Our ‘Local Offer’ for Special Educational Needs and Disability (SEND)

Our first priority at Bosvigo School is to care for every child in a secure, friendly environment enabling them to enjoy their time in school and feel confident to learn. In order to maintain this ethos, the staff work together to support children's emotional and social learning, to make sure our children feel secure in school. This method is called the Thrive Approach. Follow the link to find out more.

Bosvigo School adopts a ‘whole school approach’ to SEN which involves all the staff adhering to a model of good practice. All the teachers at Bosvigo are teachers of children with SEN. Staff are committed to identifying and providing for the needs of all children in a wholly inclusive environment. Staff are hardworking and dedicated to providing an environment where pupils make good progress, are engaged and achievement is guaranteed.

We recognise the need to provide a learning environment which will arouse pupils’ interest and curiosity, to help those children who need extra encouragement and stimulus to overcome their learning difficulty and to enable pupils to achieve their full potential.

A climate of care and support will be fostered where self-esteem and confidence may be nurtured and in such pupils feel valued and able to make mistakes as they learn without fear of criticism. For information on our SEN Policy, our School Offer, SEN Action Plan or SEN Information Sheet for the previous year please see the download links below.

Download

SEND Bosvigo School Offer October 2016

SEN Policy 2016 - 2017

SEN Information Sheet for 2015 - 2016 School Year

SEN Action Plan 2016 - 2017


SEND Frequently Asked Questions

1. How does your school know if children/young people need extra help and what should I do if I think my child may have special educational needs?

The progress of all children at Bosvigo is monitored closely. Children are assessed at regular intervals during the year. Teachers will discuss any concerns they may have with parents/carers. If you are concerned about your child’s progress or any other difficulties they may be experiencing, please talk to their class teacher or the SENDCo- Mrs Penrose.

2. Who is responsible for the progress and success of my child in school?

The overall responsibility for your child’s success lies with the Governing Body and the Headteacher. They are supported by teaching staff, teaching assistants, you as parents/carers, and your child.

3. How will the curriculum be matched to my child’s needs?

Bosvigo school has an inclusive ethos and aims to provide a broad and balanced curriculum which meets the needs and interests of all children. All children in school access differentiated lessons to match their needs as individual learners.

Children who are identified as needing SEN Support will have an Individual Provision Map which outlines how the curriculum is made accessible to them.

4. How will school staff support my child?

Staff support all children to reach their potential through differentiated teaching, individual targets, targeted interventions and pastoral care. School staff are available to parents/carers for the discussion of individual needs where needed.

5. How will I know how my child is doing and how will you help me to support my child’s learning?

Bosvigo works in partnership with all parents and carers and staff are available by appointment to discuss how your child is doing and how you can support them at home. A report is sent home in the summer term of each year and parents/carers evenings are run twice a year. Achievements are regularly shared with parents/carers to celebrate success and the school will invite parents/carers into school if they are worried about a child’s progress. For those children on SEN Support parents/carers are invited to attend review meetings to help devise targets and agree a consistent home/school approach.

6. What support will there be for my child’s overall wellbeing?

Children’s wellbeing and emotional health is as important as their academic progress. All staff in school are there to ensure that your child is safe and happy. For children who are experiencing emotional difficulties we have a Pastoral support worker and a Parent Support Advisor who will help children and families work through any difficulties that may affect the child’s performance in school. We run the Rtime

PSHE programme throughout the school to promote positive relationships. We also screen each class 3 times a year using the Thrive approach, to support social and emotional wellbeing. From these screenings, groups or individuals are identified for further Thrive support.

The school nurse is also available to work with you and your child on any emotional and health difficulties that your child may be experiencing. Our First Aiders support individual medical needs and staff are trained, where required, in the emergency administration of medicine.

7. How do I know that my child is safe in school?

Risk assessments and safety policies are in place to ensure all children are safe within the school. Designated Governors have responsibility for health and safety, and safeguarding. The school premises are secure.

8. What specialist services and expertise are available at or accessed by your school?

Staff are skilled in meeting the individual learning, behavioural and social needs of children with moderate learning difficulties. If school staff think it is appropriate then advice from outside agencies can be sought. The school accesses a range of specialist services including; The Educational Psychology Team, the Autism Advisor, Speech and Language Therapists, Occupational Therapist, the school nursing team, the Child and Adolescent Mental Health Team, Early Support, Teachers of the deaf/visually impaired.

9. What SEND training have the staff at school had or are having?

We have a large team of experienced and dedicated staff who have experience of working with children with a wide range of needs such as autism, speech and language difficulties, dyslexia, behavioural and emotional needs. There are lots of individual areas of expertise among teachers and teaching assistants, and training is on-going. We are currently focussing on Autism training and Thrive training throughout the school. All staff receive annual basic first aid training and annual Safeguarding.

10. How will my child be included in activities outside the classroom including school trips?

Provision will be made to ensure that all children will be able to be included in activities outside the classroom, including school trips and camps. The exception to this would be if a child’s behaviour is a risk to themselves or others.

11. How accessible is the school environment?

There is access to most of the classrooms, however, there are stairs to 3 Upper KS2 classrooms, for which there is no other means of access. There are disabled toilets.

12. How will school prepare and support my child through the transition from key stage to key stage and beyond?

Bosvigo liaises with pre-schools and secondary schools prior to the movement of children. Our EYFS teachers aim to visit all the pre-schools to meet the children in their current setting. The children are also invited into school for a range of activities, including lunch, on several occasions. An additional home visit can be requested. Where more detailed transitional plans are required, the SENDCo and EYFS teacher meets with parents/carers to discuss additional support.

Secondary transfer involves a number of visits for children in the summer term of year 6, as well as staff meetings and parent open evenings. As with the pre-school transfer, where a more detailed transition is needed, an individual plan will be created.

Within school, class teachers meet at the end of each year to plan the transition and discuss children. Children have a visit to their new classroom for half a day. Some children needing extra support may be given a transition book to look at over the summer.

13. How are the school’s resources allocated and matched to children’s special educational needs?

Each child receives support matched to their own level of Special Educational Need. This will vary across each day and throughout their time in school, as the level of support is directly related to their needs and circumstances. Support is allocated in relation to the child’s individual needs and on the advice of external professionals.

14. How is the decision made about what type and how much support my child will receive?

Pupil progress meetings are held three times a year. The progress of all children are discussed and if any additional support is needed then it will be discussed at these meetings. As far as possible, support will be provided from within the class team, but may be targeted at specific times eg break times. Parents/carers will be kept informed of any additional support that your child receives. You will be kept up to date with your child’s progress through yearly reports and twice yearly parents/carers evenings.

If the evidence suggests that even higher levels of support may be beneficial, this is agreed by senior leaders and additional support will be requested from the Local Authority.

15. Who can I contact for further information?

The school’s SENDCo - Mrs Jo Penrose.

16. What should I do if I feel that the Local Offer is not being delivered or is not meeting my child’s needs?

Please feel free to talk to Mrs Penrose, or the Headteacher, Mr Wallis if you have any concerns. Where concerns persist, parents/carers are asked to write to the Chair of Governors.

17. How is your Local Offer reviewed?

Our Local Offer is developed through consultation with staff and governors. It will be reviewed on an annual basis, or at a time where individual needs necessitate.