1. The kinds of special education needs for which provision is made at the school.
Cummersdale School caters for a wide range of special educational needs.
- Communication and Interaction
- Speech and Language difficulties.
- Cognition and Learning - moderate learning difficulties.
- Social, Emotional and Mental difficulties
- Sensory and / or physical needs
2. Information about the school's policies for the identification and assessment of pupils with SEN.
School gathers information about the child from parental concerns, speaking to the class teacher and identifying if the child is working below age expectations.
Initial assessments are carried out, interventions are put in place and the child put on the SEN register.
3. Information on the school's policies for making provision for pupils with SEN needs whether or not pupils have an EHIC plan.
- How school evaluates the effectiveness of its provision for such pupils.
School will regularly monitor pupils' progress and carry out observations.
- The school's arrangements for assessing and reviewing the progress of pupils with SEN.
Children with individual education plans have them reviewed regularly.
- The school's approach to teaching pupils with SEN.
A variety of strategies are used including small group work, one to one tuition, differentiated lessons. The school's learning support teacher who liases with the class teachers and teaching assistants.
- How the school adapts the curriculum and learning environment for pupils with SEN.
As well as the above, the school tailors learning to each individual whenever possible.
- Additional support for learning that is available to pupils with SEN.
In cases where further support is required, funding can be applied for.
- Activities that are available for pupils with SEN in addition to those available in accordance with the curriculum.
Cummersdale School aims to be inclusive as possible. After school clubs are open to all and the children regularly enjoy educational visits and trips.
- Support that is available for improving the emotional and social development of pupils with SEN.
The school aims to improve children's self esteem and encourage communication and co-operation. There are high expectations of behaviour and this is supported by the behaviour policy.
4. The SEN co-ordinator
The SENCO (Special educational needs co-ordinator) is Mrs Fay Scott.
5. Information about the expertise and training of staff in relation to children with SEN and how specialist expertise will be secured.
Staff all regularly attend courses and are kept up to date. They have received a variety of training including reading intervention and maths recovery.
Training and support is requested from external agencies when necessary.
6. Information about how equipment and facilities to support children with SEN will be secured.
Whilst most of the school is a Victorian building, there is ramp access and disabled toilet facilities in line with statutory requirements.
7. The arrangements for consulting parents of children with SEN about, and involving such parents in the education of their child.
School values the home to school partnership we have with carers. Parents meet with the class teacher twice a year at parent evenings and meet as and when needed with support staff for reviews.
Parents get a yearly report on their child's progress and are kept up to date with regular IEPs
8. The arrangements for consulting young people with SEN about, and involving them in their education.
Pupils are involved in their own target setting and reviewing. In class they carry out self assessment and peer assessment.
9. Arrangements made by the Governing body relating to the treatment of complaints from parents of pupils with SEN concerning the provision made at the school.
If an issue has not been resolved satisfactorily by the class teacher and/or headteacher, the governorning body will look into the matter further in line with the school's complaints policy.
10. How the Governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with SEN and in supporting families of such pupils.
Whilst the governing body supports and oversees the needs of pupils with SEN, it is the staff who generally liase with external agencies. The governing body are kept informed of SEN matters through the headteacher's report.
11. The contact details of support services for the parents of pupils with SEN
The school is able to provide contact details on request.
12. The school's arrangements for supporting pupils with SEN in transferring between phases of education.
The school works closely with feeder nurseries to ensure that relevant information is passed on. The school organises a comprehensive induction into Reception for new starters. The school carries out transition activities in school to ensure smooth transition between classes. The school also has close links with secondary schools to enable a smooth transfer.
13. Information on where the local authority's local offer is published.
Information can be found at http://search3.openobjects.com/kb5/cumbria/fsd/home.page