The Local Offer

 

 

School Name: Ottershaw C of E Infant and Junior School

Address: Fletcher Road, Ottershaw, Surrey, KT16 0JY

Telephone: 01932 873652 (Infants) 01932 872323 (Juniors)

Email: infant@ottershawcofeschools.surrey.sch.uk

            junior@ottershawcofeschools.surrey.sch.uk

Head teacher: Mrs J. Hastings

Inclusion Leader: Mrs A. Lisher

 

Questions

School Response

1

How does the setting / school / college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

  • Pupil progress and attainment is monitored regularly by class teachers and the senior leadership team. Pupils not making expected progress are identified and given additional support. This will then be discussed with parents/carers and the pupil concerned

  • Members of staff raise concerns about pupil progress with the Inclusion Leader.

  • Data and other forms of assessment are used to identify additional needs or gifted and talented pupils

  • Parents/carers with concerns about the progress or attainment of their child should make an appointment to speak to the class teacher to discuss these concerns or alternatively they can speak to our Inclusion Leader

2

How will early years setting / school / college staff support my child/young person?

  • Pupil progress and development are closely monitored. When pupils require additional support the parents/carers will be involved in drawing up a plan of support with the class teacher and Inclusion Leader

  • The school provision map lists the interventions in place to support the pupil. All interventions are closely monitored to ensure maximum impact

  • The Head teacher, senior leadership team and governors are responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND

3

 

How will the curriculum be matched to my child’s/young person’s needs?

 

  • Senior leaders monitor wave 1 teaching to ensure that all lessons are either good or outstanding

  • Differentiation is embedded in the school curriculum and is personalised to include all learning styles and abilities

  • Regular pupil progress meetings are held with class teachers and senior leaders to monitor progress and discuss next steps

  • All our teachers are clear on the expectations of wave 1 provision and this is monitored regularly by the Senior Leadership team

 

4

 

How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?

  • Parent/teacher consultations are held termly to discuss pupil progress. Parents are advised on how to further support their child’s learning at home

  • The school has an open door policy which gives parents/carers the opportunity to discuss their child’s needs as required

  • Curriculum workshops and parent information evenings informs parents on how to support their child’s learning

  • Termly class newsletters and topic webs inform parents of teaching and learning plan for that term

 

5

What support will there be for my child’s/young person’s overall well-being?

  • All pupils are supported with their social and emotional development through the curriculum and at playtimes

  • The medical and pastoral care officer supports pupils with medical needs. Staff members are trained to administer emergency aid to pupils with specific medical needs as well as being first aid trained

  • The school takes any form of bullying very seriously and responds to incidents appropriately

6

 

What specialist services and expertise are available at or accessed by the setting / school / college

  • All staff continually update their qualifications acquiring new trends in education

  • The school has access to the expertise of specialist services like health and social care, Educational Psychologists, Speech Therapists, Behaviour Support teachers, Learning and Language Support Teachers, REMA, Traveller Services, etc.

7

 

What training are the staff supporting children and young people with SEND had or are having?

  • The school invests time and money in training teaching and support staff to improve all areas of teaching and learning

  • Recently staff have received training in Positive Touch, Phonics, Effective Questioning, Guided Reading, Effective Marking and the IDP

  • Training in SEN forms part of staff meeting agendas and all staff have access to the school Inclusion Leader

8

 

How will my child/young person be included in activities outside the classroom including school trips?

  • The school Inclusion Policy promotes the involvement of all learners in all aspects of the curriculum including activities outside the classroom.

  • Risk assessments take into account the needs of all pupils and the special requirements which may need to be made to ensure the participation of all pupils. Where applicable, parents are consulted and involved in this planning.

 

9

 

How accessible is the setting / school / college environment?
  • The school continuously strives to upgrade and improve facilities and equipment to enable all pupils to access the environment.

  • Specific equipment is purchased as required.

  • When required, translators may be asked to attend meetings.

  • The school values the diversity of a multi- cultural society and supports the language acquisition of EAL pupils

10

How will the setting /school / college prepare and support my child/young person to join the setting /school / college, transfer to a new setting / school / college or the next stage of education and life?

  • The school has a robust Induction programme for Reception, Year 1and Year 3 pupils to enable them to make a smooth transition

  • The school has good communication with Secondary feeder schools and information is passed on to ensure the needs of all pupils are understood and met.

  • Year 6 transition programmes prepare all pupils for the demands of secondary education

11 How are the setting’s / school’s / college’s resources allocated and matched to children’s/young people’s special educational needs?
  • Budgets are closely monitored and linked to the School Development Plan.
  • The school ensures ‘value for money’ by costing and evaluating staff resources.

  • Money is allocated annually according to need.

  • Pupil Premium funding is used to raise the attainment of pupils.

 

12 How is the decision made about what type and how much support my child/young person will receive?
  • The Inclusion Leader decides in consultation with staff what additional provision would be appropriate to meet the needs of specific pupils

  • All interventions have clearly defined outcomes and are monitored to ensure that the required progress is achieved.

  • The Inclusion Leader oversees all additional support and regularly reports on progress to Senior Leaders and governors.

13

 

How are parents involved in the setting/school/college?

How can I be involved?

  • The school has an open door policy and welcomes the involvement of parents in their child’s learning.

  • The school website provides up to date information on upcoming dates, policies, etc.

  • The school encourages parents to become involved in activities at school such as PTA, volunteering, Parent Governors, sport coaching, running clubs, etc.

 

14

 

Who can I contact for further information?

 
  • Parents who are considering whether they should apply for a place for their child at our school are welcome to contact the school’s office in the first instance

  • Parents of pupils who are already at our school should contact their child’s class teacher in the first instance

  • Further information and support can be obtained from the school’s Inclusion Leader

15

Is there any additional provision you have developed this year?

  • A qualified Numbers Count Teacher

  • Support staff have received training for the following interventions:
    • Fischer Family Trust - reading
    • Write Away Together
    • Hi Five
    • Success @ Arithmetic
    • First Class @ Number
    • Early Literacy Skills
    • Talk Boost