Killinghall CE Primary School Local Offer - SEND

SEND provision at Killinghall At Killinghall we pride ourselves on ‘helping children to make the next steps on their learning journey’ from wherever their starting point is. It is our job to ensure that all children are able to reach their potential and are supported in making sure this happens. As stated in our Ofsted Inspection in October 2012 ‘disabled pupils and those with special educational needs benefit from well managed and carefully tailored support.’ The information on these pages will outline what we can offer your child so that they can make those next positive steps.

Inclusion Quality Mark (IQM) We are currently working on the IQM document at Killinghall CE Primary. This allows us to demonstrate and evaluate how successfully we include all learners, including children with SEND. We have identified areas in which we feel confident that we already carry out in school and also flagged up areas for development which are currently being addressed. For more information about North Yorkshire IQM follow the link:

Provision at Killinghall Universal Provision Within all of our classes good quality first teaching is paramount in ensuring that we are doing all we can to support children who are struggling in their learning. This is usually in the form of differentiated activities, adult support, or physical support prompts that will enable children to learn within the classroom rather than having to be taken out for additional help. We also embed the need for varied activities and recording methods so that all children are able to develop the skills that they naturally flourish at, as we recognise that everyone learns differently. If you would like to know more about what is going on to support your child in the classroom make an appointment to speak to the class teacher who will be happy to share this information with you.

Recording Provision Children who require additional support may have an IEP, Inclusion Passport or a personalised or group provision map. Which document is used will depend on the level of support required. If support is much more individual then an IEP will be developed as this will outline the strategies being used for your child individually. Where the child is being given support in a group a provision map is most likely to be used. If a child has had lots of input to support their learning an Inclusion Passport is likely to be developed as this will outline all that has been accessed by the child and how successful it is, as well as tell the story of the child – more can be found about Inclusion Passports in the designated section.

Interventions At Killinghall we are able to run a variety of interventions that we will tailor to the needs of the child. These are discussed fully with the class teacher and person running the intervention so that the desired outcomes and how to get there are established from the outset. The interventions will be expected to make an impact on the learning taking place in class and will be closely monitored throughout to make sure this is happening and, if not, discussions will take place to establish what changes should be made to support improvement. If you require more information on the interventions carried out at Killinghall please don’t hesitate to speak to your child’s class teacher.

Extra adult support Each class at Killinghall has a GTA/ATA/HLTA for at least the morning sessions: Unicorn Class (Reception ) – Mrs K Millward Dragon Class (Year 1 and 2) – Mrs C Haddleton Griffin Class (Year 3 and 4) - Mrs L Goodall Phoenix Class (Year 5 and 6) – Mrs M Castle Support is usually available when literacy and numeracy are being taught and will give the opportunity for additional support in class where necessary. If a concept is being taught that your child may find difficult extra support may be given to help with understanding so it won’t necessarily be only children with SEND that receive this type of support.

Expected progress When your child enters primary school there are national expectations that are the average levels for children at the end of the academic year. These are as follows: Year 11b / 1a Year 22b / 2a Year 32a / 3c Year 43b / 3a Year 53a / 4c Year 64b / 4a

Of course not all children will be able to achieve these national expectations, meaning that additional provision may be put in place to support the child making their expected progress. This is usually 3 sublevels each academic year in KS1 meaning they will make approximately 2 whole levels progress in KS1. In KS2 it is expected that children will make between 1-2 sublevels per academic year meaning they will make 2 whole levels progress throughout their time in KS2.

We have termly reviews of progress to ensure that all children are making expected progress. Children who are finding it difficult to achieve what is expected will be recognised and flagged up as target children and in class support will be given to try to boost the child to where they should be. If they continue to not make expected progress then support may be put in place that requires work outside of the classroom with a qualified GTA/ATA/HLTA. This would only happen where it is deemed that the child will benefit significantly from the support which is not appropriate to be given in the classroom. Children’s levels are shared with parents from Y2-Y6 through their next step targets for reading, writing and maths.

Support from other agencies Sometimes when we are finding it difficult to meet the needs of a child after putting in various interventions and strategies we may require support from an outside agency. This can take different forms but these are the agencies that we have most contact with at Killinghall.

Education Psychologist: We currently have an educational psychologist who works with our school when we feel that a child may require more support than we are qualified to give. An educational psychologist is able bring a more specialised perspective to the child’s development and well-being and bring about a positive change for the child. The educational psychologist is often the first point of call when a school is unable to support the child successfully and they will carry out an assessment of the child after discussion with the class teacher. None of this would go ahead without the consent of the parent so a discussion would take place between teacher/SENCO and parents before the educational psychologist becomes involved. After assessment the educational psychologist’s role may vary depending on the needs identified. This could range from strategies for the class teacher to develop in class through to counselling strategies such as art therapy. To find out more click the link:

School Nurse: We also have links with a nurse who comes to school to carry out assessments with the younger children (required nationally). This gives the class teacher a chance to discuss any issues with the nurse with regards to medical or development problems. To find out more click the link: d= d=14976

Education Welfare Officer Compulsory school age begins the term commencing after the child’s fifth birthday and they must continue in full time education until the last Friday in June of the school year they turned sixteen. If a child has a lot of time off school, regularly, it may cause issues in their learning that may not have happened had their attendance been more regular. If a child repeatedly has time away from school it may become an issue and the EWO can become involved. To find out more about the legal requirements of attendance click the link:

Sensory, physical and medical teaching team If a child has a visual, hearing, physical or medical need we may contact the sensory, physical and medical team to offer support to us. The staff who work in this department have specialist qualifications, knowledge and experience gathered over many years. They offer advice and support to all people involved, including the person with the impairment. For more information on this service click the link:

Speech, Language and Communication If a child displays difficulty with communication it may be suggested that we contact the SLC team to gather advice or support. Communication difficulties can be evident in a variety of different ways – motivation to communicate with others, attention, understanding language etc For further information click the link: d= d=13575

On-going communication with parents If a child is recognised as being SEND there may be more regular contact with the class teacher than is usually required. This could be demonstrated through the homework diary or if necessary regular meetings to discuss progress towards targets and to review Inclusion Passports. This will also include a chance to discuss interventions and the impact that they are having. Obviously there will also be the regular parent’s evenings and reporting arrangements that are available for all parents.

Inclusion Passports At Killinghall we use inclusion passports to highlight the support being given to those children who require more frequent input. This document outlines the child’s levels, information about the child (including personality, strengths, development areas, likes and dislikes), what provision has been put in place – successful and unsuccessful. It is an on-going document that will follow the child through until they go to a new school – it has proven to be very useful in supporting the transition. To see a sample inclusion passport please speak to the school SENCO.

Parent Partnership Parent Partnership Co-ordinators are a qualified team of professionals who have an experienced background in SEND. They are available to offer advice, listen to worries and concerns, offer home visits, support you in meetings and so on. They can be contacted on or click the link: service service

Statutory Assessment If it is deemed necessary after in school support has not been successful a statutory assessment may be requested in order to try to provide the child with the support they need. This does not have to be requested solely through the school as it may be that as a parent you feel that your child needs further support than the school is able to provide. This can be requested through the LA. If you think this is required you can speak to the school, follow the link to Parent Partnership for more information or click the link below:

Key contacts Any concerns can be addressed through the class teacher initially as they have day to day contact with the child. They will be able to guide you through where your child is at and what support they are being given, if any to aid their learning. It is likely that if your child is receiving support outside of the classroom you will have already have been informed of this. If you wish to speak to someone else following this meeting you can make arrangements to meet with our SENCO – Mrs Elouise Foster and Inclusion Manager – Mrs Meryll Castle to discuss your concerns. Mrs Bassitt is always available to discuss concerns with parents. Remember if you are concerned we are here to help and hopefully put your mind at ease.