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Heron Cross Primary School

Heron Cross has a unique and creative environment where everyone works in partnership to maximise the life-chances for all pupils.

Who to contact

Contact Name
Mrs D Shenton
Contact Position
Head teacher
Telephone
01782 233565
E-mail
heroncross@heroncross.org.uk
Website
www.heroncross.stoke.sch.uk

Where to go

Name
Heron Cross Primary
Address
Grove Road
Heron Cross
Stoke on Trent
Staffordshire
Postcode
ST4 4LJ
Local Offer

Local Offer

Local Offer Age Bands
0-4 years
4-11 years

Schools Extended Local Offer Response 

How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?

When children have identified Special Educational Needs before they start here, we work with the people who already know them and use the information available to identify what their SEN will be in our setting and how we can manage it.

If you tell us that you think your child has a Special Educational Need we will discuss this with you and look into it. We will share what we discover and agree with you what we will do next and what you can do to help your child.

If our staff thinks that your child has a Special Educational Need this may be because they are not making the same progress as other children: for example they may not be able to follow instructions or answer questions. Your child will be observed, their understanding will be assessed of what we are doing in school and tests may be used to find out what is causing the difficulty. Should further help be required, the Inclusion Service will be contacted.

How will the setting support my child/young person?

We have an open door policy so you will be involved in all decision making about your child’s support.

The Senco liaises with staff regularly and monitors the progress that children make in their assessments each term and everyday class work. Through careful analysis of data and close liaison with teaching staff, the coordinator makes sure that children, who receive additional support, receive it. It is also a good indicator of the effectiveness and quality of the interventions put in place for pupils with Special Educational Needs.

The class teacher will discuss the type of additional support, planned with parents.

How will teaching approaches and the curriculum be matched to my child or young person's needs?

All our staff are trained to make lessons easier or more challenging so that every child is able to learn at their own pace and in their own way.

How will both you and I know how my child/young person is doing and how will you help me to support their learning?

We check how well a child understands and makes progress in each lesson through ongoing assessments and evaluations.

Our Senior Leadership Team monitors the progress of all children every term at tracking meetings and reviews. We discuss what we are doing to make sure that they make good progress including those with Special Educational Needs.

You will be invited to a meeting to discuss progress and to set targets for your child according to outcomes.

Professional reports will be shared with parents and carers.

Any concerns regarding the progress of your child can be discussed with the class teacher and Serco at any time.

What support will there be for my child's/young person's overall wellbeing?

Regular meetings with our school nurse can ensure that children with medical issues can access medical interventions at school. This will include medication, asthma pumps, epipen etc.

Meetings held with school nurse and parents/carers of children with medical issues, to establish the child’s needs and to devise a care plan where appropriate.

All members of staff have attended First Aid training and have gained a certificate of competence.

With permission from parents/carers, important medical information concerning the child’s condition and medication is circulated to all relevant staff.

We have a nurture room which provides a relaxed homely environment for working with individuals and groups of those children requiring pastoral support.

Regarding behaviour, the school employs a graduated response with parents being involved at every stage. There is consistent management of behaviour throughout the school, staff drawing on the advice given by the Serco, if required. Further support and advice is given by the Behaviour Support Team and Educational Psychologist.

Our Education Welfare Officer works closely with our Home School Links Worker, Mrs Rowley, and parents to address any problems with attendance.

What specialist services and expertise are available at or accessed by the setting?

We have support and advice from specialist teachers/support staff for accessing the curriculum and additional work on SEN related needs. (Visual impairment, hearing impairment, speech, language & communication difficulties, physical difficulties, emotional social difficulties and learning difficulties.

We also get support from other Local Authority Services, Speech Therapists, Educational Psychologists and Social Car

We have support from Occupational Therapy for children who require assessment for special seating or other specific needs.

Children who require physical interventions can access the physiotherapist.

What training are the staff supporting children and young people with SEND have had or are having?

All staff are trained so that we can adapt to a wide range of Special Educational Needs – cognition and learning which includes specific learning difficulties and moderate learning difficulties, communication and interaction which includes speech & language difficulties and ASD, and social emotional difficulties.

Training is undertaken by staff attending training courses and by school INSET.

How will my child/young person be included in activities outside this classroom including school trips?

We have a number of after school clubs, which are open to all children.

All children in key stage 2 are included in our residential trips to Burwardsley and Anglesey.

All children are included in our educational visits and when, for example, theatre groups come into school.

Any additional support required for your child’s full inclusion is provided.

How accessible is the environment?

We have ramps to each building and disabled toilets including changing facilities in key stage 2 and nursery.

We use a range of software to enable children to access subjects that they find difficult. This helps them to become independent learners.

Children have access to visual timetables, workstations, cues and countdown timers if needed.

We act upon the Speech and Language Therapy Service advice and deliver any programmes provided.

Physical needs will be assessed individually and equipment will be provided on the advice of the Local Authority Inclusion Services.

If required, an interpreter can meet with parents who have English as an additional language.

How will the setting prepare and support my child/young person to join the next stage of education and life?

Children coming into our Nursery will receive a home visit in the summer term before they start in September. Any information regarding Special Educational Needs can be discussed at this visit so that the necessary support can be put into place when the child enters school. Extra visits can be arranged for any child who may find the transition between home and school difficult. A child may also need to begin to attend school on a part time basis to ensure a smooth transition between home and school.

Meeting will be arranged for children already known to the Early Years Forum to ensure that the correct support is in place.

Each class spends at least a day with their new class teacher at the end of the summer term. Children with ASD receive additional visits and a social story may be written to prepare them for their new class.

Children visit their new secondary school at least once during the summer term prior to leaving. Children with Special Educational Needs may have additional visits to get to know their learning support assistants. The Senco from the secondary school will meet to discuss children coming to them and their future needs.

How are the setting's resources allocated and matched to children's/young people's special educational needs?

All schools are provided with funding to support those with additional needs.

Our school’s budget funds any additional day to day resources and those targeted at specific groups such as the pupil premium.

Additional funding will be allocated if the assessment of a child’s needs identifies something that is significantly different to what is usually available.

How is the decision made about what type and how much support my child/young person will receive?

Class teachers make regular assessments of progress for all pupils.

The first response is high quality teaching of work targeted to support the child’s area of weakness.

When progress continues to be less than expected, the class teacher, working with the Senco will assess whether the child has a Special Educational Need.

Interventions are put into place and the outcomes monitored by Senco and class teacher. 

We will involve parents and pupils and ask their views.

How will our child and young person be involved in the decisions about their learning?

Children are involved in the decisions regarding their learning - younger children via pictures, older children will contribute to their pupil passports, and know their next steps and goals.

How are parents involved in the setting? How can I be involved?

Our school has an open door policy. Class teachers and the Serco are available to discuss any issues and concerns that you may have.

If you have a child with Special Educational Needs, you will be invited to meetings each term to discuss your child’s progress.

What do I I do if I want to make a complaint?
  • The first point of contact for parents is their child’s class teacher.
  • Parents are always welcome to contact the Senco, Mrs Roberts, or Mrs Shenton the Head teacher to discuss any concerns they may have.
  • If problems cannot be resolved, the governing body can be contacted.

Finally, the Local Authority needs to be informed of major unresolved issues

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