kirklees_local_offer

Introduction

What is the Kirklees Local Offer?
The Local Offer has been developed as part of the new Children and Families Act. It aims to provide information on education, health and social care provision available for disabled children and young people and those with special educational needs, in a way that can be accessed quickly and easily.

Who is producing the Local Offer?
Kirklees Council is working with parents, young people, schools, colleges, early years providers and health services to produce the Local Offer.

What information do schools provide?
Schools have a duty to provide information about special educational needs that is accessible to pupils, parents and carers. We need to make sure this information is kept up-to-date.

Where can I find the Local Offer?
The Kirklees Local Offer can be found by clicking on the Kirklees Local Offer heading. This is a work in progress. Kirklees Council and partners are working hard to create a Local Offer that includes links to all relevant information that Kirklees residents would find useful. If you have any suggestions for improvements or ideas about what might help you, contact CSA.Admin@kirklees.gov.uk.

our_school_offer

Providing comprehensive information for parents, carers and children in accordance with the Children and  Families Act 2014.

Acting Principal Steve Perren
SENCo Steve Perren
Contact details: address Castle Hill School, Newsome Road South, Huddersfield. HD4 6JL
Email (admin) office@castlehillschool.org.uk
Email (SENCo): office@castlehillschool.org.uk
Telephone (admin) 01484 544558
Telephone (SENCo) 01484 544558
Local Offer webpage link http://www.kirkleeslocaloffer.org.uk/
Age range 3-19
Funding Local Authority

What type of SEN do we cater for?
Castle Hill School caters for students with Complex Needs including those with Profound and Multiple Learning Difficulties, Severe Learning Difficulties and those with Multi-Sensory Impairments.

Questions
How will you support my child or young person with Special Educational Needs and Disabilities (SEND)?
How will the curriculum be matched to my child or young person’s needs?
How will both you and I know how my child or young person is doing and how will you help me to support their learning?
What support will there be for my child or young person’s overall wellbeing?
What specialist services and expertise are available at or accessed by the setting, school or college?
What staff training is in place to support children and young people with SEND?
How accessible is your environment?
How will you prepare and support my child or young person to join the setting, school or college, and how will you support them to move on the next stage of education, or move on to adult life?
How are decisions made about what type and how much support my child or young person will receive?

How will you support my child or young person with Special Educational Needs and Disabilities (SEND)?
Who will oversee and plan the education programme?
Ultimately, the head teacher has responsibility to oversee and plan the education programme, however this responsibility is delegated to the class teacher.

Who will work with my child or young person and how often?
The class teacher will work with your child on a daily basis to ensure progress is achieved. Educational Support Assistants and Interveners may also have an input.

What will be their roles?
The role of the class teacher will be to ensure learning is achieved. Other professionals will support the appropriately planned learning programmes.

Who will explain this to me?
We pride ourselves in having very close relationships with parents and carers. Home/ school diaries ensure that parents are kept up to date with educational approaches. Teachers and support staff complete the diaries and outline progress made on a daily basis.
Teachers are always available to ensure parents are fully informed. This process is also supported by our Family Liaison and Support Officer.

How are the governors or trustees involved?
Our governors take a keen interest in all aspects of school. Regular, ½ termly governor meetings ensure that governors are up to date will all educational approaches and strategies.

Will my child or young person have consistent support from staff known to them?
Your child will be based in a class group. This class group will be consistent throughout the academic year. Your child will also have the opportunity to work with a wide variety of staff and students in school through topic groups and enrichment activities.

Will staff be given time to plan and prepare materials, activities and lessons to enable my child or young person to access the curriculum?
Our teachers have access to planning and preparation time to ensure all students learn. Our curriculum is specifically adapted to ensure we apply an effective child centred approach to learning.

How will you know how effective your arrangements for children and young people with Special Educational Needs (SEN) are?
We target set and measure all of our students’ progress using a variety of specifically designed assessment tools.

How will the curriculum be matched to my child or young person’s needs?
What is your approach to personalisation?
Here at Castle Hill School we have a child centred approach to learning which is supported by the application of Individual Education Plans. The use of our rigorous and ongoing assessment ensures that teaching adapts and responds to the changing needs of each student. Effective home/school collaboration supports this process and ensures appropriate personalised learning is realised.

How will you explain this to me?
Parents will have an induction meeting where strategies to learning are discussed. Ongoing contact between home and school ensures a collaborative approach is achieved.
Further support can be given by our Family Liaison and Outreach Support Officer.

How will both you and I know how my child or young person is doing and how will you help me to support their learning?
What are the arrangements for assessing and reviewing the progress of pupils with SEN?

What opportunities will there be for me to discuss my child’s progress with the staff?
How will you know how well my child or young person is doing?
How will I know what progress my child or young person is making and if their needs are being responded to?
What opportunities will there be for regular contact about things that have happened e.g. a home / school book?
How will I be able to raise any concerns I may have about my child/their support/their progress?
How will you explain to me how learning is planned and how I can help support this outside of school?
To assess pupil progress we have bi-annual (Reception/Early Years Foundation Stage) and annual statement reviews. We provide two parents evenings through the year and also ensure that contact between home and school is constant through the use of home/school diaries which are completed daily. Parents are provided with termly planning and Individual Education Plans to ensure they are fully informed of activities and progress. Pupil reports are provided annually.

How and when will I be involved in planning my child or young person’s education?
Ongoing dialogue and discussion is encouraged between home and school. We have also recently introduced a structured conversation pilot study to ensure that views are sought on an ongoing basis. This process will be disseminated throughout school when the pilot study concludes.

Do you offer any parent training or learning events?
Parent training events are offered throughout the academic year. We offer courses based on: Total Communication, Intensive Interaction, Makaton signing and behaviour management to name a few.

Will I be able to discuss issues with the Special Educational Needs co-ordinator before my child starts at the school?
All parents have the opportunity to discuss issues with class teachers before their child’s start date. All teachers have extensive knowledge of Special Educational Needs.

What support will there be for my child or young person’s overall wellbeing?
What pastoral, medical and social support is available for children with SEND?
We have a dedicated nursing team and access to therapy services. We also work in partnership with social services and other outside agencies to ensure appropriate ongoing support. Please follow the link to find out more:
http://www.castlehillschool.org.uk/staff/specialist-professionals

What support is there for behaviour, avoiding exclusion and increasing attendance?
We have a positive behaviour approach which is supported by a comprehensive Positive Behaviour Policy. Please follow the link to find out more: http://www.castlehillschool.org.uk/about/policies

How will my child or young person be supported to enable them to contribute their views?
During September each class holds a vote to decide who would be the best student to represent their views in school. That student then becomes a School Council Representative.

The School Council often takes an active role in many decisions made in school. In the past they have helped with fund raising and have organised and hosted a variety of events including the annual School Council Christmas Party. Please follow the link to find out more:http://www.castlehillschool.org.uk/students/school-council

What specialist services and expertise are available at or accessed by the setting, school or college?
Do you have any specialist staff and what are their qualifications?
Teachers qualified in Multi-Sensory Impairment
Teachers qualified in working with pupils who have autism
Qualified MSI Interveners
Anne Jennings- Communications manager
http://www.castlehillschool.org.uk/school-life/assisting-communication
http://www.castlehillschool.org.uk/parents/task-library

Makaton Trainers
http://www.castlehillschool.org.uk/parents/makaton

What other services do you access including health, therapy and social care services to meet the needs of young people and support families?
What are the contact details of support services for parents of pupils with SEN, including arrangements made in accordance with Clause 32?

Nursing team- 01484 544558
Physiotherapy / Occupational Therapy  team-01484 544558
http://www.cht.nhs.uk/services/clinical-services-a-z/clinical-therapy-rehabilitation/childrens-therapy-services/childrens-physiotherapy/

Speech and Language Therapy Team-01484 544558
http://www.cht.nhs.uk/services/clinical-services-a-z/clinical-therapy-rehabilitation/childrens-therapy-services/childrens-speech-and-language-therapy/

See our school website page
http://www.castlehillschool.org.uk/about-us/specialist-professionals

Support services for parents
http://www.castlehillschool.org.uk/parents

Castle Hill School Family Liaison and Outreach Support Officerhttp://www.castlehillschool.org.uk/parents/family-liaison

Safeguarding information for professionals and volunteers

http://www.castlehillschool.org.uk/parents/safeguarding

Disabled Children’s Service- 01484 456847
Learning disability Team- Adult Services- 01484 456997
Kirklees Transitions Team- 01924 482164
Kirklees Respite Care- Orchard View 01924 496783
Cherry Trees   01484 222703
Elm Grove       01484 325635
Manual Handling
Local Authority Contacts:
Penny Townsend – Moving and Handling and Back Care Advisor – ChYPS
Penny.townsend@kirklees.gov.uk  Tel  01484 226486
Linda Lock – Group Safety Advisor – KMC Corporate Safety Unit
Linda.lock@kirklees.gov.uk    Tel 01484 226419
Lynne Clark – Asset Management Officer – ChYPS
Lynne.clark@kirklees.gov.uk    Tel 01484 225249

What staff training is in place to support children and young people with SEND?
Do you have any other services that work closely with yours?
We are a Teaching School and as such provide training and support to schools both inside and outside of the local authority. We also work closely with Universities and Colleges to provide teacher training placements.

What is your recent and future planned training?
Our in-school training programme ensures there are a wide variety of training opportunities for staff to attend including those based on:

  • Intensive Interaction
  • Sensory Integration
  • Behaviour/safer handling
  • Communication
  • Communication aid use
  • Lifting and handling
  • Safeguarding
  • Reiki
  • Massage
  • Sensory work
  • Multi-sensory impairment
  • Feeding and swallowing
  • PECS
  • Schema
  • Engagement profiling
  • Makaton
  • NARS training
  • Rebound therapy training.

Do you have any specialist staff?
School staff have a great deal of expertise in teaching students with a variety of conditions. We are also fortunate enough to have two teachers who hold the GTC recognised Mandatory Qualification (MQ) in Deafblindness / Multi-sensory Impairment. We also have two teachers who are Specialist Leaders of Education.

Do you have any formal accreditations, charter marks or awards?

  • Head Teacher- National Leader in Education.
  • National Teaching School.
  • Achievement for All Partner School.
  • Kirklees Inclusion Quality Standard.
  • Basic Skills Quality Mark for Primary Schools.
  • Quality standards Mark in Careers Information, Advice and Guidance.
  • Primary Science Quality Mark.
  • Kirklees Volunteering Quality Award.

How accessible is your environment?
Wheelchair accessible?
Auditory and visual environment?
Disabled changing and toilet facilities, including changing places and adult facilities?
We offer a purpose built SEN setting with specialist resources to meet a variety of needs. Facilities include: Sensory Room, Rebound Room, Hydrotherapy Pool, Interactive Soft Play Room, Track Chair System, Sensory Garden……….

How do you communicate with those whose first language is not English or who use alternative communication methods other than the spoken word?

We use a Total Communication Strategy to meet the communication needs of our students and also employ two Bilingual Support Workers.

How will equipment and facilities to support children and young people with Special Educational Needs and Disabilities be secured?
A variety of funding streams can be identified depending on the equipment needed.

How will you prepare and support my child or young person to join the setting, school or college, and how will you support them to move on the next stage of education, or move on to adult life?
What preparation will there be before my child or young person joins you?
Preparation may include some of the following: tour of the school, meeting with your class and class teacher, phased induction and multi-agency placement meetings dependant on needs and requirements.

How will they be prepared to move onto the next stage?
What information will be provided to their new setting, school or college?
How will you support a new setting, school or college to prepare for my child or young person?
Communication passports ensure that all student information is readily available to any new setting. Transition meetings also support the process.
After the Sixth Form our students move on to a variety of service providers and college. This process is completed in partnership with; parents, Connexions (Careers Service), The Transitions Team, The Learning Disability Team and service provider representatives to ensure a smooth post 19 transition.
http://www.castlehillschool.org.uk/school-life/after-castle-hill

How are decisions made about what type and how much support my child or young person will receive?
Describe the decision making process, who makes the decision and on what basis?
Decisions about support are driven by each child’s Statement and/or Education, Health and Care Plan. The statementing process will be completed prior to your child’s registration at Castle Hill School and will often be completed by Kirklees Special Educational Needs Assessment and Commissioning Team.

How will you judge if the support has had an impact?
Continual assessment ensures progress is mapped and built upon. This formation is shared with parents on an ongoing basis through home/school books, telephone conversations,parents group/parental visits, parents evening and through the school review process. Parental input is welcomed and encouraged.