two new wings with state-of-the-art classrooms, two new 2-storey toilet blocks, and an extension to our hall to incorporate a dining and kitchen area. Our school has 3 classes in each year from Year 3 to Year 6, and now 4 classes in Reception, Year 1 and 2, as well as a 52 place nursery.
The school is well resourced, with interactive whiteboards in every classroom, a purpose built cookery room, library, ICT suite, sensory room and multi-purpose community space. Our nursery is a large open plan space with a very spacious outdoor play area. The school itself is set in extensive grounds, with an orchard, allotment plot and wildlife area; an invaluable outside learning environment for the children
2 Identifying pupil’s additional needs
How will the school know if a pupil needs additional help and how do they keep parents informed, e.g. regarding assessments?
We know when a pupil needs help if:
  • Concerns are raised by parents/carers, external agencies, teachers, the pupil’s previous school or the pupil themselves, regarding concerns relating to inadequate levels of progress or inclusion.
  • Screening, such as that completed on entry or as a result of a concern being raised, indicates gaps in knowledge and/or skills.
  • Whole school tracking of attainment outcomes indicates lack of expected rate of progress.
  • Observation of the pupil indicates that they have additional needs.
All or some of the above may apply and are carefully considered through systems set out in the school policies including SEN and Assessment Policies.
This school uses pupil centred profiles (Pupil Passports). These are completed by the school, parents and the pupils themselves and identify their abilities and strengths, their personal aims and the action they require to be taken by the school to reduce barriers to learning and social success. Each term information will be reviewed and the pupil’s and parent’s views gained on the effectiveness of the action taken so far to meet their needs.
Attainment towards the identified outcomes will be shared with parents regularly through a review of the Pupil Passport targets, also through the school reporting system and Parents’ Evenings.
A home-school diary is sometimes used as a useful tool to help communication with school staff on a more regular basis.
3 Dedicated contacts at the school
Who should parents/carers contact if they have any questions or concerns about their pupil's SEND, e.g. class or form teacher, SENCo, Parent Support Adviser etc?
If parents have questions or concerns about their child, the first point of contact is always the class teacher. Parents can make an appointment to meet with the class teacher who is happy to discuss any concerns and answer any questions.
If parents then require additional information or guidance, they can contact the school to make an appointment with the SENCO and Inclusion Team if necessary.
If you wish to discuss your child’s special educational needs or are unhappy about any issues regarding the school’s response to meeting these needs please contact the following:
  • Your child’s class teacher,
  • The SENCo,
  • The Inclusion Team
  • The Headteacher
  • For complaints, please see the school Complaints Policy on the school website
The Redbridge Information and Advice Support Service (RIASS) offers impartial advice and support to parents and carers of all children and young people with SEND;
For parents who are unhappy with the Local Authority or school responses to their child’s SEND, may wish to contact the Local Authority SEN Mediation Service. Parents may also seek mediation from the regional mediation services.
Parents and carers can also appeal to the Government’s SEND tribunal if you disagree with the Local Authorities decisions about child’s special educational needs. You can also appeal to the tribunal if the school or council has discriminated against your disabled child. Information on this process is available here
4 Involving pupils and parents/carers in planning support
How does the school involve pupils and parents/carers in planning to meet SEND and in general school life? Add supplementary information in the notes box
x / Planning and review meetings / x / Individual pupil/teacher conversations
x / Advice on how to support learning at home / x / Mentor, e.g. adult or peer mentoring.
x / Regular contact between home and school, e.g. home/school book, email or text. / x / Parent Support Adviser (PSA)
Other, please specify
Additional notes / The school uses pupil centred profiles (Pupil Passports). These are completed by the school, parents and the pupils themselves and identify their abilities and strengths, their personal aims and the action they require to be taken by the school to reduce barriers to learning and social success. Each term information will be reviewed and the pupil’s views gained on the effectiveness of the action taken so far to meet their needs.
  • Teachers plan using pupils’ achievement levels, differentiating tasks to ensure progress for every pupil in the classroom.
  • When a pupil has been identified as having special educational needs, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily.
  • These adaptations may include strategies suggested by the Special Educational Needs Coordinator (SENCo) and/or external specialists.
  • In addition if it is considered appropriate, pupils may be provided with specialised equipment or resources such as ICT and/or additional adult help. All actions taken by the school will be recorded and shared with parents.
  • Attainment towards the identified outcomes will be shared with parents regularly through a review of the Pupil Passport targets, also through the school reporting system and Parents’ Evenings.
  • A home-school diary is sometimes a useful tool to help communication with school staff on a more regular basis.
  • Parents are encouraged to arrange an appointment to discuss their child’s progress with the class/subject teacher, the SENCo, a member of the senior leadership team at any time when they feel concerned or have information they feel they would like to share that could impact on their child’s success. Please contact the school office who will arrange this appointment for you. The contact number is 0208 599 1209.
  • The effectiveness of SEN provision will be measured using both qualitative and quantitative data. Qualitative data will gather the views of parents and pupils on how successful the provision has been in enabling them to attain their outcomes. Quantitative data will examine both progress and attainment levels compared to those achieved nationally for pupils with the same level prior learning level. This data will be shared termly with governors and be may be scrutinised by external moderators such as Ofsted.

5 Range of support available to pupils with SEND
x / Curriculum adaptations/differentiation / x / groupings of pupils
x / Specific teaching interventions / x / specific individual support
x / Support for behaviour / x / specialist teaching groups
x / Support for health needs / x / support for communication needs/assistive technologies
Other, please specify
Additional notes /
  • All pupils will be provided with high quality teaching that is differentiated to meet the needs of all learners. The quality of classroom teaching provided to pupils with SEND is monitored through a number of processes that include:
  • Classroom observation by the senior leadership team, the SENCo, external verifiers
  • Ongoing assessment of progress made by pupils with SEND
  • Work sampling and scrutiny of planning to ensure effective matching of work to pupil need
  • Teacher meetings with the SENCo to provide advice and guidance on meeting the needs of pupils with SEND
  • Pupil and parent feedback on the quality and effectiveness of interventions provided,
  • Attendance and behaviour records
  • Pupils with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage experienced in schools and increase their access to the taught curriculum.
  • All pupils have individual targets set in line with national outcomes. Parents are informed of these via the reporting system and also at events such as Parents’ Evenings.
  • Pupils’ attainments are tracked using the whole school tracking system and those failing to make expected levels of progress are identified quickly. These pupils are then discussed in termly progress meetings that are undertaken between the class/subject teacher and a member of the Senior Leadership team and if appropriate, the pupil themselves.
  • Additional action to increase the rate of progress will be then identified and recorded this will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the pupil.
  • Where it is decided during this early discussion that special educational provision is required to support increased rates, parents will be informed that the school considers their child may require SEN support and their partnership sought in order to improve attainments.
  • The school offers a wide variety of pastoral support for pupils. This includes:
  • An evaluated Personal, Social, Health and Economic (PHSE) curriculum that aims to provide pupils with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well-being. Please visit our website to see the topics that are included within this area of the curriculum.
  • Pupil and Parent views are sought through variety of means these include annual questionnaires in parent meetings and pupil passport.
  • Small group evidence-led interventions to support pupil’s well-being are delivered to targeted pupils and groups.
  • Pupils who find outside class times difficult are provided with alternative small group opportunities within the school and action is taken to develop their social interaction skills.
  • The school has gained Healthy School status which evidences the work undertaken within the school to supports pupils’ well-being and mental health.
  • Pupils with medical needs will be provided with a detailed Individual Health Care Plan, compiled in partnership with the school nurse and parents and if appropriate, the pupil themselves. In some case this will be an integral part of a statutory Educational Health Care Plan.
  • Staff who volunteer to administer and supervise medications, will complete training overseen by a relevant health care professional such as a school nurse. This training will be recorded in the Health Care Plan
  • All medicine administration procedures adhere to the Department of Education (DfE) guidelines included within supporting pupils at school with medical conditions (DfE) 2014 and identified in the School Medicine Administration Policy.