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Local Offer

The Children and Families Act became law on the 1st September 2014, confirming the obligation for local authorities to publish a 'Local Offer' from September 2014.

The purpose of the 'Local Offer' is to improve choice for families by providing information about services available for children and young people aged 0-25 who have special educational needs and/or disabilities.

The 'Local Offer' will also provide a comprehensive resource for professionals to understand the range of services and provision within their area.

The 'Local Offer'  must include provision that supports young people:

  • who have education, health and care plans, and who may request an assessment
  • who do not have a plan but who need support through universal services
  • who require specialist support.

Questions for Individual Settings/Schools/Colleges on arrangements made to support children and young people with Special Educational Needs or Disabilities.

How does the school 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?

  • Meadows School works with students and young people with a statement of SEN (EHCP) designating Emotional, Behavioural and Mental Health difficulties (EBMH). We also work with high-functioning Autistic Spectrum Disorder (ASD),Speech and Language difficulties and specific learning difficulties (dyslexia/dyscalculia and other associated difficulties).

How will the early years’ school staff support my child/young person?

  • The Head of Education is responsible for monitoring individual student’s set targets across all areas of the curriculum. Progress against target is discussed with Governors, and parents/carers are informed termly and at reviews.
  • The SENCo is responsible for managing planned targets which are set at reviews.
  • Class tutors are responsible for monitoring weekly progress and collating data via the attendance,attainment and behaviour checklists. This information is celebrated each week and certificates awarded to the highest performers in Key Stage 3 and 4.

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

  • All students have detailed individual curriculum plans that are evaluated at a twice-yearly review.
  • Students have individual targets for all subjects at the beginning of the academic year. Their individual performance is tracked with personalised interventions in place for students who are off-track.
  • The National Curriculum is delivered at Key Stages 2 and 3.
  • At Key Stage 4, the most appropriate academic and/or vocational courses will be pursued. These may include courses at partner institutions (such as KCollege, Hadlow Agricultural College, and TN4 et al).
  • At Key Stage 5, a bespoke curriculum is designed with the expectation of a supported college placement being part of the provision.
  • All lessons are tailored for individual need.
  • Subject specific teaching with LSA support enables a high pupil to teacher ratio.
  • Speech and Language intervention is available for high need students. All students benefit from a language-rich curriculum supported by training from the local Speech and Language team.
  • All students benefit from an ‘Individual Crisis Management Plan’ (ICMP).
  • After-school clubs are available, subject to day students being able to organise transport.

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?

  • Following the agreement of placement for the student, there is a six week induction and subsequent confirmation.
  • Day and residential key workers will provide regular feedback to parent/carers.
  • Class tutors and/or subject teachers will contact parent/carers with specific information about progress.
  • The school has twice yearly reviews at which we expect parental attendance and involvement. For these reviews, formalised subject, social and care reports will be presented for discussion.
  • End of term data reports are circulated with a personalised report from the tutor.
  • The school expects parent/carers to provide feedback to the school regarding issues during weekends and holidays which may impact on the student’s performance in school.

What support will there be for my child’s/young person’s overall well being?

  • All students have a named key worker who will be the primary point of contact between parents/carers and the school. Pastoral, medical and social guidance will be provided.
  • Medication administration will be supported for day and residential students following the guidance of the student’s doctor.
  • The tutor system supports pupil attendance, raising attainment and recognising achievement. Those students who are at risk of exclusion will have personalised intervention strategies. The school will use on-site internal exclusion. Those students who receive fixed term exclusions may receive off-site support from the school’s Outreach Teacher, to enable the students to keep up with work and re-integrate.
  • The school employs a Clinical Psychologist to work with staff and students, a qualified counsellor who works with individual students and supervises a behavioural support group and all staff are trained in Therapeutic Crisis Intervention (TCI).
  • At reviews all students are encouraged to give their opinions as to how they have performed in the previous 6 months and set targets for the following 6 months.
  • CXK (Connexions) provides transitional advice to students moving to Further Education or onto supported employment and training.

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

  • All subject staff are QTS (teacher trained).
  • The Head of Care (Safeguarding Officer) is a qualified Social Worker.
  • The residential team provide support for the ‘out of school’ time for all residential students and provide cover at lunchtime.
  • Therapeutic support;
  • Clinical Psychologist
  • Speech and Language Therapist
  • Counsellor
  • Links to local GP surgery for medical support

What training are the staff, supporting children and young people with SENCo, had or are having?

  • The SENCo is qualified by the Institute Dyslexia **
  • Residential managers hold the NVQ Level 4 in either management or care.
  • All care staff hold the NVQ Level 3 in care.
  • All Learning Support Assistants (LSAs) are pursuing the NVQ Level 3 (CACHE Diploma) in specialist support for teaching and learning in schools.
  • All staff have undertaken Team Teach and TCI training.
  • The school has an annual timetable of Friday afternoon training sessions to address current teaching/learning/SEN issues.

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

  • All students will be considered for school activities regardless of ability to pay. Individual risk assessments and ICMPs may lead to activities having to be modified to ensure safe practise.
  • Prior to trips and activities taking place, parents/carers will be expected to return any specialist documentation.
  • We encourage all students to hold a valid individual passport to ensure that this is not a limiting factor for an activity that is part of the curriculum.

How accessible is the school environment?

  • The design of the building (opened 1994) ensures that the majority of the building is accessible.

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

  • All students will attend an interview at the school, meeting senior members of staff, members of the day and residential teams and have the opportunity to visit all aspects of the site.
  • A request to attend Meadows is expected from the student via a telephone conversation with a senior manager.
  • Following agreement that a placement has been accepted, key workers will undertake a home visit.
  • On the day of arrival, an admission/partnership meeting will take place, including the key worker, who will then assist with the integration process. The student will begin an initial assessment with the SENCo (this will be completed during the first 6 weeks).
  • Transition from Meadows will be discussed at annual reviews. Where a decision is made for the student to undertake a planned move to an alternative establishment, Meadows staff will support with opportunities to visit.
  • Year 11 students will have their final annual review in term 3 (January) to enable subsequent courses to be identified and accessed.
  • Mock exams for Year 11s provide guidance as to expected Key Stage 4 qualifications for college interviews (CXK support this process).

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

  • All students require a Statement of Special Educational Needs (ECHP from September 2014). This document will detail expected resourcing for the named student. Where additional resources may be required, the Local Authority will be involved in early identification and discussion.
  • Pupil Premium for Looked After Children (LAC) and those qualifying for Free School Meals (FSM) is available to assist those specific students. The auditing of these resources will be undertaken by Ofsted with reporting of outcomes on the website.

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

  • Support will be allocated as directed within each student’s individual Statement of SEN (ECHP).
  • The school may provide additional support to maximise student attendance, attainment and achievement. This will be monitored by using performance data and outcomes collated at an individual/cohort/school level.

How are parents involved in the school? How can I be involved?

  • All parents/carers are expected to attend meetings regarding their son/daughter, including;
  • Initial interview
  • Admission/partnership meeting
  • 6 week confirmation of placement
  • 6 monthly reviews
  • Where necessary, following a fixed-term exclusion – re-admittance meetings
  • Parents/carers are encouraged to attend;
  • Annual prize giving
  • Christmas pantomime (and other drama performances)
  • Leavers’ events
  • ‘Family Food Fests’ as arranged by the Food Technology department
  • All parents are encouraged to communicate regularly with their son/daughter’s key worker, including;
  • Inform the school of sickness and non-attendance before 9am
  • Holidays are encouraged to be taken during the ‘school holidays’ – exceptions can be agreed by negotiation with the Principal (this must be in writing).
  • Parent Governors play a significant role in the success of Meadows School and parental volunteers are encouraged.

Who can I contact for further information?

  • www.barnardos.org.uk/meadowsschool
  • Telephone: 01892 529144 requesting to speak to;
  • The Principal
  • The Deputy Principal (Education)
  • The Deputy Principal (Care)
  • The Bursar
  • Admin support
  • The SENCo can be made available by the switchboard