What is the Local Offer?
This is information for parents/carers/carers of children who may have additional educational needs to other students. Below outlines how we meet these additional needs at Rossett School.
How are Special Educational Needs defined?
The new 2014 SEN (Special Educational Needs) Code of Practice has replaced the School Action and School Action+ categories with one “additional needs” category.
How does this affect provision at Rossett School?
Students who have significant needs, will be placed on a Special Educational Needs register. Students with lesser need, but still requiring support will be placed on an Additional Needs register. This support can either be on a temporary or a permanent basis, dependent upon individual need.
Both registers will keep a record of the interventions received and the outcomes of such. If the required progress is made, then the student will be removed from the register(s) but their progress will continue to be monitored.
A small percentage of students may be identified as requiring highly specialised support and they may be subject to an Education Health and Care plan (EHCP). This plan will form a coordinated support package between Education, Health and Social Services.
How is this achieved?
The Special Educational Needs Coordinator (SENCO) coordinates all relevant support for children with SEN. This includes additional adult support, intervention, tracking and collaboration with outside agencies.
How is this support organised?
Our inclusive approach is based around the premise that any additional needs of students are, as much as possible, met in mainstream lessons with the other students.
A highly individualised approach is adopted by the teaching staff at Rossett. This means that the needs of students may be met in different ways. Teachers are trained to make suitable adjustments in both assessment of learning and delivery of lessons and it is rare that all the children in the lesson will be doing exactly the same work.
What does this look like in the lesson?
It is important when meeting individual need in the lesson that students with additional or special needs are not specifically highlighted as such to others. Teachers at Rossett are highly skilled in this area and students are accepting that some students will approach a task one way, whilst others may address a similar task in a different way. Such strategies may include:
- Alternative ways of recording work (use of word processors for example)
- Differentiated tasks (varying in degrees of challenge)
- Support from a Teaching Assistant
In addition, The SENCO will provide the teachers with relevant and up to date information regarding individual students in the form of a document called a Provision Map. This document includes information about the needs of the student and recommended strategies which will allow teachers to meet these needs in the lessons.
Any updates to this document will be sent out to teachers in a weekly SEN Bulletin.
For how long will these interventions last?
The simple answer is, for as long as is required. Often a student may just require a “boost” and once they are on track, the intervention will end. Some students will require support in some areas for their whole school career
What services are available to school in the event that more specialist knowledge and input can be accessed?
Most needs can be catered for within school, however if external support is required there are a number of agencies we can work with. These include:
- Enhanced Mainstream Service SpLD (Specific Learning Difficulties – based at Rossett)
- Enhanced Mainstream Service : Communication and Interaction
- Child and Adolescent Mental Health Service (CAMHS)
- Educational Psychologist
- Social Services
- Medical Services
Will my child receive support in their exams?
There are a number of support arrangements available to students with high need in exams. These include:
- Extra time
- Word Processor
- Rest breaks
- Alternative location
If we feel a student requires special consideration in this area, specific evidence in the form of formalised tests must be gathered and application is made to the exam board.
How will I be informed about my child’s progress in school?
All students receive three reports recording their academic progress throughout the year. Each report will be followed by a teacher/parent consultation evening. Students involved in the literacy intervention programme will receive an additional report regarding their progress in this area and have an opportunity to meet with their teachers who deliver this programme.
A number of intervention strategies are used at Rossett:
- Literacy Workshops
- Paired Reading
- Numeracy Intervention
- Social Skills Groups
- Friendship Groups
- Lego Therapy
- Emotional Management
- Homework Support
Some of these interventions take place during the school day, some at break-times and after school to minimise disruption to learning.
How is information passed between Primary and Secondary School?
We have a carefully coordinated transition plan for the move between Key Stage 2 and Key Stage 3. We visit every primary school and meet both the students and their teachers. Each primary school is asked to supply both general and any SEN information before the student transfers to Rossett. The students will then visit Rossett in their final term at primary school for two full days. During this time we take great care to ensure that they have a positive experience. We also use this time to gather more information about each individual.
The special needs information is disseminated to teachers to allow them to make the necessary adjustments for each student upon arrival at the start of the year. This will ensure a positive and happy start for the new students. As we learn more about the students, this initial information will then be updated.
The Bridge is Rossett’s own inclusion area. It is an alternative learning area for students who, for whatever reason, are struggling in mainstream lessons. Some student may access the Bridge at regular times in the week over an extended period, whilst other students may follow a shorter more intensive programme. This provision is always seen as temporary, and students are returned to the mainstream lessons as quickly as possible.
The Bridge is staffed by Higher Level Teaching Assistants (HLTAs) They are multi-skilled and are able to deliver traditional lessons as well as specialist interventions in the following areas.
- Literacy and Visual Impairment
- EAL (English as an Additional Language), Speech, Language and Communication, Hearing Impairment
- Behaviour Management, Assessment and Exam Access Arrangements
- Literacy and Literacy Assessment
Rossett is an Enhanced school specialising in Specific Learning Difficulties and supports 87 Primary and Secondary schools in the wider Harrogate area. Support is delivered primarily through the specialist outreach team but also through Rossett becoming a centre of excellence in how to provide for the needs of students with dyslexia, dyspraxia (or Developmental Coordination Disorder, DCD) and dyscalculia in a typical mainstream school context. The focus is firmly on whole class teaching and learning. A series of projects have led to the award of the North Yorkshire Dyslexia Quality Mark and to the roll out of evidence-based practice to our client schools.
In cases where specialist input is required for students at Rossett School, the EMS team supports the Access and Inclusion department in a similar way to how it supports other schools. There is support through assessment and needs analysis, which then leads on to modelling, coaching and quality assuring of changes to provision.
What if I’m not happy about an SEND issue related to my child?
Parents/carers who require advice or wish to express some concerns should contact the school’s SENCO who will endeavour to resolve any difficulties. If the matter is remains unresolved parents/carers should request a meeting with the Headteacher. If parents/carers are still concerned then contact can be made with the Chair of Governors.
Parents/carers may also feel it useful to contact the North Yorkshire SEND Partnership Service. This is a free independent service provided by the Local Authority to offer specialist advice, guidance, support and information to parents/carers of children with Special Education Needs and Disabilities (SEND) and for young people with SEND attending school in North Yorkshire. Our local representative is Ms J Edney (Parent Partnership Coordinator) – her contact details are below.
In addition, following the introduction of the new SEN Code of Practice, the service will now offer information regarding education, health and social care provision, for parents/carers of young people up to 25 years and tailored support to young people who live or attend school in North Yorkshire.
The Service operates an open referral policy so that parents/carers and young people can directly access the service by email and telephone.
Important Contact Details
Mr I Scrimger
Director Access & Inclusion/SENCO
Tel: 01423 564444 ext 255
Ms H Woodcock
Tel: 01423 564444
Mr P Kilford
Chair of Governors
Tel: 01423 564444
Ms J Edney
Parent Partnership Coordinator
North Yorks SEND Partnership Service