Buckton Vale Logo

SEN

Local Offer for Buckton Vale Primary School
Under the Children and Families Bill which became law in 2014, Local Authorities are required to publish, and keep under review, information about services that they expect to be available for children and young people with disabilities and Special Educational Needs aged 0-25 years. This is called The Local Offer.

The intention of The Local Offer is to improve choice and transparency for families. It will also be an important resource for professionals in understanding the range of services and provision in the local area.

 To read our Local Offer, please click HEREpdficon small

Tameside's Local Offer webpage can be found HERE external

   

Definition of Special Educational Needs
Children have SEN if they have a learning difficulty which calls for special educational provision to be made for them.

We recognise that children have a learning difficulty if:

They have significantly greater difficulty in learning than the majority of children of the same age.

They have a disability, which prevents or hinders them from making use of educational facilities that are generally provided for children of the same age in schools within the area of the local education authority.

 Definition of disability
A child has a physical or mental disability, which has an effect on their ability to carry out normal daily activities. Physical or mental disability includes: sensory impairments, severe disfigurements and hidden disabilities, dyslexia, diabetes and epilepsy. The effect of the disability must have a substantial and long-term effect on the child’s ability to carry out normal day-to-day activities.

The Governors are kept in touch with all developments within the school through the attendance of the Special Educational Needs Coordinator at meetings.

The school has sound procedures for the early identification of pupils with special educations needs and for their support from the time of identification.

Assessments are ongoing throughout the school year and pupils who are not making the progress we would expect are referred to the Special Needs Coordinator. Very specific targets are set for pupils – these are formally reviewed, as set out in the Code of Practice, and progress is measured before new targets are set. External agencies support statemented pupils and some who are at stage 3 of the Code of Practice. The school’s Educational Psychologist assesses pupils who the school feels are not making the progress they should make, after and early interventional programme has been set into place.

The success of the intervention for pupils is measured in one of two ways:

It provides support which lifts their performance and helps them over a temporary stumbling block.

It identifies further needs, which may lead to specialist support to enable the pupil to experience success.

Movement of pupils either to or from the Special Needs Register, or even within the layers of it, is a demonstration of the success of the procedures in place. Parents are involved at all stages of the process.

Since the last Governors report 8 pupils have been identified in accordance with the SEN Code of Practice. Seven pupils have moved within those levels of support. Some of these pupils have moved up the levels, which equals concern at the rate of progress or lack of progress. Other pupils have moved down which equates to a positive response to the targets set and sound improvement with a possibility that in the future, support in this form, may not be required.

Resources that support pupils are assessed regularly for their effectiveness and new materials acquired to add depth or help in a different direction.

The school makes provision, through current staff, to support pupils on the Special Needs Register, alongside the support from the Council. The former comes through Mrs Wragg, the latter through Mrs Garrigan. This resource is coordinated by Mrs Quinn, our Inclusion Manager and is having a positive effect on pupils as outlined previously, and is measured by the fact that the majority of pupils reach their targets consistently and make positive progress.

All pupils at school action and above have at least 2 review meetings a year to which all staff working with the child and parents are invited. Parents attend over 95% of these meetings.

values3