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Broad Square Community Primary School

Primary School

Who to contact

Telephone
0151 226 1117
Alternative telephone: 0151 233 1308
Fax: 0151 256 0848
E-mail
office@broadsquare.liverpool.sch.uk
Website
www.broadsquareprimary.co.uk/

Where to go

Name
Broad Square Primary School
Address
Broad Square
Norris Green
Liverpool
Merseyside
Postcode
L11 1BS

Places and Vacancies

Number of places offered
26
Has immediate vacancies?
Yes
Vacancies updated on
18/08/2016

Local Offer

Local Offer Description

see below

Contact Name
Amanda Taylor
Contact Telephone
0151 226 1117
Contact Email
office@broadsquare.liverpool.sch.uk
Links
http://www.broadsquareprimary.co.uk/
Local Offer Age Bands
Primary (4-10 years)

Schools Extended Local Offer Response

 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?

• The head teacher tracks the progress of all pupils in our care each term. Children who have not made expected progress are identified and the class teacher/SENCO prepares a plan to help these children to progress.

• Early identification is essential for children with additional needs. Our SENCO (Special Educational Needs Co-ordinator) works closely with parents, staff and children to build quickly upon the children’s existing skills/knowledge. We link closely with Surestart services, outside agencies and health visitors to support the needs of our children.

• If you think that your child has a special educational need and it has not been identified/addressed by the school then please arrange to meet the class teacher, SENCO or head teacher to discuss this as a matter of urgency.

• Educational psychologist services are used to identify issues with children’s ability to learn and advice given is acted upon.

• We assess children at the beginning of KS1 and again at KS2 to identify the likelihood they may have tendencies of a dyslexic nature. This will be done in conjunction with discussions with previous school staff and parents/carers.

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

• The type and frequency of support for children will depend upon your child’s needs.

• Social/emotional/behavioural support in our ‘Nurturing Room’

• Support through differentiated tasks/work given by class teacher.

• Support through our learning mentor

• Support through teaching assistant’s involvement

• Support through qualified literacy support teacher.

• Support through additional numeracy interventions.

• Delivery of speech/language programmes as identified by Speech Therapist

• The SENCO will have regular contact with SEN Governor

• We will measure the impact of this support given and in consultation with parents/carers/other agencies; we will decide what the best way forward is for your child.

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

• We recognize that all children learn in different ways and we deliver the curriculum in a range of ways to meet our children’s needs. We have an enquiring curriculum, where children work in pairs, small groups and share ideas freely. Small group work, supported by an adult or individual support is given as needed by class teachers.

• A curriculum web is sent home every term to let parents know what their children are learning.

• All parents/carers will be invited to three parent’s days throughout the year. At this point your child’s progress and targets will be shared with you. A written report will be sent home at the end of the year sharing their progress and any areas to develop.

• We understand that children will all learn at a different pace yet we monitor progress carefully and for those children who have a specific need, a Pupil Profile will be made and shared with parents. Parents will be asked to contribute to and support this.

• The SENCO is available by appointment to discuss your child’s progress/any concerns you may have.

• All staff will be available at the end of the day if you have a query about the curriculum or how you can help your child or their progress.

 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?

• We have a graduated response to meeting the needs of the children in our school. This means that at first we record concerns/observations and speak with parents and monitor. We may then set individual targets in consultation with parents and SENCO. We provide support in class. After this we may provide specific individual support which is delivered through short sessions out of class. Targets and timescales could be agreed. If the above support did not impact upon the progress for your child we would seek advice from external agencies with your agreement. Throughout our graduated Step by Step response, your child’s progress towards the targets agreed will be monitored and reviewed. We endeavour to meet your child’s needs within our own resources.

• If a child has severe needs, and many agencies are involved then their needs will be reviewed within a TAF meeting (Team around the Family Meeting). All agencies involved will agree a date and meet with parents/carers and the child (if appropriate) to plan the support needed/when/where/by whom?

School would apply for "Top up" funding for a child with a severe learning difficulties/medical issues.

 What support will there be for my child's/young person's overall well being?
  • We have an allocated school nurse
  • Circle time is embedded into our curriculum/routines to ensure pupil’s voice is heard.
  • The new PSHE (personal, social, health and emotional) curriculum “ JIGSAW” involves highlighting how to keep safe, cyber-bullying, stranger danger, etc.
  • Medical advice/support is accessed through referrals to outside agencies e.g. CAHMS (Child and Adolescent Mental Health Services), physiotherapists.
  • School council consisting of elected representatives from each class are able to raise issues within school/share ideas and views.
  • We have trained staff to administer first aid/medicines to children as needed (please see administering medication policy)
  • Learning mentor supports pupils and family with attendance, lateness, low self-esteem issues etc.
  • Use of ‘Individual Health Care Plans’ (IHCP) written and agreed with parents/careers, school and a medical practioner to meet your child’s needs.

School uses “Seedlings” service weekly and has 2 staff training in Play Therapy.

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

• School staff are trained in a variety of areas e.g.

o Some staff are trained in sign-along

o Annual training on Autistic Spectrum Disorder

o Teaching assistants are trained in ‘Precision Teaching’ strategies

  • Play therapy services are also available in school and this year we have used Horse therapy.

• School receives expert support from the Education Psychology Service and SENISS (Special Educational Needs Integrated Support Services)

• We can also make referrals to :-

o CAHMS (Child and Adolescent Mental Health Services)

o SLT (Speech and Language Therapies)

o Occupational/physiotherapy (Alder Hey)

o Paediatricians at Alder Hey N.B The above would be with parents/carers consent

Ernest Cookson outreach services to support behaviours.

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

• The SENCO attends Local Authority briefings to keep the school/staff/governors up-to-date of changes in SEN issues

• The SENCO attends Local Primary Consortia to access training/provision for staff and pupils

• All staff has regular training in issues including:-

o Dyslexia

o A.S.D (Autistic Spectrum Disorder)

 

 

 

 

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

 • When possible, provision will be made for all pupils to access all areas of curriculum/extracurricular activities. Adaptations may be made to staffing, transport, resources or trip venues in order for all children to participate. If an issue arises prior to the trip/activity we will seek the advice of parents/carers/specialists to find a way forward.

 

 How accessible is the setting/school/college enviroment

• Disabled toilet, changing facilities/shower

• School is fully wheelchair accessible with lift from ground to first floor

• All documents can be translated upon request for parents/carers whose first language is not English

• Hearing loop installed

Translator upon request

 

 

 

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

• Prior to entry, the SENCO/class teacher will attend any TAF (team around the family) meetings or EHAT meetings to fully understand your child’s needs. As needed, a transition plan may be put in place to make the transfer of your child into our school successful.

• You and your child will be invited to visit school to look around and speak to staff, (SENCO if necessary) collect a school prospectus and fill in all data forms needed prior to entry.

• If your child is of nursery age you will be invited into school for a ‘Stay and Play’ session. On this day you will fill in data forms and a questionnaire about your child. You can speak to the nursery staff about your child’s needs. With your permission, we will then contact the previous early years setting to gather further information about your child.

• Our nursery and reception classes have a ‘staggered intake’ system. Reception pupils begin on half days initially and the nursery children’s transition will be based on discussions with parents/carers to meet your child’s needs.

• To support our year 6 pupils who are transferring to Secondary School our School SENCO will meet with the SENCO in the secondary school, passing on information about your child’s needs and offering advice for the best way forward. Upon request our SENCO will visit secondary schools with parents/carers of children in year 6 who are unsure of the best school for their child.

The School Mentor will assist children with SEN on transition days upon request.

 How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

 

• Children who require additional resources are identified and their needs noted/discussed with the Head teacher. Resources are allocated according to need

• SEN budget is used to pay for staff training (courses) specialist help and resources. Specific resources include writing slopes, pencil grips, support for individual children’s work stations, coloured overlays for children with dyslexia etc.

• The Head Teacher and SENCO monitor the needs of children and provides resources to address these needs, e.g. staffing for literacy/numeracy small group support.

 

 

 

 Who can I contact for further information?

If you require more information about our school please go to our website www.broadsquareprimary.co.uk  If you would like to speak to a member of staff or the Head Teacher, Mrs E Spencer 0151-226-1117 The Local Offer can be found in the Early Help Directory on the City Council Website: www.liverpool.gov.uk  

Journey Planner

Address: Broad Square  Norris Green  Liverpool  Merseyside

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