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SEN Information

SEND Local Offer

Warrington Local Offer – Warrington Borough Council want to ensure that all people, including those with Special Educational Needs and Disabilities, between the age of 0 and 25 receive the best outcomes possible. To do this Warrington want all of the information about facilities, offers and opportunities for people with SEND to be all in one place. Click the link below to look at the website to find out more.

Warrington Offer

SEND Offer at Locking Stumps Community Primary School

At Locking Stumps we strive to support all children to help them achieve at school. In order to do this, may steps are taken to help them on their learning journey. Quality teaching is vital; however for some children there may be occasions when additional support is needed to help them achieve their targets.

Below is a document outlining the programme that we offer to children with Special Educational Needs. Please click the link below or at the bottom of this page to view the programme.

SEND Programme – Locking Stumps Community Primary School

 

Admission Arrangements for children with SEND

Admissions to school are in line with Warrington Local Authority admissions procedures for community schools. Click here to see the admission’s page. 

Equal opportunities for ALL pupils

  • We pledge to respect the equal human rights of all our pupils and to educate them about equality.
  • We will also respect the equal rights of our staff and other members of the school community.
  • In particular, we will comply with relevant legislation and implement school plans in relation to race equality, disability equality and gender equality.

More information about our Equality Polciy can be found here (including information about disabled access and facilities)

Locking Stumps SEN Information Report

This information report is written for parents / carers who have children at Locking Stumps Community Primary School, or who may be considering their children attending the school.  It explains how we identify and support children with special educational needs at our school.  More detailed information can be found in our school SEN Policy that is also available on this website.  If you would like to discuss any of the information included in this report, or in the school SEN Policy, or if you have any further questions, please contact Jane Evans (Headteacher) or Hannah Woodward (Special Educational Needs Coordinator) via the school office.

Which special educational needs can the school provide for?

At Locking Stumps Primary School, with the support of outside agencies providing specialist advice when required, we aim to meet the needs of all children who enter our school.  We are currently providing for children who have special educational needs arising from dyslexia, cognition and learning, speech and language, autism spectrum, attention and hyperactivity, dyspraxia, sensory processing and specific medical conditions.

 

If my child has, or develops, a special educational need how will it be identified?

The first member of staff to recognise that your child may have a special educational need is usually your child’s class teacher.  Teaching staff receive regular training on the identification of specific needs. They use this information, together with continual assessment of your child’s rates and patterns of progress, plus any information provided by yourselves, to identify any concerns that may arise.  Should your child’s class teacher become concerned about your child in any way, they will speak to you and the school’s Special Educational Needs Coordinator (SENCo).

 

How will the school meet my child’s needs?

The school follows the new statutory guidelines outlined in the new Special Educational Needs and Disability Regulations 2014.  This means that, in discussion with you and with your permission, we will start the process of documenting your child’s needs and how we intend to meet them within the school.  In this school, for this purpose, we use Pupil Passports.  The Pupil Passports are written by your child’s class teacher with yourself, your child and sometimes the SENCo.  The Pupil Passports include information about what your child is good at, what is important to / important for your child, the short term targets for your child’s progress and the support in place to help achieve those targets. 

Extra support often takes the form of specific working strategies within the classroom.  Also, small group work or individual support, either within or outside of the classroom, may be timetabled as appropriate.  Any work undertaken outside of the classroom is overseen by the class teachers and implemented by teaching assistants fully trained to deliver that specific area of support.  Wherever possible, the classroom environment is adapted to meet the needs of individual children within the whole class setting.  This includes for example, quiet areas, whole class visual timetables, changing the background colour of interactive whiteboards and the use of ICT software such as Clicker and the Nessy Learning Programme.

What if the school does not understand how best to support my child?

Your child’s progress, and how this is recorded in the Pupil Passport, is continually being monitored and is reviewed at least termly.  If the support being offered does not seem to be sufficient to meet your child’s needs, the school will discuss with you the possibility of requesting advice from agencies/services outside of the school.  This could include for example, a specialist teacher, educational psychologist, speech and language therapist or paediatrician.  In a few cases, the SENCo may discuss with you the possibility of asking the Local Authority to recognise your child’s needs in a formal assessment / document called an Education, Health and Care Plan (EHCP).  The process and implications for this will be fully discussed with you and your views will be paramount.  Each child and family’s needs are different and require individual consideration. 

 

What happens when my child moves to another school?

All moves to and from other schools / settings are managed by the school to ensure that transition for your child is as smooth as possible. If a child comes to us from another school or a pre-school / nursery, every effort is made to liaise with that setting before your child arrives and any existing paperwork is requested.  Where appropriate, school staff visit the previous setting and extra visits to Locking Stumps can be arranged for your child before the transition formally takes place.  If your child moves from locking Stumps to a different setting, we liaise as much as possible with the new setting and pass on all the records of support your child has received whilst attending our school.  Extra visits and summer holiday activities are arranged for those who may need extra support when moving to high school. 

 

  • Which special educational needs can the school provide for?

    At Locking Stumps Primary School, with the support of outside agencies providing specialist advice when required, we aim to need the needs of all children who enter our school.  We are currently providing for children who have special educational needs arising from dyslexia, cognition and learning, speech and language, autism spectrum, attention and hyperactivity, dyspraxia, sensory processing and specific medical conditions.

  • If my child has, or develops, a special educational need how will it be identified?

    The first member of staff to recognise that your child may have a special educational need is usually your child’s class teacher.  Teaching staff receive regular training on the identification of specific needs: teachers currently use the 'Oxfordshire Guidance' for identification of Special Needs. They use this information, together with continual assessment of your child’s rates and patterns of progress, plus any information provided by yourselves, to identify any concerns that may arise.  Should your child’s class teacher become concerned about your child in any way, they will speak to you and the school’s Special Educational Needs Coordinator (SENCo).

  • How will the school meet my child’s needs?

    The school follows the new statutory guidelines outlined in the new Special Educational Needs and Disability Regulations 2014.  This means that, in discussion with you and with your permission, we will start the process of documenting your child’s needs and how we intend to meet them within the school.  In this school, for this purpose, we currently use Individual Education Plans (IEPs) and from October 2014 will be using Pupil Passports.  The Pupil Passports are written by your child’s class teacher with yourself, your child and sometimes the SENCo.  The Pupil Passports include information about what your child is good at, what is important to / important for your child, the short term targets for your child’s progress and the support in place to help achieve those targets.  It will also include your role in supporting your child.

    Extra support often takes the form of specific working strategies within the classroom.  Also, small group work or individual support, either within or outside of the classroom, may be timetabled as appropriate.  Any work undertaken outside of the classroom is overseen by the class teachers and implemented by teaching assistants fully trained to deliver that specific area of support.  Wherever possible, the classroom environment is adapted to meet the needs of individual children within the whole class setting.  This includes for example, quiet areas, whole class visual timetables, changing the background colour of interactive whiteboards and the use of ICT software such as Clicker and the Nessy Learning Programme.

  • What if the school needs more specialist help to support my child?

    Your child’s progress, and how this is recorded in the Pupil Passport, is continually being monitored and is reviewed at least termly.  If the support being offered does not seem to be sufficient to meet your child’s needs, the school will discuss with you the possibility of requesting advice from agencies/services outside of the school.  This could include for example, a specialist teacher, educational psychologist, speech and language therapist or paediatrician.  In a few cases, the SENCo may discuss with you the possibility of asking the Local Authority to recognise your child’s needs in a formal assessment / document called an Education, Health and Care Plan (EHCP).  The process and implications for this will be fully discussed with you and your views will be paramount.  Each child and family’s needs are different and require individual consideration.

  • What happens when my child moves to another school?

    All moves to and from other schools / settings are managed by the school to ensure that transition for your child is a smooth as possible. If a child comes to us from another school or a pre-school / nursery, every effort is made to liaise with that setting before your child arrives and any existing paperwork is requested.  Where appropriate, school staff visit the previous setting and extra visits to Locking Stumps can be arranged for your child before the transition formally takes place.  If your child moves from locking Stumps to a different setting, we liaise as much as possible with the new setting and pass on all the records of support your child has received whilst attending our school.  Extra visits and summer holiday activities are arranged for those who may need extra support when moving to high school.

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