Blenheim Primary School - Early years and education

We aim to make a happy and caring learning environment. All children are;

• Valued
• Encouraged
• Supported to achieve their best

We have fantastic grounds and facilities. We have a talented and committed team. Please visit our website for more information.

Blenheim Nursery

The nursery is part of the Primary School. We work with parents so children reach their potential. We have a lunch club at an extra cost.  

The nursery is inspected as part of school's Ofsted registration (URN 114837).

Call us to discuss places or to put your child on a waiting list.

Breakfast Club

The Larks breakfast club runs from 7:30am. The club includes breakfast. This is for school pupils only.

After School Club

The Owls after school club runs until 6pm. It can include a hot meal. This is for school pupils only.

adminstaff@blenheim.lihtrust.uk

www.blenheimprimary.co.uk

Please call to discuss availability and registration processes.

All mainstream schools (which includes maintained schools and academies) have a similar approach to meeting the needs of pupils with SEND and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be inclusive, with the needs of pupils with SEND being met in a mainstream setting wherever possible, where families want this to happen.

The Local Offer has two key purposes:

To provide clear, comprehensive and accessible information about the provision available to support disabled children and children with SEND and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEND as well as the options available to support families who need additional help to care for their child.

To make provision more responsive to local needs and aspirations by directly involving children and young people with SEND, parents/carers and service providers in its development and review.

The SEND Code of Practice identifies four main areas of SEND:

• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health Difficulties
• Sensory and/or Physical Needs

Our SEND information report provides details of the resources, interventions etc. that we provide at Blenheim to support children with SEND. Due to the ever changing needs of our children there may be additional support available that has not been covered in this document. If you would like further information about what we offer at Blenheim or if you have any questions, please do not hesitate to contact our SENCO, Mrs Crowe or our Assistant SENCo, Miss Chloe Newham.

Information about support for special educational needs and disabilities.

Mrs Suzy Crowe (Inclusion Lead) or Katishe Macey (SENCo)

Call 01702 474684 or email adminstaff@blenheim.lihtrust.uk

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

Class teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning.  At Blenheim, we ensure that assessment of educational needs, directly involves the learner, their parents/carers and of course their teacher.  The SENCo and Assistant SENCO will also support with the identification of barriers to learning.  If you have any concerns at all, please contact the class teacher who will be happy to discuss these with you.

How will early years setting/school/college staff support my child/young person? How will the teaching be adapted for my child with SEND?

All teachers and support staff are expected to adapt the curriculum to ensure access to learning for all children in their class, and are well supported by our Inclusion Team. Specialist support is also sought from local special schools and expertise within the Learning in Harmony Trust.  Pupils' progress is tracked termly and reported to parents through regular meetings, where targets and next steps are identified in order to support the learner.  Pupils with complex SEND, who are unable to access the National Curriculum even with significant differentiation, may be able to access the school’s SEN Qube provision with specialist SEN teachers.  This provision is at the discretion of the Head of School and SENCo and admissions are limited to ensure that all children’s needs can be met.

How will the cirriculum be matched to my child's/young persons needs?

Our teachers will use various strategies to adapt access to the curriculum for individual learners.  Each learner identified as having SEND is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum.  The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the identified barriers.  This may include tasks which are different or the use of additional resources.

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

Children, parents/carers and their teacher and support staff will be directly involved in reviewing progress.  Each child identified as having SEND will have a One Page Pupil Profile on which the desired outcomes for the term are recorded after discussions with parents/carers and the child. These are reviewed termly and progress and next steps are discussed. 

If a learner has an Education Health and Care Plan (EHCP), the same termly review conversations take place, but the EHCP will also be formally reviewed annually. These children will have a One Page Pupil Profile to ensure that their specific needs detailed on their EHCPs are met. 

Team around the Child and Family meetings are also used to regularly review support from external agencies such as Speech and Language, health professionals, social care and other support agencies identified on the support plan.

What support will there be for my child's/young person's overall wellbeing?

Blenheim has access to support from an Educational Psychologist, a school counsellor and special school's advice and support.  We also employ Teaching Assistants, 2 specialised intervention teachers, 2 SEN teachers, a Family Support Worker and Learning Mentors, who deliver the interventions as coordinated by our SENCo.  Our Learning Mentors work closely with children and families to remove emotional and social barriers to learning.  Our Inclusion Manager supports the needs of our children who are looked after by either the Local Authority or by family members or who have been previously looked after.

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

At Blenheim we have a number of highly experienced members of staff who are available as part of our universal provision for all children.  This includes:

• SENCo
• Assistant SENCO
• Inclusion Manager
• Learning Mentor
• Counselling services
• SEN Qube provision
• Reading Recovery Teacher
• Every child a counter teacher
• SEN Teachers

We are also able to access support from special schools, including the St Christopher School, Parallel Learning Trust and JFK School.  If necessary, children will be supported by an Educational Psychologist who will work closely with the SENCo and class teacher.  Other services which can be accessed by the EHFSA include Speech and Language Therapy.

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

All staff members have received training from the SENCo on the Code of Practice (2015) and are supported by the SENCo and Assistant SENCo to ensure that they are implementing appropriate provision.  A comprehensive programme of  ongoing CPD is in place to support training needs.

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

At Blenheim, it is an expectation that all children will participate in all activities and school trips regardless of their abilities.  

How accessible is the setting/school/college environment?

Staff are aware of the Equality Act 2010 which places specific duties on schools, settings and providers, including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make 'reasonable adjustments.' The school will always endeavour to take reasonable steps to modify/adapt the learning environment in order to meet the needs of individuals.

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?

Whenever a child moves to a new year group or key stage, careful transition planning takes place.  The existing and new teacher will have a comprehensive transition meeting with the SENCo, when the needs of the child will be discussed and planned for.  Transition meetings for children going to secondary school are held between the two schools to ensure a smooth transition for the child and may include additional visits.

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

A child with an Education Health and Care Plan will have an allocated amount of provision (often worked out as TA equivalent hours).  These hours will be met using a range of provision specifically to suit that child’s needs as detailed in their plan.

This may include support from the SENCo, Assistant SENCo, SEN teachers or Inclusion Manager, Learning Mentors or via group work or 1:1 support from a Teaching Assistant or the class teacher.

How is the decision made about what type and how much support my child/young person will receive?

The type of support needed will depend on the child's needs. This will form part of the discussions during the One Page Pupil Profile process and annual review (for pupils with EHCPs).

How are parents involved in the setting/school/college? How can I be involved?

Parents are encouraged to play an active role in their child’s education.  At the start of the year, parents and carers are provided with an overview of the year, including curriculum and homework expectations.  Parents’ evenings are held in the autumn and spring terms and regular parents' workshops are held throughout the year to allow parents to see how their child is being taught. 

We also have an active PTA called Friends of Blenheim which arranges various activities and fund raising events throughout the year.