What is the Local Offer?
- The Government have recently made reforms to special educational needs and disabilities (SEND) within the Children and Families Act 2014. This includes a new SEND Code of Practice.
- Local authorities must now publish a ‘Local Offer’, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plans.
- Link to Newham’s Local offer
Our School Offer – What we do at Rosetta.
- This is what we do at Rosetta for our children with Special Educational Needs or Disabilities.
About us: Inclusion Team
Inclusion Manager, Acting SENDCo and Autism/Scerts Lead Teacher: Lorrain Smee
School Based Social Worker: Jane Leonard
Family Support Worker: Karen Nicholson
School Counsellor: Melanie Bailey
Community Cohesion Aspect Leader: Alex Poole (also Y4 Leader)
English as an Additional Language Aspect Leader: Sunny Singh (Y6)
Gifted, Able and Talented Aspect Leader: Julie Kendrick - AHT for Teaching and Learning
Looked After Child Designated Teacher: Lorrain Smee
- The Inclusion Team are responsible for the leadership and development of each of their aspect. On-going progress meetings are held with the Inclusion Manager to track pupil progress and to assess the effectiveness of each aspect, to inform future developments.
- After consultation with some of our parents/carers we have tried to list frequently asked questions you as a parent may have, in a clear and jargon free way. If you feel that we have missed something or would like to suggest additions then please see our Inclusion Manager - Lorrain Smee
1. What do I do if I think my child has a Special Educational Need or Disability?
- Firstly go and see your child’s class teacher and discuss any concerns you may have.
- They will tell you how your child is progressing and suggest ways you can help them further at home.
- If you still have concerns then your child’s class teacher will arrange a meeting with you and the Inclusion Manager will attend.
2. How will the school let me know if my child isn’t making enough progress?
- Parent Consultation Meetings are held early in the Autumn term and mid way in the Spring term.
- Please make every effort to attend these meetings as they are a good opportunity for you find out about your child’s learning and progress and also discuss how you might be able to support their learning at home.
- Your child's teacher will provide you with a brief written report at the consultation meeting that includes information about your child's effort and progress, an evaluation of whether your child has achieved the targets set for them previously and also to set new targets for the forthcoming term.
- If your child’s class teacher has any concerns they will arrange a meeting with you to discuss this further.
3. Does my child have a Special Educational Need or Disability?
When does a child or young person have special educational needs?
- A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
- A child of compulsory school age or a young person has a learning difficulty or disability if he or she
(a) has a significantly greater difficulty in learning than the majority of others of the same age, or
(b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age inmainstream schools or mainstream post-16 institutions.
- A child under compulsory school age has a learning difficulty or disability if he or she is likely to be within subsection (2) when of compulsory school age(or would be likely, if no special educational provision were made).
- A child or young person does not have a learning difficulty or disability solely because the language (or form of language) in which he or she is or will betaught is different from a language (or form of language) which is or has been spoken at home.' (Child & Family Act 2014 s.20)
4. What are the ‘levels’ of support for children with SEND and how does my child move between them?
- There are various interventions and additional provision that we make for many children at Rosetta. While we understand that all children have different starting points, we strive for all children to make good or better progress. Additionally, for those children with lower starting points than other children in their year, we strive to close that achievement gap by providing additional support the children may need.
- The levels of support are:
1 . Universal (All): All children receive high quality teaching which ensures they can access learning through effective differentiation, high level questioning and on-going timely assessments. This means that the teachers will continually assess and target learning aimed at challenging your child at an appropriate level.
2. Targeted (Some): Some children may need additional targeted support. This may be in the form of small group work (intervention) led by a teacher or teaching assistant.
3. Specialist (A few): A few children may need specific, long term support. This may involve support from external services.
5. What is the Targeted and Specialist Support?
Targeted Support
- Targeted (Some): Some children may need additional targeted support. This may be in the form of small group work (intervention) led by a teacher or teaching assistant.
- The additional group support that we provide at Rosetta are:
Phonics Groups (Letters and Sounds) – These are for those who may need additional help understanding and using phonics (letter sounds). This is generally aimed at children in Key Stage 1 and lower Key Stage 2.
Numicon Intervention – This is a maths intervention to help children further develop a range of mathematical skills.
Project X Code – This is additional reading support aimed at children in year 3 and 4.
Dockside – This is a phonics reading scheme aimed at children in years 5 and 6.
Newham Wave 3 - This an individualised programme to support children and young people with literacy difficulties/dyslexia. (For more information about this please contact Matt Murphy - Inclusion Manager)
Specialist Support
Specialist (A few): A few children may need specific, long term support. This may involve support from external services. To find out what services are available and to learn more about them please click on the link below.
http://senddirectory.newham.gov.uk/
6. Who is responsible for aspects of SEND and Inclusion within the school?
- All the staff at Rosetta share responsibility for supporting SEND pupils and Inclusion within the school.
- However our Inclusion Team has overall responsibility for ensuring children with SEND are appropriately supported.
7. How can I let the school know if I am concerned about my child’s progress?
- If you have any concerns about your child’s progress, please see their class teacher should always be the first person you talk to, as they know your child the best.
- If you still have questions then you can arrange a meeting with the Phase Leader and your child’s class teacher to discuss your concerns.
Our Phase Leaders are:
Lauren Matthews – Reception Leader
Amy Sayers – Years 1+2 (Key Stage 1)
Lee Webster – Years 3+4 (Key Stage 2)
Julie Kendrick – Years 5+6 (Key Stage 2)
8. How could the teaching and learning be adapted for my child with an SEND?
9. How are staff trained to support the needs of SEND children?
- Specific teachers and support staff have training to enable them to provide effective support for children they teach with SEND in Rosetta.
- Staff at Rosetta liaise regularly with external services to provide timely and appropriate training ensuring we are fully equipped to meet all the needs of our children.
- Our Inclusion Manager monitors SEND training needs and arranges the appropriate training as necessary.
10. How do you measure the progress of my child?
- The Head Teacher, and a combination of the Associate Head Teacher, Deputy Head Teacher, Inclusion Manager, SENCO, Phase Leader and the year group teachers meet every term to discuss the attainment, progress and achievement of all the pupils in the year group. This will include a discussion about how well your child is doing.
- In this meeting we look at the your child's work and the National Curriculum levels and P-Scales (if appropriate)they are currently on and analyse these levels in order to measure and evaluate progress. We also discuss any other factors concerning your child’s overall development.
- Children who are not yet on the National Curriculum levels will be assessed using the P-Scales.
11. How is extra support allocated?
- There are a few children whose needs are considered to be significant or complex.
- For these children the school will apply to the Local Authority for Higher Needs Funding.
- Once agreed this funding goes towards the support of that particular child. Sometimes these children may also need an Educational, Health and Care Plan (EHC).
- For further information on these please see section 9 of the SEND Code of Practice (available from link on 'Local Offer' first page).
- For those children who may not qualify for Higher Needs Funding please see the 'Targeted Support' (Question 4/5).
12. How can I support my child?
- Please go and see your child’s class teacher, as they will give you strategies and advice on how you can best support your child at home.
- Please also check the school’s website for further information on homework and other activities (in the Wider School Community tab) that you can do with your child to support their learning.
