SEN Local Offer

We are a fully inclusive school that ensures all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). Children may have special educational needs that require additional support when progress has slowed or stopped. We implement a graduated approach based on the guidance from Bradford Metropolitan District Council's Children's Services for SEN. This is based on an Assess-Plan-Do-Review 3 range structure.

Pupils are identified as having special educational needs and/or disabilities (SEND) when they have a greater difficulty in learning than the majority of children of the same age or disability. Children may need additional support to help meet their needs or improve their learning. The decision to do this is made by the school. Once children have been identified parents are informed and invited to participate in discussions and decision making. We will work closely with families and outside agencies to ensure that individual needs are met.

Children who are new to English are not considered to have SEND because they require additional support in the acquisition of English.

Staff and governors undertake continued professional development and are able to offer support and advice. The special needs coordinator (SENCO) has undertaken national accreditation in this role and provides advice and guidance to staff. Support and advice is sought and implemented from external agencies to ensure any barriers to success are fully identified and responded to.

Our Local Offer is subject to change based around budgetary restraints and policy reviews. Our offer at ranges one to three is detailed below. If a child has a Statement of Special Educational Needs or an Education, Health and Care Plan we will provide the support detailed in the plan.

Provision to support access to the curriculum and independent learning:

  • Pupil Profile targets set for all children in school with additional targets where necessary for children from range 1-4.
  • Differentiation of tasks and outcomes.
  • Additional support in class from a teacher or teaching assistant often in small groups.
  • Personalised resources to support differentiated learning.
  • A whole school focus on Building Learning Power (BLP) to promote learning habits.
  • Support for home learning through well-resourced website/VLE.
  • Individual and/or visual timetables.
  • Additional resources provided by SENCO.

A supportive environment:

  • Use of interactive whiteboards, laptop and tablets.
  • Calm and safe environments.
  • Extensive and consistent use of visual support to aid understanding e.g. visual timetables.
  • Provision of resources to enhance independent learning including high frequency word lists, easy grip writing tools and multi-sensory resources.
  • Interactive learning environment providing support for all aspects of learning e.g. vocabulary lists, working walls, talking tins, postcards.

Provision to support behaviour:

  • Consistent school wide implementation of behaviour policy.
  • Use of behaviour charts and reward schemes.
  • Behaviour diaries with support from the team around the child (TAC.).
  • Small group interventions such as circle of friends.
  • Where it is deemed appropriate advice will be sort from the educational psychologist (EP) or the social, emotional and behaviour difficulties (SEBD) team or CAMHs.
  • Use of small group interventions such as Time to Talk or Socially Speaking.
  • Advice and support from the team around the child (TAC) manager.
  • Support for parents through the Family Links Nurture Programme.
  • If appropriate, in consultation with the parents, the initiation of a CAF.

Provision to support health and wellbeing:

  • Advice and support from the team around the child (TAC) manager.
  • Healthy School Status.
  • Close involvement of parents.
  • Support from the School Nurse.

Provision to support numeracy:

  • Targeted small group support in class.
  • Withdrawal of small groups for additional support.
  • Targeted interventions e.g. Every Child Counts (ECC) and Addacus.
  • Visual and hands-on practical learning resources such as Numicon.
  • A whole-school systematic approach to the acquisition of basic skills.

Support communication, language and literacy:

  • Targeted small group support in class.
  • Withdrawal of small groups for additional support.

Reading

  • Individual reading.
  • Reading buddies and reading volunteers.
  • Targeted reading interventions e.g. BRP and 20-20.
  • Individual reading interventions e.g. Toe by Toe.
  • Use of ICT based reading such as Reading Bug and Accelerated Reader.
  • Extensive, well-resourced library and high quality reading materials for guided and independent reading.
  • Specific reading resources to target reluctant readers.
  • Nook eBook readers.
  • A whole school approach to acquisition of phonics and high frequency words e.g. Bear Words.

Writing

  • Whole-school handwriting approach (cursive script.)
  • Targeted group literacy interventions e.g. ELS.
  • Individual handwriting interventions.
  • Interventions to support fine motor skills (including resources from a Born in Bradford project.)
  • Use of laptops and tablets.
  • Specific resources to differentiate writing.

Speech and Language

  • Assessments by a therapist from the speech and language service
  • Makaton trained teaching assistants.
  • Dedicated, well-resourced speech and language room.
  • Elklan trained teaching assistant follows speech therapy advice in school
  • Small group interventions aimed at specific speech and language needs such as Time to Talk (Ginger Bear.)
  • Additional language support for children who are new to English.
  • Bilingual teaching assistants.

Provision to support medical needs:

  • Regular meetings between the Team Around the Child (TAC) team manager and the school nurse.
  • First aid trained staff, including paediatric first aiders.
  • Staff trained to use Epi-Pens.
  • Liaison with medical professionals.
  • Staff trained to meet specific needs when required e.g. gastrostomy tube feeding.
  • Photographs displayed of children with medical needs to ensure all staff are aware of protocol.

Provision to support progress:

  • Half termly pupil progress dialogues between class teachers and senior leaders.
  • Individual Education Plans (IEP’s).
  • Pupil/teacher mentoring meetings.
  • Use of regular subject specific assessments e.g. PIRA reading tests, ECC maths tests.
  • Extensive information sharing between teachers to ensure smooth transitions between classes.
  • CAF assessments as required.
  • Data analysis through school tracking system.
  • Regular monitoring of teaching and personalised professional development (CPD) for staff.
  • Regular meetings between staff and parents/carers to discuss progress.

Provision to support children during unstructured times of the day:

  • Team of Lunchtime Supervisors to support pupils in the lunch hall and playground.
  • Play Leaders to facilitate structured play opportunities.
  • Lunchtime play resources available for children to use.
  • Playground friends.
  • Individual lunchtime supervisors allocated to provide one to one support for pupils with specific needs identified in statements or Educational, Health and care plan.
  • Out of school hours (OOSH) provision – pre-school activity club and after-school clubs.

Liaison and communication with parents and professionals:

  • Early identification of needs leading to referrals to outside agencies.
  • Regular communication by SENCO with outside agencies.
  • SENCO and/or TAC manager attends meetings and multi-disciplinary reviews.
  • Sharing of reports and information with parents.
  • Implementation of recommendations and strategies by all school staff.

Access and mobility:

  • Margaret McMillan is a three form entry primary school.
  • The building has ramp access and facilities to accommodate physical disabilities.

Outside agencies who could be involved:

  • Bradford Children’s Services Special Educational Needs Team.
  • Bradford Children’s Services Early Years Team.
  • Bradford Children’s Services Autism Spectrum Team.
  • Bradford Children’s Services Hearing Impairment Team.
  • Bradford Children’s Services Learning Difficulties Team.
  • Bradford Children’s Services Physical Difficulties Team.
  • Bradford Children’s Services Social, Emotional and Behavioural Difficulties Team.
  • Bradford Children’s Services Educational Psychology Team.
  • Speech and Language Therapy Service.
  • Child and Adolescent Mental Health Service (CHAMS).
  • Common Assessment Framework (CAF) Team.
  • School Nursing Team.
  • Community Paediatrician.

For further information please contact our SENCO, Sabina Iqbal on (01274) 495934.