Marsden Local Offer
Social Skills programmes/support including strategies to enhance self-esteem
- Circle time takes place in every class on a regular basis
- Personal and social education covers all aspects of emotional and social development
- Silver Seal and Baby Seal (Nursery) sessions
- Staff are flexible in responding to issues as and when they arise (e.g. friendship problems , issue on playground, self-esteem issues)
- Anti-bullying strategies well established
- Children involved in vision, values and ‘School Rights’ and promoted throughout school
- Social stories
- Nurture Intervention ( e.g bereavement counselling)
Access to a supportive environment – IT facilities/equipment/resources (including preparation)
- Specific resources for SEN children
- Ipads, Netbooks, Kindles available
- Access to Apps that support children with specific needs
- Access to range of services such as Educational Psychologists, CAMHS, speech and language, physiotherapy, occupational therapy, school health, sensory impairment teams
Strategies/programmes to support speech and language
- Effective partnership with the Speech and Language Team
- Teachers address recommendations from outside agencies
- Staff trained to deliver speech and language programmes such as Nursery Narrative
Mentoring activities
- Regular use of talk partners
- Buddying system for new starters
- Young Leaders as lunchtime helpers ( Sports based)
- Whole school cross curricular learning sessions, termly
Strategies to support physical needs including Occupational Therapy/ Physiotherapy needs
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- Delivery of planned Occupational and Physiotherapy programmes
- Effective partnership with the Occupational Therapists and Physiotherapists
Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)
- Open door policy for all parents and children by staff before and after school
- Positive staff children relationships with
- Head Teacher accessible on a regular basis
- Year group welcome meetings
- Transition day programmes ( from Playgroup, to Junior school, within school)
- Additional transition support visits which address particular needs
- Key worker system operates within Nursery
- Parent/carer workshops
- Parents/carer celebration assemblies
- Home school learning that support parents/carer and children working together
- Text system and website used to publicise all events
Strategies to support/develop literacy including reading
- Mixed ability classes with opportunities for ability group teaching throughout Key Stage 1
- All children including those on SEN register have personal targets
- SEN children work with an adult on a regular basis to meet their personal targets
- Group sizes vary in order to meet learning needs of all children
- Differentiated teaching of phonics throughout the whole school
- Reading Friends regularly read with children requiring extra support
- Dyslexic friendly classrooms
- Use of Toe by Toe to support children with Dyslexic
- Rainbow writing approach
- Pupil Progress Meeting identify children not on track and arrange appropriate support
Strategies to support and modify behaviour
- Behaviour Policy reviewed annually with all staff is available on the website ( Parents Information section)
- Home – School Agreement highlights appropriate behaviour
- Individual Codes written by the children on an annual basis at the beginning of each year
- Anti-bullying and restorative practise strategies are included within our policies
- All staff trained in implementing Team teach de-escalation strategies and positive handling
when necessary
Strategies to support/develop numeracy
- Mixed ability classes with opportunities for ability group teaching throughout Key Stage 1
- All children including those on SEN register have personal targets
- SEN children work with an adult on a regular basis to meet their personal targets
- Year group maths booklet for parents/carers- See school Website Parents Curriculum Information
Provision to facilitate/support access to the curriculum
- We are mindful of the challenges our building poses to those with a physically disability and work closely to ensure inclusion remains a priority
- School is continually working towards meeting the Disability act particularly when new building projects are undertaken (Portable ramp in Foundation Stage, disabled toilet, hydraulic changing bed)
Planning and assessment
- Assessment for Learning that provides support for individuals as required
- Focused forward marking and verbal feedback
- Individual Education Plans, Educational, Health and Care EHC Plans, Behavioural plans f-
- Half termly tracking and monitoring of progress towards targets
- Phase Leaders, SENco and class teachers responsible for implementing plans to ensure no child falls behind
- Provision Mapping
- Effective deployment of staff to provide additionality over and above first quality teaching
Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports
- Strong liaison with a range of outside professionals to meet need ( safeguarding)
- School links with Children’s Centre,
- School Support early intervention through engaging with other agencies as required through the Early Help Process ( CAF)
Access to Medical Interventions
- Individual protocols for children with significant medical needs and allergies
- Implementation of care plans where required
- Provision of aids and resources to support learning
- Support and access to health visitors/school nurse
- Flexibility and resourcefulness when dealing with rapidly changing needs