Bankside Universal Offer of Special Educational Needs
Bankside Universal Offer of Special Educational Needs
Bankside Primary School has an inclusive ethos and works in partnership with families and other agencies to provide the best possible educational outcomes. We have high expectations of all our children and put support in place at the earliest possible stage where needed. Bankside is committed to early intervention and the Early Support principles; see the link – (www.gov.uk/help-for-disabled-child/early-support-prgramme)
All SEN provision is overseen and managed by the Senior Leadership Team in school and is co-ordinated by the SENCO. The SLT monitor, review and evaluate all SEN provision on a regular basis throughout the year and report to the school governing body on how individual needs are met and how SEN funding (£6,000+) is being spent. Funding may for example be spent on additional services such as; a private Speech and Language Therapist, a Family Support Worker, School Nurse, Emotional Wellbeing and Family Leader for children and families who need this additional support. There is also a Teacher of the Deaf, Communication Support Workers and a Deaf Instructor on the school team. We have employed staff with specific skills to meet individual children’s needs and provide them with 1-1 support to access the curriculum and also to assist developing their children’s independence.
All our children are treated as individuals and the class teacher, alongside other support staff, plan an appropriately differentiated curriculum for children with additional needs to ensure high quality teaching and learning with effective support and resource. Clear plans are put in place and reviewed regularly. Key assessments are then made to ensure children are on track to meet targets, new targets are set if necessary. Progress and plans are regularly reviewed and evaluated to inform next steps.
Parent/ Carers are vital partners in their child’s journey throughout school, so therefore they are invited to be part of review meetings of their child’s progress. These may be done in parent’s evenings or in addition to. Where children have more complex needs parents will be invited to annual reviews which may involve other professionals. For children in Nursery these reviews are held each term. Parents can request a meeting with the SENCO when they want one.
An appropriate and accessible environment is provided within the schools means and confines of the building and is adapted where possible. The school building is fully accessible for wheelchair users with a lift in the building and ramps where needed. There is a disabled toilet on each floor and a first aid room. There is a care suite on the top floor. Accessibility is considered with all building alterations.
Many staff in school have had specific training and worked alongside other professionals to develop their skills when working with children with Special Educational Needs. We have a school Nurse who works for school 3 days a week. We have staff trained by our Chatter-bug Speech and Language Therapist to deliver a variety of programs to help children with speech language and communication needs. Some staff also have specific skills in Autism, Multi-Sensory Teaching, Braille and Moon, Deaf and Hearing Impaired. High priority is given to the emotional and social wellbeing of our children and we offer Nurture Groups and 1-1 support for children who may benefit. Within the CHESS cluster we can access support from various services through AIP (Area Inclusion Partnerships) Guidance and Support meetings or direct referral. The following services in our cluster are; NEST family, which is a provision that has access to support practitioners offering play therapy, counselling, a domestic violence worker and a TAMHs/ CAMHs professional. We also have access to NEST Space where children with emotional and social issues can attend for short periods of time (6+ weeks). Outreach workers from NEST Space also support and run groups with pupils at school that have social emotional and mental health issues. We also have a partnership with BARCA.
Support is sought from other agencies where necessary. We engage with CAMHS Child Development Centre, Occupational Health Service, Physiotherapy Service, Speech and Language Therapy Service and Social Care Team. We also have links with Local Authority services such as School Improvement, Educational Psychologists, Parent Partnership and Complex Needs Team.
The following school policies available on the website support our Universal offer:
SEN Policy, Behaviour Learning Policy, Safeguarding/Child Protection, Equalities, Teaching and Learning Policy, Care and Control Policy.
The Inclusion and Family Team consist of the following members who are contactable on; Tel 0113 3368383
Simone Walton- AHT Targeted Intervention Leader/ SENCO
Annie Pearson- Emotional Wellbeing and Family Leader.
Shuhana Hussain – Deputy Family Support Lead
Cathy Ashton – School Nurse.
The SEN Governor for the school is Rebekah Besford
Frequently Asked Questions
What do I do if I think my child may have special needs?
Parents should contact the SENCO Simone Walton on 0113 3368383. A meeting will be arranged in school which may involve other professionals if necessary.
How will the school support my child?
Appropriate provision will be put in place for your child depending on what their need is. The progress of the provision will be discussed regularly with you and reviewed regularly by the class teacher. Support and advice is available from the SENCO.
How will I know how well my child is doing and how will you help me support my child learning?
At parents evenings there will be opportunities for parents/carers to discuss their child’s progress and the SENCO is always available on these evenings for further discussion and to support parents and carers with any further concerns they may have, especially around supporting children further at home.
What support will there be for my child’s overall wellbeing?
At Bankside we pride ourselves on having a caring and supportive ethos and a high skilled Inclusion and Family Support team. All support put in place is based around identifies needs. This can be done through multi-agency meeting or CAF. CAF (Common Assessment Framework) is form of support through multi-agency meetings. We have 3 members of staff that are CAF trained. We run Nurture Groups in different year groups. Children with more complex needs are part of social groups within school where they take part in cooking, games and other activities.
What specialist services and expertise are available or accessed by the school?
Parents are encouraged to access expertise and services via the SENCO Simone Walton. It may be a referral to targeted cluster support such as counselling, TAMHS, play therapy, Family Support. It may be a referral to Complex Needs Team, Speech and Language Therapy, STARS team (Autism), Educational Psychology. We recognise the importance of early diagnosis and intervention and have close links with the Early Years Team who are able to support children and parents in our Nursery. We have a school nurse on site that is available to train staff when children have medical issues and can link with many other support agencies.
What training have the staff Supporting children with SEN having/had?
All Early Years staff have had Early Years Autism training level 1. SENCO has had level 3 Autism Awareness training. Some staff have had level 2 training. Staff working with specific children have had the following training; speech and language, picture exchange card (PECs), intensive interaction, multi-sensory, deaf and hearing impaired, BSL, Makaton, Phonics, Every Child a Reader. The teaching staff have had Dyslexia awareness training. Support staff have had precision teaching training.
How will my child be included in activities outside the classroom?
At Bankside we aim for our children to be fully inclusive and to access all activities and trips enjoyed by their peers. Parents/Carers may be involved in planning of activities to ensure safety and inclusion wherever possible. Most children with Complex Needs will attract additional funding and this will be used where possible to employ staff 1-1 to promote independence, but also support with inclusion at all times.
How accessible is the school?
The school has lift and ramps where they are needed. There are disabled toilets on both floors of the building. There is a purpose built first aid room. Children who need additional specific equipment and facilities will have their needs met to the best of our ability sometimes through an application of additional funding.
How are the school resources allocated and matched to the children’s SEN needs?
The school is funded on a national formula per pupil. Blocks of £6,000 are allocated depending on the number of children who meet the criteria and who are on the schools inclusion register. The school can apply for a top-up, based on strict criteria, if it is felt that a child’s needs are above that which can be provided through the £6,000 block. The school uses the additional funds to put appropriate support in place to meet the specific needs of a child. This may take the form of a key worker to support the child to access a personalised timetable, develop independence and access all areas of the curriculum.
How are parents involved in the school and how can I be involved?
The Governing Body have the correct amount of parent governors to act as a link between the school and all parents. Parents are invited to Bankside Parent Council. This meets every half term. Parents are kept informed about teaching and other events through regular newsletters, text messages, open evenings and open days. The school holds. Parents are invited into the school for regular information sessions, weekly sharing assemblies, other celebration assemblies and various performances and concerts throughout the year.
How will the school help children and young people transfer to the next phase of education?
At Bankside we engage with families’ pre – birth through our Bankside from Birth project. The project enables pregnant mothers and families to engage with services and support as early as possible and is run by a member of our Early Years staff. We run weekly play sessions at school for pre nursery children and their families to become familiar with school and the staff. Transition visits, parents meetings and staggered entry allow a smooth transition into Early Years and Reception Class. Transition to high school is co-ordinated by the Year 6 Transition Leader in School. In addition to usual transition arrangement where necessary children with SEN will receive more transition time and support.
Who can I contact for further information?
Applying for a place – The School Office.
I wish to discuss something about my child – The class teacher
I want information about other support services – Simone Walton (SENCO) Annie Pearson (Emotional Wellbeing and Family leader) Shuhana Hussain (Deputy Family Support Lead) Cathy Ashton (School Nurse)
I want information about the local authority’s local offer? Simone Walton/ SENCO
Click the link for more information about the progress and attainment of our SEN children.