Powered by Google TranslateTranslate

St Michael's CofE Primary School

- Let Your Light Shine -

SEND Local Offer



What is the ‘Local Offer?’

The local offer will enable families to understand what services they can access and what support they can expect from a range of local agencies, including from the local authority, health services, schools, leisure services and the voluntary sector. The offer will include provision from birth to 25, across education, health and social care. This a key part of the Children and Families Bill 2014.


St Michael’s School: vision and values

At St Michael’s Primary School we believe in the uniqueness and potential of each individual. We aim to be a safe, happy learning community which cares for each other, and the world in which we live.

St Michael’s CEVC Primary School is a large primary school of 653 pupils aged 4 -11.  We are a fully inclusive school and aim to give all children the support, care and encouragement they need to make the best possible progress.  We provide very effective support for children with special educational needs and disabilities, starting from our first contacts with parents and carers when a child enters our school.


All admissions are through South Gloucestershire Council. Please visit their website for details of the process. If your child has a statement or EHCP this is a priority aspect for admissions (together with Looked After children). All other children are treated equally. The school aims to make provision for all children’s needs and/or disabilities, and will work with parents and other professionals to ensure appropriate support is provided.

Who is responsible for SEND in the school?

The Class Teacher, supported by their Team Leader and the SEND Team, is responsible for:

  • Monitoring the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support)
  • Linking closely with any additional staff working with your child in school, including school-based teaching assistants or outside agencies.
  • Ensuring that the school’s SEND Policy is followed in their classroom.

The SEND Support Team, consisting of:

SENCO– Anna Carr (Anna leads SEND in school)

Family Link Worker- Eva Stewart (Available Mon-Thur)

A Team of 10-12 Special Needs/General Teaching Assistants

All of our staff can be contacted through the school office. (Tel 01454 86671, or email: admin@stmichaelssg.org.uk) If the person you wish to speak to is not available, please leave a message and they will get back to you as soon as possible.

The Headteacher is responsible for: the overall direction of SEND within the school, as well as dealing with any concerns or complaints about provision in the school

The Governing Body monitors the provision of SEND within the school through regular reports and through the Link Governor for SEN. The SEND Governor is currently Karen Parrish.

Identifying additional needs: How will I know if my child needs additional help?


Your child’s needs may already be clearly identified when they enter school. Other needs may become apparent or develop as your child moves through the school. Our teachers are continually observing and monitoring the children in their classes. Through this approach we may see that a child is not progressing as quickly as expected, or the class teacher may observe a change in the child’s behaviour e.g. they are becoming anxious or frustrated. This may indicate that your child needs extra support or intervention.

Sometimes concerns about a child and how they are getting on in school are raised by a parent/carer or by the child themselves. If you have any concerns, please share these in the first instance with the class teacher.

In addition, other professionals, for example in Health, Speech and Language, or an Early Years Setting, may notify the school of any concerns. In these cases parents will also have been notified.


What provision is available to children with SEND?

  1. High quality class teaching with effective differentiation (‘Quality First Teaching’)

All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated. The benefit of this type of differentiation is that all children can access a lesson and learn at their level. In addition, all of our class teachers run ‘Dyslexia Friendly’ classrooms. This means that we ensure that children with reading and spelling difficulties are able to access resources in every classroom to make learning less tricky for them as a matter of course.

Where additional needs are identified there will be a discussion involving parents, the class teacher, and SENCO.

For some pupils an Intervention Programme may be viewed as the best way to meet their needs. Programmes run between 12 weeks and 6 months. The children are assessed at the beginning of any intervention and again at the end. Progress tends to be measured in terms of a reading age / number age/ spelling age. These are reported back to class teacher and parents / child and then next steps discussed.

For other pupils an Individual Provision Map may be viewed as the best way to meet the child’s needs. In these circumstances the class teacher considers each child’s targets as agreed with the parent/carer and records these on an Individual Provision Map (IPM).  We measure progress against the small step targets and then discuss next steps.  These meetings take place 2 times per year.

  1. Additional Provision, which may consist of any of the following:
  2. Targeted Group work This is usually for a fixed period of time and focused on a specific need or gap in learning. This usually consist of intervention programmes which may cover aspects of: reading, spelling, maths, speech and language or motor skills / Individual target work set out in an Individual Education Plan (IEP). These may be:
    1. Run in the classroom or elsewhere in the school.
    2. Run by a teacher or more usually by a Teaching Assistant who has had training to run these groups.
  3. Targeted individual work This usually happens where a child has a statement or a specific learning plan which may be directed by external agencies. This provision is usually carried out by a qualified Teaching Assistant, and is linked to an Individual Education Plan (IEP)
  4. Support for emotional / social difficulties - We have a lunch club open to pupils who need a bit of extra support during unstructured times. We also run social skills programmes and bereavement sessions according to need.
  5. Support for health needs (eg care plans). These are usually drawn up in conjunction with the school nurse and parents
  6. Use of specialised computer programmes to support specific aspects of learning. These are monitored by the Class Teacher or by a Specialist Teaching Assistant


How are the School’s resources allocated and matched to children’s needs?

We aim to meet all children’s SEND needs within the overall constraints of the school budget. The SENCo will allocate the available resources to ensure that there is support available for the various needs within the school. Where demands exceed resources we always try to make the best decisions possible to protect and support the most vulnerable pupils and those with the most complex needs.


If a child’s needs are significantly complex, the school will seek advice from other professionals to ensure that the right support is given to enable a child to achieve their best. This may result in the school requesting an Education, Health Care Assessment from the Local Authority in order to access further support for a child (this process was formerly called applying for a statement).

How will the school involve me as a parent and my child in meeting our SEND needs and in general school life?

We want parents to be fully involved in the child’s education throughout their school career. We aim to achieve this through:

  • Regular planning and review meetings, including reviewing IEPs if appropriate
  • Regular assessments of children’s progress against specific targets
  • Parents Evenings (2x a year) The SEND team are also available for appointments on these evenings.
  • Discussion with parents on how to support learning at home. 
  • Individual pupil/ teacher conversations.
  • Open days or class assemblies where parents can see for themselves what is going on in school

Have any staff received specialist training in SEND?

Our SENCO has achieved the National Award for SENCo and keeps abreast of new developments in SEND.

All of our teachers have received training in the SEND process and robust systems are in place to ensure the delivery of excellent SEND practice.

We have an experienced team of teaching assistants who are proficient in a variety of intervention programmes/ specific individual needs.

The SENCO is supported by Inclusion Support Services (traded service) in supporting the staff needs through training. At the start of each year a training plan is drawn up based on the needs of the staff team. The school also pays into the local authority Educational Psychology Service. Through this service staff are mentored/ coached through the best ways to manage pupils in the classroom where a child has specific / complex needs.

How is the school accessible to children with SEND?

The school building is all on one level and is designed to be fully accessible.  The main door to our building opens automatically.  Doorways and corridors are wide enough to accommodate wheel chair use and ramps are in place to the field and playgrounds and to the lower KS2 buildings. 

There is an accessible toilet in both the main building and the lower KS2 building.

Children with visual impairments are given improved access to learning through use of i-pads which are linked to the interactive white boards in each classroom. The school’s Access Plan is available on the School Website.


How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?

We strongly believe that everyone has the right to be fully included. Pupils with SEND are encouraged to participate in all school activities. For example, they are allocated responsibilities around the school on an equal basis. Access to after school clubs is provided as of right.  We make it a requirement that any independent provider of after-school clubs must cater for pupils with SEND.  School trips are accompanied by a high ratio of adults to children.  Specialist transport is engaged if necessary.  Parents/carers are invited to accompany school trips and may be asked to plan visits with school staff.

How does the school manage the administration of medications?

  • The school has a policy regarding the administration and managing of medicines on the school site. (Available on the School Website)
  • Parents need to contact the school office if medication is recommended by Health Professionals to be taken during the school day.
  • As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.
  • Children with specific Health Needs are likely to have a Healthcare plan which is drawn up with parents by the School Nurse.


How will the school support my child to change classes and/or move on to a new school when they reach the appropriate stage(s)?

Careful consideration is given to preparing pupils with SEND for transition at all stages.  Initial contact is made with the setting previously attended and with the parents, as soon as we are notified that a pupil is transferring into our school. The Family Link Worker will organise coffee mornings for parents to discuss transitions and any related concerns.  When pupils are changing classes or moving to another school, teachers liaise together and with parents/carers, sharing information and preparing the pupil well in advance of the move. 

In Year 5, the transfer options are explained to parents/carers and they have the opportunity to visit secondary schools before making a decision and expressing a preference.  Teachers and the SENCo will pay particular attention to preparing pupils with SEND for transfer to secondary school, addressing both the learning and the well-being concerns that may arise.

What support and training within the school is available to parents and carers?

  • Parent / learning support groups e.g. helping with home learning, behaviour management
  • Coffee mornings with parents.
  • Our Family Link worker (Eva Stewart) is available for individual appointments if advice / support is needed and can signpost to other support networks if needed.