School/
Academy Name and Address / Spring Hill C.P. School
Exchange Street
Accrington
Lancs
BB5 0JD / Telephone
Number / 01254 399009
Website
Address /
Does the school specialise in meeting the needs ofchildren with a particular type of SEN? / No / Yes / If yes, please give details:
  • Visual Impairment / Braille expertise
  • Hearing impairment / digital radio aids
  • Down Syndrome
  • Complex Special needs
  • Speech & Language
  • Physical / medical needs
  • Behaviour

Yes
What age range of pupils does the school cater for? / Spring Hill caters for pupils from the age of 4 years to 11 years
Name and contact details of your school’s SENCO / Mrs J Trickett, Inclusion Leader
Telephone 01254 399009

.

Name of Person/Job Title / Mrs Janice Trickett
Inclusion Leader
Contact telephone number / 01254 399009 / Email /

I confirm that our Local Offer has now been published on the school website

Please give the URL for the direct link to your school’s Local Offer / offer.php
Name / Janice Trickett /

Date

/ 23.05.14
Accessibility and Inclusion
What the school provides
‘The school is a happy community, where learning and good behaviour are valued, and where pupils, whatever their abilities or needs, are made to feel welcome.’
‘Disabled pupils and those with special educational needs, some of which are very complex, make good progress from their individual starting points. Their needs are assessed promptly and they receive additional 1:1 support or special programmes and equipment that they need.’
Ofsted 8th – 9th May 2014
Spring Hill Community Primary school was opened 10 years ago in April 2004. It is purpose built and incorporates many safety features that provide access for all users. Therefore it is fully accessible to wheelchair users. There are 2 accessible parking spaces which are positioned next to the ramp which leads to the main entrance and the outside classroom doors. The skirting boards are colour contrasted to the walls for visibility. There are no internal steps. There are yellow lines on the steps outside. All the classrooms are carpeted which is beneficial for HI pupils. There is also a loop system in the school hall. An environmental audit is undertaken at least once a year to identify and address any potential hazards. There is a medical room with walk in shower, changing bed and accessible toilet. In addition, there are 3 further accessible toilets spread across the key stage. All light switches in the corridors are at wheelchair height. Outside paved areas include tactile safety paving to denote walkways and change in depth.
  • Information is given to parents in a number of ways. There is a fortnightly newsletter which is sent home. In addition, information is displayed on the school’s website. Information, especially of an urgent nature is often sent via text to parents. We can provide information using larger font sizes if requested. Information can be accessed in Urdu if required. For parents who are unable to read English, or any other language, bi lingual assistants are able to translate. For parents of children with special needs the SENCO is available to read letters from other agencies and help to make appointments and read through any relevant documentation. All signs in school are displayed in English and Braille.
  • The Learning mentor, in addition to working with children, works with families to improve outcomes for children
  • Symbols and pictures are displayed in classrooms and throughout the school to support learning. We work closely with occupational therapists to ensure that those who need it have access to the correct equipment such as specialist chairs, angle boards or rollator frames. Regular visits ensure that the equipment is monitored so they can be adjusted for growth.
  • Extensive use is made of new technologies. School is well resourced with PC’s, i pads, laptops and Nintendo’s to personalise learning.

Teaching and Learning
What the school provides
‘The support provided by highly skilled and dedicated teaching assistants makes a strong contribution to pupils’ learning in lessons.’
Ofsted 8th – 9th May 2014
  • When school is informed that a child with special needs is going to join the school, meetings are held to ensure that good provision, training and support systems are in place prior to the child starting. All children are assessed for a baseline when they start school. If a teacher feels that a child is not making the expected progress, discussions take place and advice is sought from the SENCO. Interventions are discussed and if appropriate the child is placed on an intervention which is assessed pre and post to evaluate impact. If progress is still less than expected, an alternative group or 1:1 intervention may be implemented. If this is less successful than anticipated, 1:1 TA support is allocated. This allows for 1:1 support to work with the child in class and also to do 1:1 work on targets or a speech and language programme. If the child has complex learning / medical / social or communication needs and progress is still not being made, school will request support from outside agencies such as IDSS, Educational Psychologist, Speech and Language, occupational therapy, medical services or a combination. A CAF assessment may be completed and a request for statutory assessment for an EHC plan submitted.
  • All lessons are differentiated to match pupils’ needs in order for them to make progress. If further support is required for them to make progress then other strategies will be applied.
  • Pupils with special needs may be given from 1 hour up to 30 hours TA support depending on the complexity of need. For example 1 hour per week would be to carry out a speech and language programme, 20 minutes for 3 times per week.
  • Support from outside agencies include, IDSS, EP Service, speech and language, occupational therapists, physiotherapists, the school nurses. The local children’s centres.
  • Each year the staff who will be teaching pupils with low incidence special needs or disability will receive awareness training to ensure the best possible provision is in place. Training is given to staff as required, either in school or externally depending upon the need. The TA’s work closely with the visiting professionals and follow advice given.
  • The staff specialisms and expertise are as follows:
  • Full time SEN Specialist Teacher for children with learning needs
  • Team of Teaching assistants who are highly trained and experienced in working with children with special needs
  • Specialist Teaching Assistant (TA) level 3 who specialises in supporting pupils with visual impairment and can use Braille 1 and Braille 2. The TA also has the expertise in managing all associated technology and equipment required to support a blind child or a child with visual difficulties
  • 2 x TA’s who specialise in supporting children with hearing needs and have expertise in managing hearing aids and radio aids
  • TA’s who have received training and have experience in delivering speech and language programmes in school
  • TA’s who have received training and have experience in supporting pupils with physical disabilities
  • TAs who have received training and have experience in supporting pupils with complex learning and medical needs and have links with the local Specialist school
  • Teaching staff and TA’s who have received training and have experience of working with a pupil with Down Syndrome
  • TA’s who have received training and have experience of children with social, emotional and mental health issues`
  • TA’s who have received training and have experience in working with pupils within the autistic spectrum disorder.
  • Pupils with statements / EHC plans or other qualifying special needs are given additional time to complete their SATs tests. Special rooms are available.
  • SEN support is offered in a variety of forms. The needs of the child are assessed, and then the support could be in the form of a group intervention, an individual intervention, a speech and language programme, a motor skills programme or a physiotherapy programme. 1:1 support is offered from 1 hour a week up to 30 hours a week. If progress is made the needs are re-assessed and support may be reduced or increased. Outside agencies may be involved if progress is not being made and additional resources may be bought in to support progress.

Reviewing and Evaluating Outcomes
What the school provides
  • Each child with a statement or EHC Plan has at least one annual review per year. Both school and the parents have a right to request an additional review. This reviews progress in all aspects of the child’s development.
  • Pupils under the age of 5 years have a review every six months until the age of 5 years.
  • The local authority representative (SENDO) is invited to the year 5 annual review to discuss options for the Key stage 3 placement.
  • The SENCO from the chosen high school is invited to the year 6 annual review, (or if necessary the year 5 review) so that additional visits or arrangements can be made to ensure a smooth transition.
  • Spring Hill School has high expectations for all pupils. The progress of pupils with SEN/D is tracked in the same way as all pupils and targets are set from their personal starting point. Progress is then monitored to ensure they are on track for expected progress and attainment. For those children working below National Curriculum levels the Transition matrices are used to inform of expected levels.
  • School tracking systems are analysed termly to review progress of SEN pupils in comparison with non-SEN pupils. If progress is not being made additional interventions may be implemented. These pupils are also discussed at termly pupil progress meetings with the HT and DHT.
  • In addition to academic progress the school also monitors the pupils with SEN/D in terms of inclusion. The number of SEN/D pupils attending clubs, sports teams, being part of the school council, participation in class productions and educational visits. This information is recorded and monitored. All activities are fully inclusive and any barriers to access are addressed and removed. No educational visit is undertaken unless it is fully inclusive.

Keeping Children Safe
What the school provides
  • Before any out of school visit is undertaken a comprehensive risk assessment is completed by the team organising the visit. The needs of SEN/D pupils, if applicable, are also assessed. For example if a child needs medication during the trip or transport, then this is included in the documentation and parental signatures are obtained.
  • Children with special needs who receive 1:1 support in class are given 1:1 support on educational visits. The Teaching Assistant then only has responsibility for that child and is not included in the teacher pupil ratios for the groups. If the child requires a wheelchair it is taken on the trip. Written consent for the administration of medication is obtained from parents; the Care Plan accompanies the child and is followed. In lessons such as PE, Art, or practical subjects, 1:1 support is provided if required.
  • Risk assessments for sporting activities such as swimming are also completed and in water support provided if necessary.
  • When necessary, arrangements are made for a child to be dropped off early to avoid the rush and the same at the end of the day. Sometimes an alternative entry into school is used if required, e.g. the front reception.
  • The accessible car parking spaces may be used for pick-ups and drop offs for pupils with mobility needs. They are positioned next to the ramped slope.
  • To ensure the safety of younger pupils with special needs, additional 1:1 support is in place when required and also a high visibility jacket is used to ensure that they can be easily spotted in a crowd. Children who need additional support at break and lunch times receive this in which ever Key stage they are in.
  • School takes incidents of bullying very seriously and any incidents of bullying are dealt with immediately. Fortunately it is a rare occurrence. There is an anti-bullying week each year to highlight what bullying is and how to deal with it. The anti-bullying policy can be found on the school’s website – Alternatively parents can request a hard copy at the school office.
  • In case of an emergency, plans with procedures for children with special needs, for example, in the case of a fire.

Health (including Emotional Health and Wellbeing)
What the school provides
  • All medication comes to school in its original packaging and staff will only administer what it says on the prescription. There is a designated member who oversees this and periodically checks to ensure that all medication and inhalers are not out of the use by date. The medication is kept under lock and key in the school office, along with a copy of the medical care plan and a photograph of the child.
  • The medical care plan is completed with school and the parents and the school nurse if necessary. It is then signed with a copy kept by the Inclusion Leader, the class teacher, the parents and the school office.
  • When necessary, such as the administration of insulin the relevant staff are given training by a qualified medical practitioner in school.
  • If a pupil has a medical condition that requires a direct access telephone number to the local hospital it is highlighted on the medical care plan. The access number is rung then parents are contacted. If a medical emergency occurs school will telephone 999 and then contact parents immediately. If no contact can be made school will accompany the child to the hospital and remain until parents are located.
  • In order to ensure that each child obtains the best provision if a new pupil enters school and staff need training, then outside services will be sought who can deliver training and support. The training may be provided by educational or health services.
  • There is a weekly nurse drop in for parents at 2.30pm each Thursday. Speech and language therapists deliver programmes and assess pupils in school. Physiotherapists also deliver training and assessments for pupils in school.

Communication with Parents
What the school provides
  • There is a list of staff on the school website which clearly displays staff roles in school. If a parent does not have access to the website they can ask the class teacher who would advise the Inclusion Leader and arrange a meeting with the parent to discuss future steps.
  • School has an open door policy and parents do not need to make an appointment to see the Head Teacher or Deputy or the Inclusion Leader. Class teachers will always speak to parents before or after school. The school has been designed to accommodate this. An interpreter will be arranged if required.
  • Feedback on progress is delivered in a variety of ways – informal, school reports, parents’ evenings, annual reviews. Parents are invited to become involved in their children’s education by attending workshops, class assemblies and other curriculum related themes.
  • Parents can give feedback to schools by returning the slips on the school reports, verbally at parents’ evenings, written feedback on the annual review advices, or via the Ofsted website, follow the link to Parent View –
  • School gives text reminders, advice and information to parents via Text 2 Parents.

Working Together
What the school provides
  • The school Council has been running for a number of years. Each class elects its own representatives who the pass on the views of the class following discussions.
  • As already stated there is an open door policy and if parents wish to speak about any aspect of their child’s education the Head Teacher will see them if she is available.
  • There are two parent governors at Spring Hill School.
  • The school is committed to working with outside agencies for the good of the children and their families. The school nurse is a regular visitor in school and attends TAF meetings. The school works closely and co-operatively with Children’s Social Care and where possible the Child in Need meetings, care planning meetings, and TAF meetings are hosted in school.
  • Home School agreements are completed each year. It outlines what parents, carers and children can reasonably expect from school and what school can reasonably expect from parents, carers and pupils. All pupils are given the same consideration.
  • School works very closely with Fairfield Children’s Centre to provide support to children and their families.

What help and support is available for the family?
What the school provides
  • School is committed to working with the families who need support. This is provided in a number of ways.
  • The school office staff are available to give support for new intake on line applications and support for obtaining free school meals.
  • The inclusion Leader gives support with accessing / making appointments or meetings with the medical profession.
  • Support is given to families trying to access benefits or Disability Living Allowance.
  • Support is also accessed from housing services, etc. via TAF meetings.
  • There is a leaflet board with information advice and guidance on topics such as holiday activities, local sports centre classes, libraries, advice to struggling families (Parentline), and health concerns such as treating headline. If parents needed support to access this, school would give the necessary support.

Transition to Secondary School
  • School works closely with the local secondary schools to ensure a smooth transition for all pupils.
  • When a pupil has special needs often additional arrangements will be made with the high school. Discussions with the SENCO ensure that appropriate support and resources are in place for the start of term. Additional taster days are arranged if required. Risk assessments and environmental audits are carried out prior to starting the new school.

Extra Curricular Activities
What the school provides
  • There is an after school club which runs each day until 6.pm. the cost is £10 per session. In some circumstances school will fund attendance at this club. Activities such as Art and Crafts and sports are offered.
  • There is a lunch time choir twice a week.
  • Many after school activities take place. These include Reading, Tennis, Cricket, Running, Football, Dance, Agility and Quickness Clubs. These clubs are run by qualified sports coaches and they are free of charge.
  • Each morning from 8.00am there is a computer and Nintendo DS club. There is a sports club for Year 2 once per week. These clubs are also free of charge.
  • All clubs are inclusive and if a child with SEN/D wishes to participate additional support is put in place if required.
  • There is a buddy system in place which is run by the Learning Mentor and Year 6 pupils. They ensure that the Key stage 1 pupils are engaged in play and teach them games. For some children who struggle to make friends there are social skills groups for identified children. This teaches the skills necessary to sustain friendships. These are run by the Learning Mentor. The Learning Mentor also delivers whole class Circle Times to address social skills.
  • When a new child starts school they are allocated a buddy to help them through the first few weeks. They also receive a Welcome to our School certificate in assembly.

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