SEND
| Head Teacher | Miss Jenny Shore | ||
| SENCo | Mrs Andrea Haigh | ||
| SEND Governor | Mrs Sara Edmundson | ||
| Address | Rowley Lane J I & N School, Rowley Lane, Lepton | HD8 0JD | |
| Telephone | 01484 222745 | ||
| andrea.haigh@rowleylane.co.uk | office@rowleylane.co.uk | head@rowleylane.co.uk | |
| Local Offer Web Page | csa.admin@kirklees.gov.uk | https://www.kirklees.gov.uk/beta/local-offer/the-local-offer.aspx | |
| School Age Range 3-11 | |||
| This information was last reviewed in | October 2020 | ||
If parents/carers are concerned about their child’s learning, emotional or physical progress and think they may have Special Educational Needs then the person they should speak to is their current class teacher or the SENCo (Special Educational Needs Coordinator), Mrs Andrea Haigh. There are also other opportunities to raise any concerns about their child: at parents’ evenings which happen three times a year, however we do have an open door policy and would encourage parents to talk to us as soon as possible. Miss Jenny Shore (Headteacher) is also available to discuss any concerns with you.
As a school we identify pupils with Special Educational Needs or Disability (SEND) through day to day school assessments, behaviour logs, provision mapping and through discussions with parents/carers as well as the child themselves. We also work with other specialist services such as Educational Psychologists, School Nurses, Speech and Language Therapists, Occupational Therapists, Physiotherapists and specialist provisions with the local authority.
Once concerns have been raised we will arrange a meeting with parents/carers and the relevant members of staff in school and from that if appropriate we will write an action plan in the form of an Additional Needs Plan (ANP) which will be reviewed termly. If it is felt necessary after reviewing the ANP we will involve specialist services for advice and a more detailed plan called a My Support Plan (MSP) may then be written.
Below you can find the answers to a range of questions. If you require any further information, please get in touch. If you are considering Rowley Lane and your child has additional needs, we would encourage you to make an appointment to look round and meet with the Head Teacher and/or SENCo.
How will you know if children or young people need help?
If parents/carers are concerned about their child’s learning, emotional or physical progress and think they may have Special Educational Needs then the person they should speak to is their current class teacher or the SENCo (Special Educational Needs Coordinator), Mrs Andrea Haigh. There are also other opportunities to raise any concerns about their child: at parents’ evenings which happen three times a year, however we do have an open door policy and would encourage parents to talk to us as soon as possible. Miss Jenny Shore (Headteacher) is also available to discuss any concerns with you. As a school we identify pupils with Special Educational Needs or Disability (SEND) through day to day school assessments, behaviour logs, provision mapping and through discussions with parents/carers as well as the child themselves. We also work with other specialist services such as Educational Psychologists, School Nurses, Speech and Language Therapists, Occupational Therapists, Physiotherapists and specialist provisions with the local authority. Once concerns have been raised we will arrange a meeting with parents/carers and the relevant members of staff in school and from that if appropriate we will write an action plan in the form of an Additional Needs Plan (ANP) which will be reviewed termly. If it is felt necessary after reviewing the ANP we will involve specialist services for advice and we may then write a more detailed plan called a My Support Plan.
How will you support my child with SEND?
We have a team of staff in school who work together to support children with SEND.
This team is coordinated and monitored by the SENCo, Mrs Andrea Haigh. The class teachers plan and monitor inclusive activities for children in the class. If your child is on an ANP or a MSP this will be overseen by the Class Teacher on a day to day basis, it will be reviewed termly through meetings with the SENCo, class teacher, sen support assistant and parents/carers. Depending on the child’s needs the plan may also have input from specialist services such as Educational Psychologists, School Nurses, Speech and Language, Occupational Therapy, Physiotherapists etc
Depending on the level of SEND your child has, will depend who will work with your child and how often. It will be a combination of the Class Teacher and Support Assistant working with your child in a small group or on a one to one basis if necessary. Where a child does have a particular SEN support assistant we will endeavour to keep this consistent throughout their time at school.
We regularly assess the effectiveness of the support for children with SEN through ANP and My Support Plan review meetings, termly learning assessments, meetings with parents/carers, class teacher, SENCo and specialist services as well as asking the child their feelings and views.
The SENCo also reports regularly to the Governing Body.
How will the Curriculum be matched to my child’s needs?
The curriculum will be adapted according to the child’s individual needs-personalised targets, working towards ANP and MSP targets, visual timetable, additional support and using specific recommended programmes are some of the adaptations we could make.
How do we keep you informed of your child’s progress and how can you support their development?
In line with the school’s open door policy parents/carers can ask for a meeting at any time in addition to the parents’ evenings each term and any other planned SEN meetings. These meetings are an opportunity for parents/carers to discuss their child’s progress, their successes and any concerns they may have. We can also talk about how you can support them at home.
If your child has an ANP or a MSP, review meetings are held every term where their individual targets are assessed, reviewed and new ones put in place.
Depending on the SEN need of the child, reading ages, comprehension ages and spelling ages are assessed each year or more frequently if needed and any interventions used are assessed both at the start and when they have been completed.
Some children with more complex needs may have a Statement of educational needs known as an Educational Health Care Plan (EHC Plan). In addition to the ANP and MSP meetings we will have annual reviews where all the agencies involved will be invited to discuss the child’s progress, achievements and concerns; from that meeting a long term plan is then put into place for the following year.
Through meetings, ANP’s, MSP's, parent evenings, SEN meetings, school website and homework parents/carers should have an insight into how the learning is planned for their child, feel involved in the planning of their child’s education and know how they can support their child outside of school.
How do we support transition to Rowley Lane?
If you would like your child to attend our school and you are already aware of their SEND, please arrange a visit to look round the school and ask to meet with the SENCo, Mrs Andrea Haigh at this time. If you decide that Rowley lane is the best place for your child, there will be opportunity to visit before they start, to meet with their class teacher, support assistant and SENCo to discuss any concerns they may have. Depending on the age of the child we may do a home visit or attend any meetings at the child’s pre-school setting.
What support will there be for my child’s overall wellbeing?
We provide a range of support to help children to integrate socially and emotionally in school. In the playground, as well as staff, we also have older children who are trained as Play Leaders and Befrienders. Where needs are identified trained staff provide social skills groups. The majority of staff are trained in basic first aid, there is also a number of staff who are First Aid at Work and Paediatric First Aid trained which is a recognised qualification. We work closely with the school nurse to ensure staff are trained on a needs basis according to children in school, such as epi pen training. If your child has a complex medical condition we ask that a medical care plan is provided by your Paediatrician and we will work closely with you and the school nurse to follow and monitor the plan. In school we have a positive behaviour policy for all and all staff in school have received training in attachment and trauma based appaoraches to ensure a consistent and therapeutic approach. Children who need additional behaviour support will be supported through individual positive behaviour reward charts, Behaviour Plans or in some cases working in partnership with external agencies such as the Educational Psychologist or the Pupil Referral Unit (PRU). School monitors attendance closely and we celebrate high attendance. Where a concern arises, we will contact you and work together to support you and your child. The child’s view is sought and taken into account throughout the whole process. We do this through discussion, written views and self-assessment.What specialist services and expertise are available at or accessed by the school?
All staff in school are Team Teach trained in de-escalation techniques for behaviour management. The majority of staff are trained in basic first aid, there is also a number of staff who are First Aid at Work and Paediatric First Aid trained which is a recognised qualification. Support staff have undertaken training on a needs basis such as speech and language courses and training in autism. We access other specialist services such as; Speech and Language Therapists (SALT), School Nurse service, Educational Psychologist, Child and Adult Mental Health Service (CAMHs), Children’s Emotional Wellbeing Service (CHEWS) Occupational Therapy, Physiotherapists, Hearing Impairment, Visual Impairment, Specialist Provisions based at other schools, Pupil Referral Unit, Hospital Consultants, Doctors, and Portex-this list is ever growing depending on the needs of children in school. Contact details for the specialist services are available through school or in regards to medical services through your GP.
How will my child be included in activities outside the classroom including school trips?
All pupils with SEN will be included in activities outside the classroom including school trips. We work with parents/carers and other specialists involved to risk assess activities and put in place any reasonable adjustments/support needed.
How Accessible is Rowley Lane?
We have full disabled access on a single level site. We have one disabled toilet and changing table. We have three disabled parking spaces. For children with hearing impairment and visual impairment we liaise with the appropriate service and implement any advice given.
How will you prepare and support my child to join the school and how will you support them to move on to the next stage of education?
When a child with SEN is getting ready to move on to their next phase of education we will meet with parents/carers and in the case of a child with an EHC plan with any other agencies involved and discuss a plan of transition which will be individual to that child. It may include additional transition visits to their new school, transition booklets, meetings with the new teacher and SENCo from the school, additional transition work at their current school etc.When they move to their new setting we will ensure that all information is passed on to the new setting so that they are able to put appropriate plans in place for your child.
How are your resources allocated and matched to children’s special educational needs?
The majority of the Special Educational Needs budget is used for additional support staff. A proportion is allocated towards buying SEN resources and teaching material.
How are your resources allocated and matched to children’s special educational needs?
Decisions about the type and amount of support a child with SEN receives is decided by all agencies involved including parents/carers and the child. The decision making process may include assessments both by school and external agencies, the views of parents/carers and the child and through discussions in meetings/reviews. The type and amount of support may also be subject to availability of funding and access to external support and resources.
How are parents/carers involved in your school?
The most important way that parents/carers can be involved in the decision making and day to day school life of their child is through good communication which can be achieved and maintained in a variety of ways such as; open door policy, home school book, meetings, e-mail, telephone calls etc.
Who can I contact for further information?
The first point of contact in school is the child’s class teacher or SENCo, Mrs Andrea Haigh. If you are considering whether to send your child to the school please contact the school office or Head teacher. Other support services which may help and provide advice are: parent partnership, health visitors, sure start centres, social services, school nurse.
Kirklees ask that all children and young people with additional needs register with them. This does not automatically happen, even if your child has an EHCP, you still need to register separately. In doing so, you will help the council access much needed funding to provide better support systems. Clicking on the image above will take you to the online register. If you cannot access this, please ask in school and we can support you with registering. Thank you.
