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Inclusion and Locality SEND offer

What is a Local Offer?

As part of the changes within the Children and Families Bill, local authorities are required to develop a ‘Local Offer’, which provides information for children and young people with special educational needs and disabilities (SEND) and their parents/carers in a single place, in order that they can easily access and understand the services that may be available.


The local offer for Castle Hill Primary School can be found below.  Mrs Johnson, our Deputy Headteacher also leads the schools Inclusion and Intervention Services. She will be happy to help and advise parents about our local offer.


How does the school know if your child needs extra help?

  • Every pupil's progress is monitored by his/her class teacher.
  • Progress, in the core area, is reviewed by the Headteacher, Inclusion Leader and the Class Teacher half termly during a Pupil Progress Meeting, during this meeting targets for the next half term are set.
  • If a pupil is not making expected progress, or their progress has slowed or if they are working significantly behind other children in their class, then a discussion will take place regarding what provision or interventions can be put in place to support their learning.
  • It may be decided that a ‘Pupil Interview’ with their class teacher is needed to identify any gaps in their learning or the Inclusion Leader may organise some more specific tests to identify any difficulties a pupil might have.
  • Where there are issues with poor attendance or punctuality parents will be contacted so that they can put systems in place to ensure improved attendance and punctuality, sometimes the Education Welfare Officer or Family Liaison Officer will be invited to atend these meetings too.
  • It might be that a short intervention, or targeted support is put in place to help a pupil make up any gaps in their learning.  All support and interventions are closely monitored to ensure pupils are making the required progress.
  • Alternatively it may be decided that the school needs the support of specialists, e.g. School Nurse for a hearing test or the Educational Psychologist for further investigative work to identify difficulties.
  • In some instances pupils may need different or specialist resources to ensure they can access the curriculum properly.
  • It might be that teachers adapt or change the ways in which they plan and teach your child to maximise engagement and learning.
  • The progress of children with an Education Health Care Plan is formally reviewed at an Annual Review with all adults involved with the child’s education, including parents.           


How will the school let me know if my child needs extra help?

If your child is then identified as not making progress the class teacher will set up a meeting to discuss this with you in more detail and to:

  • Listen to any concerns you may have regarding your child.
  • Listen to any concerns your child may have.
  • Plan any additional support your child may receive, and discuss ways in which you can support this at home.
  • Discuss with you any referrals to specialists outside school to support your child’s learning.


How can I let the school know if I am concerned about my child?

  • If you have concerns about your child’s progress you should make an appointment to speak to your child’s class teacher, in the first instance.
  • If you are still concerned then please come and speak to the Inclusion Manager, Mrs Johnson, who is on the gate most mornings or can be contacted through the school office.
  • If you are still not happy please speak to the Headteacher, Mrs Anderson.


How will the school and I know that the support put in place for my child is working?

  • Class teachers complete a ‘Provision Map’ which identifies and plans the support that will be put in place for your child. It will also include targets your child is working towards.
  • The ‘Provision Map’ will be evaluated each half term to see what progress has been made towards your child’s targets and update them.
  • The SEND Governor for the school will monitor and evaluate the effectiveness of the provision for SEND children.


What support will the school offer me as a parent of a child with SEND?

  • The class teacher is regularly available, by appointment, to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The Inclusion Leader is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside specialists will be discussed with you and your child, if appropriate, or where this is not possible, in a report.
  • Provision for your child will be discussed with you on a termly basis.
  • Homework will be adjusted, as needed, to your child’s individual needs.


How will the teaching be adapted for a child with SEND?

  • Class Teachers plan lessons according to the individual needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted, if required, to meet your child’s learning needs.
  • Additional time with the Teacher or a Teaching Assistant may be allocated to provide a targeted intervention that will meet your child’s needs.
  • Pre teaching or specialist intervention teaching may be put in place to help secure skills and concepts for your child.


How accessible is Castle Hill Primary School?

  • The building is designed to be accessible to children with physical disability.
  • The building has accessible disabled toilets and showers.
  • The school has a portable loop system which can be used in large areas such as the hall for those with a hearing impairment.
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • After school provision is accessible to all children including those with SEND.
  • Extra-curricular activities such as trips are accessible for children with SEND. A risk assessment will be completed and as a parent you may be invited to be involved in the planning of such events.
  • We support children if needed at lunch and break time through the use of our ‘Sunshine Break’ and ‘Lunch Club’. This support is for children who may find the playground physically difficult or if they need support with their behaviour. Please let us know if your child has indicated they would benefit.


How will the school support my child’s overall well-being?

  • We have a full time ELSA, Emotional Literacy Support Assistant, who is always available to provide 1:1 and small group support to children if required.
  • We have close links with a range of partners for example, the School Nursing Service, Family Support Workers, Educational Psychology Service, CAMBS, Speech and Language therapy services, Occupational Therapists, Behavioural Support and colleagues in Social Care and the Education Welfare Service.
  • A Family Liaison Officer is available at school for you to discuss any concerns you may have about your child’s emotional well-being.
  • The Inclusion Leader, Mrs Johnson is also available in school should you have a concern.


How are the teachers in school helped to work with children with a SEND and what training do they have?

  • The class teacher is supported by the Inclusion Leader in planning for children with SEND.
  • All staff are developed in their ability to meet the widest range of ability in their class.
  • Individual teachers and support staff attend training courses run by specialists that are relevant to the needs of specific children in their class.


How is extra support allocated to children with SEND?

  • The school budget, includes money for supporting children with SEND.
  • The Head Teacher and the DHT/Inclusion Leader discuss all the information they have about SEND in the school and share this information with the SEND Governor and the wider governing body in order that they may make strategic decisions to impact positively on pupil outcomes.
  • All resources/training and support are reviewed regularly and changes made as needed.


How as a parent can I become involved in my child’s learning at school?

  • Support your child by reading regularly at home with them at home.
  • Support your child with any homework they may be given.
  • Attend any parents meeting you have been invited to throughout the year.
  • Attend any information sessions designed to help you develop ways in which you can better support your child at home.
  • Communicate with the class teacher, either in person, by telephone or via a home school communication diary if one is in place.


Who are the other people providing services to children with SEN in this school?

  • Emotional Literacy Support Assistant (ELSA) to support children with their feelings and behaviour.
  • Curriculum interventions are delivered by Teachers and Teaching Assistants that target English and Maths in particular.
  • A range of SEND TA's trained to deliver specialist interventions e.g. Speech and Language, OT programmes
  • Educational Psychology Service
  • Sensory Service for children with visual or hearing needs
  • School Nurse


The school also houses the Local Authority Specialist Speech and Language Provision.  Places in this provision are allocated by the Local Authority not the school, and pupils do not get a place in these provisions by attending the school.  Both provisions have Teachers, Nursery Nurses and Teaching Assistants trained to deliver intensive speech and language therapy programmes.  In addition they work closely with the Speech and Language Therapy Service.  Children are supported in developing language and may access mainstream classrooms for part of their learning, depending on their needs.


How will we support your child starting at or leaving this school? Or moving to a different class?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

When your child starts in the Reception Class:

  • We will contact your child’s Pre-School or Nursery and discuss their needs with their keyworker and SENCO.
  • We frequently use social stories to help get your child ready for transition, if this is considered a useful tool for you we will contact you and share it with you to help you get your child ready for the move to School.
  • The class teacher will arrange a home visit where you can discuss your child’s needs.


Moving Classes:

  • We move to our new classes early at Castle Hill.  Children change class in July not September.  This is why it is important not to book holidays during school time in July.  Children really benefit from this early move to a new class as their 'Old Teacher' is still here should they need support and they get the chance to move to their new class, make friends and learn new things before they break up for the Summer Holiday.  Teachers also have the opportunity to get to know your child so there is no lost learning time when they return in September.
  • Information is shared between the 'old' and the 'new' teacher in order to support transition and learning.
  • The Inclusion Leader ensures that all plans are reviewed ahead of time and successful strategies shared between staff.
  • Some children benefit from Social Stories around transition, but we have found we need these less and less due to our strategy of early transition.


Moving to another school:

  • Contact will be made with the school SENCO and ensure they know about any special arrangements or support that need to be made for your child before they start including current targets.
  • We will make sure that all records about your child are passed on as soon as possible.


At the end of Year 6:

  • The Inclusion Leader and the class teacher will meet with the SENCO and the Year 7 Leader of their new secondary school, and organise extra visits to the school for children if needed.
  • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
  • The Headteacher and Inclusion Leader continue a dialogue with other Local Schools via Cluster Networks.
  • Children visit Secondary School taster days, within the cluster to help them get ready for the challenges ahead, staff from Castle Hill also attend, as required, in order to help ensure effective and positive transition.
  • Staff from your child's new school may visit them at Castle Hill to help develop a relationship and build trust before they make the transition to Year 7.


Where can I get further information about services for my child?

  • GP
  • School Nursing Service
  • Children's Centre, for children under 8