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SEND


Special Educational Needs (SEN) Information Report

 

Old Hall Drive is an inclusive school where we aim to provide a rich, varied, high quality curriculum tailored to the needs of every child, including those with special educational needs. Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children may have special educational needs either throughout, or at any time during their school career.

 

Our school local offer gives details of the support that parents and carers can expect to receive for their children at Old Hall Drive School.

 

 

Teaching and Learning

 

At Old Hall Drive, the class teacher has the responsibility for meeting the needs of all the children in the class, including children with special educational needs, through Quality First Teaching and differentiated activities. To support children in their learning, appropriate resources are provided and these can include the use of visuals, concrete objects and ICT.

 

In class, teaching assistants are used to support learning and to develop independent learning skills by providing additional support to groups identified by the class teacher. In addition, teaching assistants are used to deliver specific interventions on a 1:1 or small group basis. Teaching assistants within the school have undergone training to ensure that they have the skills required to provide learning opportunities for all children. In addition, individual teaching assistants have undergone training in specific interventions to make sure that they are well equipped in providing the targeted support enabling children to make progress.

 

If staff have a concern about a particular child, concerns can be raised throughout the school year through contact with a member of the SEN team. In addition, phase pupil progress meetings are held half termly and allow opportunities for teachers to discuss any concerns regarding a particular child. Depending on the nature of the concern, assessments are then completed by school staff, or if appropriate, by an outside agency. Once the assessment has been completed, staff are supported by the SEN team, in setting individual targets for children and progress towards these targets is reviewed regularly.

 

School follow statutory guidance with regards to making reasonable adjustments under the Disability Discrimination Act. In addition, children are supported in tests and SATs as appropriate. This support can include reading key words and phrases in Maths questions, additional time being applied for, enlarging texts or provision of quiet places and small group supervision when sitting the test.

 

 

 Review Meetings

 

The progress of all children with special educational needs is reviewed at termly meetings to ensure the appropriateness of the support in place. Parents are invited to these meetings as it is important that their views on the best ways to support their child in school are taken into account. Progress towards individual targets is assessed and new targets set. Any advice given by outside agencies such as an Educational Psychologist or Speech and Language Therapist is used when setting individual targets for children. In addition, progress during specific, timed interventions is also monitored to determine the effectiveness of the provision in place.

 

Local Authority guidance is used when reviewing the provision for children with Statements of Special Educational Needs or Education, Health and Care Plans. A review meeting is arranged with the parents being invited to attend as well as any other agencies involved in supporting the child. At this meeting the child’s progress towards individual targets is discussed and new targets set. Review meetings take place at least once a year and can be held more frequently if this is deemed appropriate.

 

Keeping Children Safe

 

The school environment is reviewed regularly to ensure that all children, including those with special educational needs, remain safe not only on the school grounds but also on off-site visits. Risk assessments are completed for all off site visits and these are completed by the class teacher. These assessments are then checked by the lead teacher and countersigned by the Head teacher and a school governor. If a child has additional needs and an individual risk assessment is required, this will also be completed by the class teacher. Appropriate staffing ratios are often exceeded to ensure the safety of all children when off-site. On site risk assessments are also completed if deemed appropriate.

 

At the start of the school day, the school gates are opened at 8:35 am and children line up in their class groups at 8:40 am when all class teachers are available to greet parents and children. Children then walk to their class supervised by their class teacher. Members of the pastoral team are also available on the playground until 9.15 am to ensure that children who arrive late are able to enter the building and go to class. At 9.15 am the school gates are closed and access to the school grounds can only be made through contact with the school office. This continues until the end of the school day.

 

Playtimes at school are staggered to ensure that there is sufficient space for children on the playground. At playtime, at least one teacher will be on duty and has responsibility for the children. In addition, teaching assistants are also available to supervise particular areas of the playground, such as football pitches or the climbing frame and to deal with medical issues. At Lunchtimes, children are supervised by Lunchtime Organisers and training has been provided to enable staff to encourage the pupils to play together and to use equipment appropriately. Staff having a school dinner eat in the dining area with the children to model good table manners and converse with the children.

 

At the end of the school day, children walk to a designated area and wait with the class teacher until they have been collected by parents. Children who have not been collected 15 minutes after the end of the school day are taken back into school and record is maintained. Children then wait with an allocated member of staff.

 

If a child is absent from school and a message has not been received, a phone call is made or a text sent home. In some circumstances a home visit is made.

 

PE lessons are led by a teacher. If an outside agency is leading an activity, a teacher or teaching assistant will also provide support.

 

The schools behaviour policy and anti-bullying policy is available for parents on the school website.

 

 

Health

 

School liaise with outside agencies to ensure the health needs of all children are met. These agencies may include: the school nurse, CAMHS, NHS Speech and Language therapists and paediatricians. Outreach support is sought from Grange and Lancasterian to support children with additional needs.

 

School commissions a Speech and Language therapist to work with identified children.

 

Prescribed medication can be administered in school by a named member of staff after completion of the necessary paperwork and training, if necessary, in line with the school policy. A Care Plan would be completed if medication was prescribed on a long term basis. This care plan would be completed in consultation with parents and would be shared with appropriate members of staff.

 

Most Teaching Assistants and Lunchtime Organisers are Paediatric First Aid trained and a rolling programme of training is in place to ensure training is up to date. In the case of a medical emergency, 999 is called and parents informed immediately.

 

School also provides therapeutic services to support in the emotional well being of pupils. Support sessions available to pupils in school include:

 

  • Thinc room sessions

 

  • Art Therapy

 

  • Kiwi Club

 

 

Communication with Parents

 

If a parent or carer has a concern regarding the provision made by the school for a child with special educational needs, contact can be made to Amanda Hatton, who leads Inclusion within the school or Valerie Byrne who is the Special Educational Needs Co-ordinator through the school office.

 

Staff, including members of the Senior Leadership Team and Pastoral Team, are available at the start and end of the school day to speak to parents informally. If required, appointments can be arranged with individual members of staff by speaking directly to that member of staff at the start of the day or by contacting the school office. If parents have any concerns regarding their child, they should initially talk to their child’s class teacher or contact a member of the Pastoral Team or Inclusion Team. A staff list is available in the school foyer that lists the roles of staff within school and this information is also available on the school website.

 

Parents are informed of the progress that their child is making through termly reports; reports on a child’s attendance and punctuality are sent home half termly. In addition, information is shared through parent’s evenings twice a year. Additional meetings are also held for children with identified special educational needs to review individual targets and to set new targets.

 

Opportunities are available for parents to give feedback to school on each termly report and parents’ views are taken into account. In addition, questionnaires have been requested at different times asking parents to give their views on different topics.

 

School also have a number of Parent Governors who can share views at Governor’s meetings.

 

 

Working together

 

At Old Hall Drive, we ensure that there are opportunities for parents to take part in school life.  School hold a number of themed activities which parents are encouraged to attend with their child and take part in an activity. In addition, parents are encouraged to attend class and reward assemblies and other school celebrations. School have a number of Parent Governors and nomination forms are circulated whenever a vacancy arises. School also holds a Volunteer Fayre which encourages parents back into the workplace through working in school with an assigned mentor. This can involve supporting staff in the classroom or work on other projects such as office or maintenance work. 

 

If a parent would like a place in a nursery class, contact should be made directly to the school. All other school places at Old Hall Drive are allocated through the local authority and initial contact should be made with them. Once a place is allocated, an admissions meeting is arranged with parents and a home/school contract which gives details of responsibilities and expectations is explained. Parents have the opportunity to discuss any additional needs that their child may have at this meeting.

 

Pupils are also encouraged to give their views. Pupil voice meetings are held to gain views and the PASS survey completed by pupils in Key Stage 2. We have a school council which consists of at least one member from each class from Year 2 upwards and who have been voted for by members of the class. Class council meetings are held weekly to gain pupil’s views on different topics and this information is fed back to the school council by the class member at the next school council meeting. School council members have contributed to different decisions within the school, such as choice of school dinners and have spoken to the schools local Member of Parliament about the school building.


School also has a SEN Governor who supports the SEN Team and makes sure that the school makes the necessary provision for every pupil with SEN. If a parent has a complaint about the provision for their child, details of the complaints procedure is available in the school office and should be followed.

 

 

What help and support is available for the Family?

 

School have a Pastoral Team who can offer support and advice to parents. Members of the Pastoral Team are present on the playground at the start and end of the school day. The team can also be contacted by phone or through other members of staff.

 

The support provided can take different forms. Individual help completing forms can be given, for example applications for bus passes. Parents can be supported in accessing training such as Adult Literacy, Numeracy and ICT courses. The Webster Stratton Parenting Course which equips parents with positive parenting strategies can also be accessed through the Pastoral Team.

 

For information about Manchester‘s Special Educational Needs and Disabilities (SEND) Local Offer visit www.manchester.gov.uk/sendlocaloffer . Here you will find out more about:

 

  • Education and work
  • Health
  • Independent Living
  • Law and your rights
  • Money
  • Places to Go
  • Travel and Transport
  • Where to Get Help
  • Parent Support Groups
  • Short Breaks
  • Things to do

 

 

Transition to High School

 

Transition meetings are held with staff from local High Schools to ensure that information regarding individual children is shared. Children also have the opportunity to visit their High School during the summer term

 

Additional meetings can be arranged for children with special educational needs if necessary.

 

 

Extra-Curricular Activities

 

School have a daily breakfast club from 8:00am where all children can have breakfast and then take part in different activities before the start of the school day. There is a small charge for this club.

 

School provides a number of after school clubs at different times during the school year for different age groups from Reception age to Year 6. These additional clubs are provided by outside agencies. All children, including children with special educational needs, in the targeted age range are able to attend clubs. However, as some clubs may be oversubscribed, children can be limited to attending one club per term to ensure that all children have the opportunity to attend at least one club.

 

In addition to this, teaching assistants run lunch time clubs to provide children with a wide variety of activities at lunch time. Children can choose from activities such as Coding, Art, Mathletics, Library Club and Games. Different activities are run for all children from Year 1 to Year 6, and activities are changed regularly to match the children’s interests.

 

During all school activities, including extra-curricular activities, children are encouraged to consider our school acronyms: RESPECT (Resilience, Empathy, Self – Awareness, Perseverance, Excellence, Communication and Team Work) and TEAM (Together Everyone Achieves More). Children also have the opportunity to work in mixed ability groups with different children to enable the children to develop cooperative learning skills.

 

If you have any further questions regarding your child’s special educational needs, please contact school.

 

Old Hall Drive Academy,

Old Hall Drive,

Gorton,

Manchester,

M18 7FU

 

0161 – 223 - 2805

 


 
 
Contact

Old Hall Drive Academy

Old Hall Drive

Gorton

M18 7FU


Tel: 0161 223 2805
Fax:
Email: admin@oldhalldrive.manchester.sch.uk

 
 
 
© 2014 - Primary School