1. This is our schools’ offer.
Otley and Witnesham Federated Primary Schools. We aim to support all children to “Be The Best They Can Be”
This is our schools’ offer.
What support is available for a child with SEND at this school?
What should I do if I think my child has SEND?
What will the school do if they think my child has SEND? How can we work together?
How will the school keep me informed once it has been agreed my child has SEND?
I am not sure of the language and abbreviations used – can you help?
Where else can I find support and information?
How will my child be supported during school transitions?
How will my child be included in activities outside of the classroom?
What are the arrangements for the resolution of disagreements?
What are the school’s expectations for children with SEND?

2. What should I do if I think my child has SEND?
Arrange to have a chat with your child’s class teacher outlining your concerns.
Arrange to have a chat with the SENco and / or Headteacher outlining your concerns.
Ensure the school is kept informed of any relevant background information / changes / concerns you have about your child.
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3. What support is available for a child with SEND at this school?
Staff skills – all staff plan to differentiate their lessons to cover individual needs. Staff receive training for relevant SEND needs.
Resources – teaching assistants are trained to support children with a range of SEN; specialist equipment and resources are available as appropriate. These will include Numicon and ICT programmes.
Interventions – we use a range of interventions to support literacy and numeracy, these include Bearing Away, Dancing Bears, Beat Dyslexia, Acceleread, Accelerwrite, Apples and Pears and the Nessy learning programme.
Other agency support which may be available – such as Educational Psychologist Service, Speech and Language , First Base (PRU), Visual and Hearing Impaired Advisory Team, School Nursing Team and Behaviour Support, Access and Assessment Team for Norfolk and Suffolk.
LA Local offer Link.
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4. Where else can I find support and information.
Parent Partnership –
Access Unlimited –
Autism Suffolk –
The British Dyslexia Association –
Suffolk Local Offer
Other useful contacts
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5. How will my child be included in activities outside of the classroom?
Class teachers will ensure that all children have full access to the curriculum taught in our schools.
All pupils will have the support from other adults in the school if necessary.
Children will be encouraged to participate in after school clubs and all children will be supported according to their needs during school visits and trips.
Link to Accessibility Plan.
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6. How will the school keep me informed once it has been agreed my child has SEND?
Class teachers will meet with you termly to discuss your child’s progress (this could be at a Parent Consultation Evening).
Meetings with external agencies where necessary.
Annual Review meetings where necessary.
Other forms of communication may include; through the Home/School diary, telephone conversations, letters home or direct contact with class teacher and other school staff.
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7. What are the schools’ expectations for children with SEND?
Learners have increased confidence and are self-assured.
Children are encouraged to become independent learners.
Children have increased self-esteem about their place in the world.
Children are aware of their own needs and the strategies that help them learn.
Children will enjoy a balanced, well-rounded curriculum with lots of fun opportunities.
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8. How will my child be supported during school transitions?
Liaison with pre-school prior to starting at the school.
Liaison with external agencies to aid transition.
Reception
Sharing knowledge about your child so we can plan together.
New intake days.
All year groups
Liaison with class teachers as your child moves through the school.
Change mornings when moving to a new classroom.
Year 6 / High School
Additional meetings with High School / visits to the High School apart from planned transition days.
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9. I am not sure of the language and abbreviations used in SEND – can you help?
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Abbreviation
Description
LSA
Subject Specific TA
Learning Support Assistants work in and out of the classroom with identified pupils supporting their learning in a range of ways.
Subjects specific Teaching Assistants who work within core subjects (English and Maths) within school.
SEN
SEND
Special Educational Needs
Special Educational Needs and Disabilities
CoP
Code of Practice
Special Educational Needs (SEN) Code of Practice: for 0 to 25 years. Statutory guidance for organisations who work with and support young people with SEN
This is the legal document that sets out the requirements for SEN
SENCO
Special Educational Needs Coordinator. LA
LA Local Offer
Local Authority
States what the LA will be offering schools and other providers in terms of SEN. EP
Educational Psychologist
SALT
Speech and Language Therapist
CAF
Common Assessment Framework
TAC
Team Around the Child
YSW
Youth Support Worker
EWO
Educational Welfare Officer
BSS
Behaviour Support Service
CIR
County Inclusive Resource
PIPs
Personal Improvement Plans AT
Advisory Teachers
ADHD
Attention Deficit Hyperactivity Disorder VI
Visual Impairment PD
Physical Disability
SpLD
Specific Learning Difficulty (Dyslexia)
ASD
Autistic Spectrum Disorder
EHC plan
Education and Health Care plan – these are replacing Statements of SEN. They require a formal assessment of SEN by the LA and may result in the school receiving ‘top up’ funding to help support a child’s needs.

10. What are the arrangements for the resolution of disagreements?
Please contact:
Headteacher
Chair of Governors
Parent Partnership
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11. What will the school do if they think my child has SEND
What will the school do if they think my child has SEND? How can we work together?
The school will use simple tests as appropriate to assess your child.
The class teacher will have a dialogue with parents / carers and your child.
The class teacher will take responsibility for the daily education of your child and will be supported and advised by the SENco where necessary.
Learning is appropriately differentiated to allow access and challenge for all.
Deployment of a teaching assistant / learning support assistant may be appropriate.
Children will have access to the right tools to support them in the classroom.
Specific programmes of work may be used if appropriate.
Class teacher (with consultation with the SENco as required) will set targets for your child’s learning.
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