Ranskill Primary School is a rural school serving the community of Ranskill near Doncaster. We are a 0.5 form entry school meaning that class are organised in paired year groups (YF/Y1, Y1/2, Y3/4 and Y5/6).
Ranskill Primary School
Who to contact
Where to go
Ranskill Primary School
Cherry Tree Walk
- DN22 8LH
Time / Date Details
- When is it on
- 8am - 6pm
- Time of day
- Referral required
- Other notes
We are an inclusive primary school.
Ranskill Primary School Local Offer
The Special Educational Needs Local Offer is a resource which is designed to support children and young people with Special Educational Needs and/or disabilities and their families. It describes the services and provision that are available both to those families in Nottinghamshire that have an Education, Health and Care Plan and those who do not have a plan, but still experience some form of special educational need. The Special Educational Needs Local Offer includes information about public services across education, health and social care, as well as those provided by the private, voluntary and community sectors. Please visit: www.nottinghamshire.sendlocaloffer.org.uk
Beyond quality first teaching the school offers the following specialist approaches :-
- Pupil voice (putting the pupil at the heart of our process)
- Toe by Toe (reading)
- Inference training (reading)
- Dyslexia screening testing
- Springboard (maths)
- Five minute box (reading, writing,)
- Boxhall profiling (identification of behavioural needs)
- Safe manual handling of less able pupils.
- Social stories
- Outside agencies
The school continues to build strong working relationships and links with external support services in order to fully support our Special Educational Needs pupils and aid school inclusion.
Parental consent will always be required before we involve any external agency with a pupil in school. The outcome of such involvement will be discussed with the parent and pupil.
Agencies which are available to the school include;
- Behavioural support Team
- Bereavement Services
- Children and adolescent mental health services
- Children’s centres family support workers
- Communication and interaction specialist services (autism)
- Early years specialist support team.
- Educational Psychology Services
- Education welfare Officers
- Every Child a reader lead teachers.
- Occupational Therapy
- Physical disability specialist support services
- School Nursing Team
- Social Services
- Speech and Language Services
The school can also access all the agencies listed in the county local offer as needed by individual pupils.
- Local Offer Age Bands
- Primary (4-10 years)
Schools Extended Local Offer Response
- 1. What kinds of special educational needs does the school/setting make provision for?
The school has provision for children with mild to moderate learning difficulties and specific learning difficulties such as dyslexia. We can make provision for children who may have a speech and language impairment. The school can also accommodate children who have communication and interaction difficulties such as children who are on the Autistic spectrum.
- 2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?
Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored. Children exhibiting concerning behaviours will be recorded and appropriate action taken. Any parent who feels their child may have special educational needs should speak to their class teacher in the first instance.
- 3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
There is an annual formal evaluation of the effectiveness of the school SEN provision and policy. The evaluation is carried out by the SENCo, Head Teacher and SEN Governor. Information is gathered from different sources such as child and parent surveys, teacher and staff surveys, parent’s evenings, consultation evening, feedback forms or school forums.
Reviewed September 2016
- 3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?
Pupil progress will be monitored on a termly basis in line with the SEN Code of Practice. This will include the mapping of SEN provision, and the monitoring, review and evaluation of interventions used to support pupils.
Information from provision management can be used to identify how effective provision (interventions) is in enabling pupils to achieve academic and wider outcomes.
- 3.c) What is the school's approach to teaching pupils with special educational needs?
Our aims are:
· To ensure that all pupils have access to a broad and balanced curriculum.
· To provide a differentiated curriculum appropriate to the individual’s needs and ability.
· To ensure the identification of all pupils requiring SEN provision as early as possible in their school career.
· To ensure that SEN pupils take as full a part as possible in all school activities.
· To ensure that parents of SEN pupils are kept fully informed of their child’s progress and attainment.
· To ensure that SEN pupils are involved, where practicable, in decisions affecting their future SEN provision.
· To ensure that children within vulnerable groups achieve in line with their peers.
- 3.d) How will the curriculum and learning be matched to my child/young person's needs?
Pupils with SEN will be given access to the curriculum through the specialist SEN provision provided by the school as necessary and as far as possible, in line with the wishes of their parents and the needs of the individual. Teachers will use in-class provisions and support effectively to ensure that the curriculum is differentiated where necessary.
- 3.e) How are decisions made about the type and amount of support my child/young person will receive?
Resources for SEN are allocated by the SENCo, based upon the needs of the children involved, in consultation with the head teacher and class teachers. Funding can be received from other sources such as pupil premium or inclusive technology grants which may be included within the SEN budget, if appropriate.
- 3.f) How will my child/young person be included in activities outside the classroom, including school trips?
The school aims to include all children with SEN in activities outside the classroom. We will make any reasonable adjustment in order for this to happen. Where any issues may arise, then parents will be fully consulted about potential changes.
- 3.g) What support will there be for my child/young person's overall well-being?
Children access personal and social learning through the curriculum and PSHE lessons. They also have the opportunity for 'circle time' to discuss personal problems. For children who have greater needs, then appropriate intervention to support their personal development will be planned. This may involve small group work, nurture groups or social stories.
- 4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.
The school SENCO is Jane Heald who can be contacted on the school telephone number - 01777 818468.
- 5. a) What training have staff supporting special educational needs had and what is planned?
We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEN.
Teachers and teaching assistants in the school attend professional development courses whenever possible. The SENCo provides relevant in-house training on a termly basis to all staff during INSET days and staff meetings.
The SENCo attends relevant SEN courses, Family SEN meetings and facilitates/signposts relevant SEN focused external training opportunities for all staff.
Recent training in the 2015-16 academic year includes 'Attachment Training' from a specialist consultant.
In November 2016, our teaching assistants will be undertaking training to help them support learners.
- 5.b) What specialist services and expertise are available or accessed by the setting/school?
The following services will be involved as and when is necessary:
- School Nursing team
- Educational Psychology team
- Early Help unit
- Schools and Families support service
- Child and Adolescent Mental Health Service (CAMHS)
- Social Services
- Family Support workers
- Speech and language support service
- Primary Social Emotional Development Team (PSED)
- Bassetlaw Primary Health Care Trust
- 6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
Funding for individual pupils with SEN will be determined by the SENCo and the Senior Leadership Team, based on the nature of pupil’s needs. This funding may include, but is not limited to:
- timetabled support sessions in groups or individually
- specialist equipment required to aid access to the curriculum
- computer support programs for individual needs
- specific resources to aid diagnosis and
- external support services such as counselling.
The school is fully accessible in line with requirements of the Equalities Act 2010.
- 7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?
Parents are kept up to date with their child’s progress through; termly progress reports, parent’s evenings and annual reports. In the event of a parent having a concern about their child’s progress they can discuss this with their child’s class teacher and/or the SENCo.
In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. The SENCo may also signpost parents of pupils with SEN to the local authority Parent Partnership service where specific advice, guidance and support may be required.
- 8. What are the arrangements for consulting young people with SEN and involving them in their education?
Children with SEN will have the opportunity to complete 'pupil voice' questionnaires to ensure they are involved in their own education. Older children are invited to attend structured conversation meetings with their parents and class teacher which allow them a chance to express their possible frustrations or barriers to learning. Children involved in interventions are encouraged to discuss their successes and failures with the adult who is delivering the intervention.
- 9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENCo or head teacher, who will be able to advise on formal procedures for complaint.
- 10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?
The governing body has a link governor responsible for overseeing the SEN provision. They work closely with the SENCO and Senior Leadership Team to ensure that the school is meeting its statutory requirements for SEN provision.
Working in partnership, the governors and school secure access to additional support from outside agencies through the referral process. Pupils can be referred to the Early Help centre, local health services and other organisations to meet their individual needs. Termly Springboard meetings provide a support network with the local authority.
- 11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
Representatives from voluntary organisations and other external agencies are invited to liaison meetings throughout the year to discuss SEN provision and progress and keep staff up to date with legislation.
- 12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
For children joining our reception class we provide a full transition program to ensure that they arrive confident. The SENCo and class teacher will meet with early years providers in order for a clear communication of any identified children with SEN to happen.
Where practicable, a similar transition programme is in place for children who join at other stages in their primary education. At all points, a phase transition will always be planned.
- ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
Transition of all children follows the guidelines issued in the transition policy. For children with SEN the school will outline additional support that is available to both the parents and the child.
In order to support a smooth transition we may share information regarding the child’s specific needs and their progress and attainment at school. In the case of children with SEN we may also share the child’s intervention and progress history and any barriers to learning that they may have.
- iii) Prepare for adulthood and independent living?
In order to prepare children for their next phase of development, we endeavour to support them to become independent learners.
- 13. Where can I access further information?