The above link relates to the Kirklees Local Offer which gives children and young people aged 0 – 25 years with special educational needs or disabilities, and their families, information about what is available in Kirklees across education, health and social care.
· SEN support in nurseries and schools
· Health, wellbeing and Social Care
· Choices for school leavers
· Support for parents and carers and peer support groups
· Information on where to access additional support for children and young people with disabilities and their families.
· Things to do where you live
It is more than a directory of services. It brings everything together in one place
At The Netherhall Learning Campus we make every effort to achieve maximum inclusion of all pupils. We aim to be a fully inclusive school where all pupils feel happy, confident and enthusiastic about their learning.
The Governing Body ensures that appropriate provision is made for all children whether it is SEND, Vulnerable or Gifted and Talented.
Inclusion is at the forefront of the school's mission, a strength of its provision and parents
and carers overwhelmingly agree. All adults know pupils well and are committed to
providing high levels of care. They respond sensitively to the particular needs of those
with more profound challenges. Pupils say that adults working with them are always
approachable and help to sort out any problems. Effective links with home and with other
settings help pupils to settle in quickly when they arrive and make a smooth transition to
the federated junior school.
Netherhall St James Infant and Nursery School Aims:
To provide a stimulating, caring environment where students feel happy, confident and enthusiastic about learning.
To deliver a broad and balanced curriculum, this promotes fully inclusive teaching and learning to ensure the health, safety and wellbeing of all.
To develop positive attitudes to learning and high standards of behaviour where everyone is valued, respected and treated equally.
To work positively alongside external agencies to ensure timely and early help is accessed when identified, providing quality a holistic approach to supporting all our students.
To work closely with parents/carers and our local community, communicating clearly with them whenever possible, to enhance the attainment alongside the personal and social development of all our students.
To develop all students’ spiritual, moral and cultural development, building on our Campus ethos and extending the students’ knowledge and understanding of other faiths and cultures to become confident members of British society.
PRACTICE WITHIN SCHOOL
Our teachers are extremely skilled in differentiating lessons to suit the needs of all children to ensure they can achieve their full potential. If at any time a teacher is concerned about an aspect of a child’s progress a meeting will be arranged to discuss this with the parent/carer. .Equally if at any time a parent has worries or concerns about their child then they are encouraged to discuss their concerns with the teacher or another member of school staff (See People in school who can support your family section below).
A concern may also be raised through liaison with an outside agency such as a physiotherapist or speech and language therapist or through a medical practitioner.
Our school also has a Specialist Provision for Children with Physical Impairments this includes a dedicated team of staff who provide a centre of excellence aimed at supporting all children and young people with a physical difficulty both here on Campus and in schools across Kirklees. The skills and expertise of the team are utilised to maximum effect to support children, families and schools through the delivery of a quality service that promotes access to an inclusive mainstream curriculum.
Throughout school classrooms teachers and support assistants work closely together to ensure the needs of individual children, small groups and targeted groups are met. This can be through additional adult support, specialist resources and equipment or targeted intervention group to support both academic and emotional development.
ONCE A CONCERN IS RAISED
For a variety of reasons a child may be experiencing more difficulties than most children their age with schoolwork, communication, emotional regulation and/or behaviour. Once a need has been identified it can be addressed and strategies can be put in place to help children to get back on track. Any interventions will always be dealt with in a sensitive manner and parents are fully consulted within this process.
If a child has medical needs we ask that parents/carers inform school and a meeting will be arranged for the specific needs to be discussed. The meeting is held to ensure school staff are fully aware of the need and to ensure adequate provision is in place this may include:
• procedures for the administration of medication
• intimate care plan
• adaptations to the classroom environment
• specialist equipment
• procedures required in the event of an emergency.
All information gathered is strictly confidential and will be dealt with sensitively.
HOW WILL SCHOOL SUPPORT MY CHILD?
Who will oversee, plan, work with my child and how often?
• The SENCO oversees all support and progress of any child requiring additional support across the school.
• The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.
• There may be an Educational Teaching Assistant (ETA) or a THRIVE practitioner working with your child either individually or as part of a group; if this is seen as necessary by the class teacher.
Who will explain this to me?
• The class teacher will meet with parents at least on a termly basis (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress.
• For further information the SENCO is available to discuss support in more detail.
How are the governors involved and what are their responsibilities?
• The SENCO reports to the Governors every term to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.
• One of the Governors is responsible for SEND
• The Governors agree priorities for spending within the SEND budget with the overall aim that all children receive the support they need in order to make progress.
How will the curriculum be matched to my child’s needs?
What are the school’s approaches to differentiation and how will that help my child?
• All work within class is planned 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.
How will I know how my child is doing and how will you help me to support my child’s learning?
What opportunities will there be for me to discuss my child’s progress?
• As a parent you are welcome any time to make an appointment to meet with either the class teacher or SENCO to discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.
• We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
• When considered appropriate we operate a home / school link book which your child will bring home regularly so that comments from parents and teacher can be shared and responded to when needed.
• If your child is on the SEND register they will have which an Additional Needs Plan (ANP) or a My Support Plan which highlights any extra support they may be receiving or which will have individual targets matched to their specific area of need. This is discussed on a termly basis and parents are given a copy of the ANP or My Support Plan. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) with the expectation that the child will achieve the target by the time it is reviewed.
• If your child has complex SEND they may have an Education Health and Care Plan (EHCP) which means that a formal meeting will take place to discuss your child’s progress and a report will be written.
How does the school know how well my child is doing?
• As a school we measure children’s progress in learning against National expectations and age related expectations.
• The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. Children’s progress is monitored and tracked on a regular basis.
• Children who are not making expected progress are picked up through Review meetings with the Class teacher and Assistant Head teacher / Co-Headteacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. If your child is discussed at one of these meetings parents will be informed.
• When the child’s ANP or My Support Plan is reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.
What support will there be for my child’s overall well being?
What is the pastoral, medical and social support available in the school?
• We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.
• We are also a THRIVE school. means that our teaching staff have had specific THRIVE training. They have the knowledge and skills that allow them to fully nuture and support their pupils emotional wellbeing and development in school. Within school we have a number of staff whole are accredited THRIVE practitioners.
• The class teacher can liaise with the SENCO through the Additional Needs Pathways if they feel your child requires additional intervention or support; this may then involve working with outside agencies where appropriate.
• If your child has a recognised medical need, a health care plan will be created to ensure this need is managed effectively.
How does the school manage the administration of medicines?
• The school has a policy regarding the administration and managing of medicines on the school site.
• Parents need to contact school if medication is recommended by Health Professionals to be taken during the school day.
What support is there for behaviour, avoiding exclusion and increasing attendance?
• As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils where students are supported to behave in a positive way and are recognised for doing so.
• If a child displays social, emotional and mental health difficulties that present through challenging patterns of behaviour an Additional Needs Plan (ANP/Provision Map) is written alongside the student and parents/carers to identify the specific issues, put relevant support in place and set SMART targets.
• After any behaviour incident we expect the student to reflect on their behaviour with an adult, this helps to identify why the incident happened and what the student needs to do differently next time to change and improve their behaviour.
• As a school we have a positive approach to restorative justice and value the time to reflect on making the right choices when faced with challenging situations.
• Only in extreme circumstances is a student may be excluded from school (see the Behaviour policy) and if this presents as a consistent pattern, the school will seek additional support from a range of agencies to determine if there any additional unmet needs. All information will be shared with the parents/carers.
• Attendance of every student is monitored on a daily basis and again throughout the day. Lateness and absence are recorded and reported to the pastoral teams. Good attendance and punctuality are actively encouraged throughout the school. The school actively works to promote high levels of attendance and to encourage punctuality and children are rewarded for outstanding achievement and punctuality. Persistent absences will be closely monitored, and the school may involve the LA Attendance and Pupil Support Service (APSO) where parents’ contracts and potential fines may be issued.
How will my child be able to contribute their views?
• We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints to be raised.
• Children who have ANPs (Additional Needs Plans) or My Support Plans discuss and set their targets with their class teacher.
• There is an annual pupil questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry.
• If your child has an Education Health and Care Plan (EHCP) their views will be sought where appropriate before any review meetings.
What specialist services and expertise are available at or accessed by the school?
• Our SENCO is fully qualified and accredited.
• As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: - Behaviour Intervention; Health including - GPs, school nurse, clinical psychologist, paediatricians, speech & language therapists; occupational therapists; social services including - Locality Teams, social workers and Educational Psychologists.
What training have the staff had for supporting children with send had or are currently having?
• Some members of staff have had training in delivering Speech & Language programmes from Speech & Language therapists.
• Other members of staff have had training to support children with communication difficulties this includes alternative methods of communication such as Makaton and British Sign Language.
• A number of staff are Team Teach trained to support children with behavioural difficulties.
• Teaching staff have received training in the TRIVE approach.
• Some staff in school are accredited THRIVE practitioners.
• Many of our ETAs have had training in delivering reading and spelling / phonics programmes.
• Staff are trained to provide alternative access to ICT such as switches, roller balls and joysticks.
How will my child be included in activities outside the classroom including school trips?
• All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
• A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
How accessible is the school environment?
• The school site is wheelchair accessible with extensive disabled toileting facilities large enough to accommodate changing.
• The school has a physiotherapy suite with tracking and hoisting.
• The school endeavours to adapt the environment and resources to meet specific needs e.g. provision of ICT, enlarging scripts, use of alternative methods of communication.
• We run EALIP to assist in supporting our families with English as an additional language.
How will the school prepare and support my child when joining the school and transferring to a new school?
• We encourage all new children to visit the school prior to starting when they will be shown around the school. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings. We may also visit them in their current school.
• When children are preparing to leave us for a new school typically to go to junior education, we support additional visits. In conjunction with Rawthorpe Junior School we run a programme specifically tailored to aid transition for the more vulnerable pupils.
• We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
• If your child has complex needs then a Statement or EHCP review meeting will be used as a transition meeting during which we will invite staff from both schools to attend.
How are the school’s resources allocated and matched to children’s SEND needs?
• We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.
• We have a team of ETAs who deliver programmes designed to meet groups of children’s needs.
• The budget is allocated on a needs basis. The Children who have the most complex needs are given the most support often involving an ETA.
How is the decision made about what type and how much support my child will receive?
• The class teacher alongside the SENCO will discuss the child’s needs and what support would be appropriate.
• Different children will require different levels of support in order to bridge the gap to achieve age expected levels.
• This will be through on-going discussions with parents
How do we know if it has had an impact?
• By reviewing children’s targets on ANPs and ensuring they are being met.
• The child is making progress academically against national/age expected levels and the gap is narrowing - they are catching up to their peers or expected age levels.
• Verbal feedback from the teacher, parent and pupil.
• Children may move off the SEND register when they have ‘caught up’ or made sufficient progress.
How do we evaluate the effectiveness of our provision?
• The SEND Team regularly meet to review the provision across the Campus and discuss what the strengths are and outline next steps.
• The SEND Team regularly feedback to the senior management team who are then able to reflect on whole school strengths and areas of development for the provision of special educational needs and disabilities.
• We regularly conduct pupil voice to gather children’s own perspectives about the provision at Netherhall.
• Parents/carers are an integral part of our reviewing process and we actively seek their feedback through parent voice, feedback prior to any reviews and throughout with close and regular contact. Parents and carers are an integral part of our provision at NLC and working collaboratively is actively encouraged.
• Staff voice takes place regularly and this includes the provision for children with SEND and allows for reflection to take place and guide next steps for the Campus.
What are the Governor’s responsibilities?
• The Campus has a dedicated Governor whose responsibility it is to monitor the effectiveness of SEND and Inclusion across the Campus. They regularly receive reports on the progress of students with SEND and ensure they maintain an up to date knowledge of statutory changes and requirements.
What arrangements are there for handling complaints from parents of children with SEND about the provision made across the Campus?
• Netherhall Learning Campus takes any concerns raised by parents and carers seriously. Any parent or carer who wants to make a complaint should follow the Campus’ complaints procedure on the Campus website. This policy ensures that any issues are resolved in a fair, balanced and transparent manner in line with our aim of providing a safe environment for learning.
WHO CAN I CONTACT FOR FURTHER INFORMATION?
Who should I contact if I am considering whether my child should join the school?
Contact the school office to arrange to meet the Acting Head teacher, Mrs Coates or Assistant Headteacher/SENCO Mrs Sarah Greenwood, who would willingly discuss how the school could meet your child’s needs.
PEOPLE IN SCHOOL WHO CAN SUPPORT YOUR FAMILY
Head of School : Karen Coates
SENCO/Assistant Headteacher: Sarah Greenwood
Safeguarding Officer: Ruth Dickinson
Learning Mentors: Katy Hall, Taryna Butler
Attendance Officer: Lyndsey Moseley
Governor for SEND: Patrice Curtis
Tel: 01484 226601
Fax: 01484 226602
Netherhall Learning Campus consists of four schools, covering the full age and ability range from 3 – 19 years, each with its own distinctive ethos; each with its own individual identity and each catering to the specific needs of its students.
Hello and welcome to our school website. We hope you like it and find everything you need.
Head of School