DRAFT - Curnow School · 1 DRAFT - Curnow School Our School Offer for Special Educational Needs and...

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DRAFT - Curnow School

Our School Offer for Special Educational Needs and Disability (SEND) Celebrating success Uniting parents and professionals Recognising educational potential Nurturing self-esteem and valuing the individual Overcoming barriers to learning Working for success

Special Educational Needs Policy

Equality and Diversity Policy

Accessibility Plan

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The levels of support and provision offered by Curnow School

Throughout their time at Curnow School pupils may receive varying levels of support according to their educational needs and circumstances. Curnow School aims to ensure it is at all times responsive to any changing circumstances. The information in the table below is a guide to the ‘typical’ levels of provision found across the school setting and sites.

Whole school approaches.

The universal offer to all our children/young people

Additional targeted support and provision

Specialist individualised support and provision

Curriculum approaches

Clear rationale for the delivery of

all revised National Curriculum areas

Detailed curriculum planning/delivery for all subjects, with clear differentiated learning outcomes to provide all pupils/students with challenge

Detailed planning based upon robust assessment of learning

On-going assessment of pupil’s progress and attainment Opportunities to enhance and

enrich Spiritual, Moral, Social, Cultural (SMSC) outcomes throughout the curriculum regardless of needs type

Personal, Learning and Thinking skills (PLTs) fully embedded within all Teaching and Learning across Key Stages 3- 5

KS1- 4 Core Curriculum Targets within English and Maths

EYFS curriculum delivered

Specialist curriculum to support

different needs types of learners based upon robust assessment outcomes (MSI curriculum)

Flexible Curriculum based upon assessment of need

Visual timetables in all rooms Whole school rewards/

behaviour policy

Flexi Schooling Agreement

between the parents and the school

Education out of School (personalised learning pathways)

Multisensory approach used within structured Teaching and Learning sessions

1:1 Teaching sessions based upon robust assessment outcomes

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through Prime and Specific areas of learning

KS5 Functional skills Literacy and Numeracy and ICT (Computing and Communication)

Functional Skills curriculum within Key Stages 4 and 5 delivered in wider educational settings

End of year curriculum report to parents/carers

Day2Day books to assist home/school communication with a focus upon learning outcomes

Effective use of ICT embedded across the curriculum including e-safety

Whole school approaches The universal offer to all our

children/young people



Teaching and learning approaches

Accreditation routes identified

across Key Stages 3, 4 and 5 Differentiated learning outcomes

identified through robust assessment of learning within all curriculum areas

End of year reports to parents/carers

Annual review of Special

Use of appropriate switch

technology Use of multi sensory resources Multi-Agency advice and

guidance to inform/enhance Teaching and Learning

Class reward systems

SWIIPE profiles (Social,

Wellbeing, Involvement, Intellectual, and Physical. Emotional assessment of need)

Personalised learning timetables Personalised learning

environments (Learning pods) AAC (Augmentative, Alternative

Communication)

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Educational Need/EHC Plan Individual Education Plans (IEP) Visual timetables/targets Ongoing assessments of pupil’s

progress and attainment Analysis of data to show

progress over time (P level and National Curriculum levels)

Effective use of Computing and Communication, including E-Safety across the curriculum.

Use of Makaton Differentiation of resources to

underpin teaching Curnow Code

Sequence Strips Objects of Reference used to

support structured teaching and learning sessions

1:1Teaching Support where appropriate

Curnow Individual Support Team Input

Whole school approaches

The universal offer to all our children/young people



Self-help skills and independence

Curnow code to promote

independence and personal autonomy

Functional skills curriculum (Key Stage 4 and 5 – Post 16)

Work Related Learning Opportunities within the school and wider educational contexts (as appropriate)

Consistent routines and

behaviour expectations

Positive Behaviour intervention

Plans (PBIP) Early Behaviour Support plans

(EBSP) IEP targets Personalised therapy plans

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Health, wellbeing and emotional support

Curnow Code displayed across

the school and supports Head Teacher’s assembly

Positive learning environment with excellent staff role models Personal Social & Health curriculum as a core curriculum

subject A body of staff trained in first aid

the safety of all pupils School Council obtains views of

learners across the school Dance Tutor PE Coach ‘Funtastic Friday’ (Lower

Faculty) ‘The Mix’ (Upper Faculty) Individual Safety plans (ISP) for

all pupils of the school

SWIIPE profiles (Social, Well-

being, Intellectual, Involvement, Physical and Emotional)

Multi-sensory room Sensory Integration room Physiotherapy guidance

incorporated into classroom practice

OT guidance incorporated into classroom practice

Music Therapy IEP Targets School Nurse CIC (Child in Care) Reviews CIST (Curnow Individual

Support Team) Physiotherapist support Occupational Therapist support Team Teach trainer on the

school staff All staff trained within Team

Teach Manual handling assessments in

place for appropriate pupils Learning pods Safe spaces Healthcare plans (multi-agency)

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Social interaction opportunities

SMSC (Spiritual, Moral, Social

and Cultural) Education identified within all teaching/learning planning across the school

Key learning indicators identified within SMSC to determine challenge for each learner within the school

Functional Skills curriculum (Key Stage 4 and Post 16) promotes social interaction within wider educational settings

Mainstream inclusive learning opportunities within Illogan School, Pool Academy and FE Colleges (as appropriate to the needs of the learner)

IEP targets ‘Funtastic Friday’ (Lower school)

to promote equality of opportunity and social inclusion

‘The Mix’ (Upper Faculty) to promote equality of opportunity and social inclusion

Structured dance workshop sessions

PAT dog (Marque) –

personalised learning sessions Music Therapy

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The physical environment - Accessibility Safety Positive learning environment

Ground floor of the school

accessible to all Accessible and specially

adapted bathrooms/changing facilities

School displays promote positive learning outcomes across the school

Each class depicts timetable, WALT and WILF (whole class and individual learning outcomes)

Appropriately sized tables, chairs and furniture for each class and school hall to promote appropriate postural management

Water skills Pool Sensory Room Sensory Integration zone

Music Therapy PAT dog Manual Handling Team provide

personalised risk assessments to inform moving and handling techniques

All staff trained/updated within moving and handling every two years by accredited trainer

All staff trained/updated within Team Teach every two years by accredited trainer

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Transition from year to year and setting to setting

FACE (Facilitators to Access

information and Communicate Effectively) Team Co-ordination

School handbook Faculty flyers Web-site remains up to date and

current Class timetables sent home

annually Report to parents (Summer

Term) Open day each term Open day (Summer Term) meet

and greet new staff/teams

Year 9 Transition Planning Year 13 Transition planning for

Post school provision (link with multi-agency teams (outlining multi-agency assessment of need to inform continued provision post school setting)

Year 14 link with Truro College Year 10,11,12,13 and 14 links

with Cornwall College

Assessment of need to support

transition (Careers South West) Transition meeting with

Advanced practioner for Transition (Year 9 Transition Review)

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Engagement with families

Day2Day books Reports to parents Six monthly (EYFS),

Annual/Transition Reviews/Single Plan Reviews

Whole school Open Days/Celebrations

Language Days School texting service School e mail service School web-site IEP/Single Plan outcomes

meetings Friends of Curnow School

(FOCs) events ‘Open door’ policy – specific

appointments on request School monthly newsletter

CIC (Child in Care) Reviews Child in Need Reviews CIST (Curnow Individual

Support Team) Early support/TAC meetings Music Therapy sessions Multi-agency reports Moving and Handling passports Communication passports

Bespoke AAC equipment and plans

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Organisations we work with: Organisation

What they do in brief Contact details

NHS Team Curnow School Nurse and School Doctor

Healthcare plans Provide competency training for staff (feeding, medication etc)

01209 215432

Special Education Department

Join school admissions panel Responsibility for all statutory requirements relating to Statement of Special Educational Needs or pupil EHCP

0300 1234100

County Transport Team

Arrange home/school transport Work in conjunction with the school to produce an up to date risk assessment of each child to inform travel plan

0300 1234100

Hub multi-agency team (Physiotherapist, Physio technician, Occupational Therapist, Speech and Language Therapist (SaLT), Dietician, Learning disability nurses, Continence nurse

Work in conjunction with the school to provide health care plans; these will include moving and handling therapy plans (leading to informed moving and handling passports), feeding plans, toileting plans, sensory integration plans, communication plans including the production of communication passports

01209 213927

AAC officer (Alternative and Augmentative Communication)

Work in conjunction with the AAC Speech and Language Therapist to contribute where required to the assessment process determining AAC provision

[email protected]

Music Therapist

Well-being support through whole group or individual sessions based upon long term aims agreed with teachers and parents.

[email protected]

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Careers South West

Careers South West become involved with your child at their Year 9 Transition Review. CSW begins to outline to parents/carers and young people the options available to them when they leave school. In Year 13 CSW undertake an assessment of need to determine future resources and will complete this this with parents/carers and young people

[email protected]

Teacher for the Visually impaired (VST)

The teacher for the visually impaired pupil works on a needs based service. The teacher undertakes assessments based upon the visual needs of the pupil. Part of this work may ask the class team to undertake further assessment to help inform recommendations which outline appropriate strategies to be used within the classroom. The teacher for the visually impaired pupil additionally liaises with consultants of the hospital.

[email protected]

Teacher for the Hearing impaired

The teacher for the hearing impaired pupil works on a needs based service. The teacher undertakes hearing tests each term and recommendations are made to the class teacher which outline appropriate strategies to be used within the classroom. The teacher for the hearing impaired pupil additionally liaises with consultants of the hospital.

[email protected]

Parent Carer Council Cornwall

The PCC are parents of children and young people under the age of 25; their aim is to meet regularly to provide a united voice by creating a forum for parent/carer views. The PCC works alongside Health therapy, Education and Social Care services.

www.parentcarercouncilcornwall.org.uk 07973763332 07591019548

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For information about other organisations follow this link to the Cornwall’s Local Offer

Frequently asked Questions

Please see below answers for some potential questions you may have about the school. Please do however contact us on 01209 215432 or at [email protected] should you need to ask about anything in relation to our School Offer.

How does the school know if children need extra help?

All pupils of Curnow School have been provided with a Statement of special educational need; these are currently under review and in the future each learner will be provided with an Education, Health and Care Plan (EHCP – Single Plan). These are formally reviewed each year and all outcomes designed to ensure the EHC outcomes (long/short term aims) of all learners are upheld and are formally evaluated. This work is undertaken with parents/carers and appropriate multi-agency teams who are involved with the child. At these reviews all current outcomes are discussed; future outcomes are agreed and implemented into the next academic year. Throughout the year the class teacher and Senior Leadership Team (SLT) continue to monitor/implement agreed outcomes which may lead to a change of/in provision (additional resources allocated, further multi-agency support, change to curriculum offer etc). Any parent/care is free make an appointment with the class teacher to discuss the progress of their child.

Who is responsible for the progress and success of my child in school?

The Governors of the school are ultimately responsible for ensuring each child succeeds at Curnow and makes good educational progress. The school recognises that teachers, class teams and parents/carers need to work together to ensure pupils make good educational progress and this is planned in an informed way. There are opportunities for the school and parents/carers to work together throughout the school year agreeing educational outcomes (e.g. – IEP’s or Single Plan outcomes). The schools’ Achievement and Quality of Teaching sub-committee of the Governing body regularly scrutinises data associated with pupil progress for all pupils at Curnow. The Senior Leadership Team/Faulty Leads (SLT) has the line management of all classes within the school and working alongside each teacher monitors the progress the pupils are making in each class. Pupil progress and the data associated with this is additionally identified through the Teacher Performance

Local Offer

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Management process to ensure all pupils at Curnow School are provided with challenge within their learning (close the gap) where applicable. Reports to parents at the end of each academic year determine the current level of each learner within the core areas of learning; additionally within all AR3 documents which are used at Annual/Transition Reviews the current levels are recorded within Literacy/Numeracy/Phases of development (Early Years Foundation Stage).

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

The school works hard to ensure the curriculum on offer provides breadth and depth and supports the learning needs of all pupils in Curnow. Through this the school provides challenge within all learning outcomes for all learners. Currently, the school delivers four types of curriculum which additionally supports the delivery of the National Curriculum (Key Stage 1 – Key Stage 4). The school has additionally written schemes of work within English, Maths and Science to ensure these core areas are delivered in a meaningful way and provide opportunities for progression:

EYFS (Early Years Foundation Stage) curriculum SLD – Statutory areas of the National Curriculum fully differentiated to meet the learning needs of each pupil Multiple Needs (PMLD) – Statutory areas of the National Curriculum fully differentiated and delivered through the MSI (Multi-Sensory

Impairment) curriculum delivered through Domains and phases Key Stages 4 and 5 (Post 16) – Functional skills curriculum and statutory National Curriculum areas fully differentiated to meet the

learning needs of each student Accreditation opportunities within Key Stage 3 (ASDAN New Horizons), Key Stage 4 and Post 16 (ASDAN Personal Progress and

Personal and Social Development)

The school additionally recognises the value of providing an enriched curriculum to continue to pursue learning outcomes in a cross-curricula way. Whole school enrichment days are organised by the SLT and currently include Foreign Language days, Charity themed days, Sport/Leisure days and further Creative Arts days. Much of this work supports the SMSC (Spiritual, Moral, Social and Cultural) curriculum. The school has designed key learning indicators to ensure each child’s learning outcomes support the development of key skills in this important area.

What is the role of the Learning Assistant at Curnow School?

Each class is allocated a class teacher and Learning Assistants. The Learning Assistants supports the teaching delivery of the class teacher and contribute to Assessment of Learning. Additionally the Learning Assistants provide additional support in ensuring the health, safety and

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well-being of all learners is upheld. This will include meeting the personal hygiene and self-help needs of each learner.

How will I know how my child is doing and how will you help me to support my child’s learning?

The school has designed Day2Day books which details the pupil’s daily timetable and learning opportunities/outcomes this has provided. These books are sent home each day. Parents/carers have the opportunity to add their comments within these books to ensure effective communication between home/school is upheld and any additional support is identified. Parents can speak to the class teacher at any time to keep up to date with their child’s progress; if further information is required the school will make an appointment with the parent to discuss all aspects of progress with the parents/carers. The school currently provides each pupil with three IEP targets (Individual Education Plan) which are agreed with parents/carers. These targets are addressed/evaluated on a daily basis by the school; IEP evenings are held with parents/carers to review the progress being made towards these. Through this careful monitoring the class team, parents and carers can determine the progress being made and identify/agree if such targets need to be changed. Additionally within these meetings agreements are made to determine how all parties can help underpin the pursuit of agreed outcomes. The school keeps all data associated with pupil progress within IEP’s. This data is scrutinised by the Deputy Head Teacher and formally evaluated by the Achievement and Quality of Teaching sub-committee of the Governors. At the Annual/Transition review the school is required to publish the current academic level of each individual learner within the P levels/National Curriculum levels. At Post 16 the school publishes the level the student is making within Functional skills. At the end of each academic year the school produces reports for parents/carers. These reports outline the learning outcomes designed for each area of the curriculum areas the child has followed. These reports are written by the class teacher in consultation with the class team. The reports in Key Stage 4 and Post 16 additionally outline the Accreditation awarded for all learning in the ASDAN Personal Progress and Personal and Social Development modules of work delivered through the year.

What support will there be for my child’s overall well-being?

Curnow School recognises that children’s wellbeing and emotional health is as important as their academic progress. The school ensures through the IEP process that pupils’ behaviour, communication, social and physical needs are addressed. Through our personalised learning approach the school ensures where appropriate the learning environment can change as required. Individual Learning pods and safe spaces have been created to support some of the well-being needs of learners. Through the schools system SWIIPE (Social, Well-being, Intellectual, Involvement, Physical and Emotional needs) pupils are provided with personalised learning timetables. These are often designed in consultation with the multi-agency teams who additionally support our learners.

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Personalised learning timetables can also address the physical management needs of learners; individual programmes of work designed by the school physiotherapist and Occupational Therapists are addressed on a daily basis. The school has an allocated nurse who designs Individual Care plans to support the medical needs of pupils where appropriate. All plans are adopted and implemented on a daily basis. The school nurse over-sees the potential training needs of staff to help implement these plans in a safe and informed way. The school organises and attends Core Group meetings with parents/carers and multi-agency teams to discuss and plan next steps to support pupil well-being; these meetings will also include attendance at TAC (Team Around the Child) and Early Support meetings. The school works with parents/carers to design Positive Behaviour Intervention Plans (PBIP) and Early Behaviour Support Plans (EBSP) to help support any behavioural needs of pupils at the school. The staff at Curnow are trained within Team Teach protocols. All behaviour plans are monitored by the Assistant Head Teacher(s) of the school and the data associated with these are monitored by the Behaviour and Safety sub-committee of the Governing body. Learning pods and the use of safe spaces may be included within the PBIP or ESBP; the school works with parents/carers/multi-agency teams to ensure there is a clear understanding of the use of such spaces and the data this provides us. These plans are reviewed accordingly; if a pupil is experiencing difficulty in managing their behaviour or as a result of their behaviour this impacts upon their health, safety and well-being and that of others a plan will be designed and implemented with the agreement of parents/carers.

How do I know that my child is safe in school?

All staff at Curnow receives Tier 2 safeguard training, all visitors to the school are provided with Tier 1 safeguarding training and are provided with leaflets which outlines what the school expects of all visitors to help keep our pupils safe - e.g. – ensuring behaviour is always appropriate. The school has four senior designated safeguarding officers who have the responsibility for the health, safety and well-being needs of the learners are fully informed and where appropriate supported. The school has assessed the need for first aid provision and has identified that 2 fully qualified first aiders holding the First Aid at Work Certificate is required for adequate cover for the number of staff and young adults at both the Curnow and Post 16 sites. There are 5 fully qualified Pediatric First Aiders to provide immediate first aid to the children and infants at the Curnow Site. All safeguarding protocols are governed by the Safeguarding policy of the school; it is the responsibility for the Behaviour and Safety sub-committee of the Governors to ensure the safeguarding policy (including first aid) is up to date and meets all statutory guidance and individual needs. All pupils at Curnow are provided with an Individual Safety Plan (ISP). These are agreed with parents/carers when the child joins the school; this information is initially obtained by the schools FACE Team (Facilitators to Access information and Communicate this Effectively to others).

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These plans provide the school with a clear outline of any safety concerns; determine staffing ratio’s required (in and out of school), current banding arrangements, food allergy, medication requirements, if a care/positive behaviour intervention plan is in place, further information from parents/carers that the school may not be aware of and travel arrangements. These plans are formally updated with parents/carers/multi-agency team (as required) at each Annual/Transition review. In the interim all plans are monitored by the class teacher and team; if any amendments need to be made the parents/carers/multi-agency team are consulted and a revised plan issued.

The school has a duty to adhere to the recommendations made by the DfE to support pupils at school with medical conditions. It requires the Governors of the school to make the appropriate arrangements to support pupils at school with medical conditions (Children and Families Act 2014). It also requires the Governors of the school to ensure that school leaders consult health and social care professionals, pupils and parents to ensure that the needs of pupils with medical conditions are effectively supported. Curnow works with a wide range of professionals in supporting pupils at school who have a medical condition. These include Occupational Therapists, Physiotherapists, Educational and Clinical Psychologists, Learning Disability Nurses, Health and social care professionals (School GP, School nurse, consultants, Diana Nurses) dietician, teacher of the visually impaired, teacher of the hearing impaired and music therapist. The new EHC plan will additionally determine who needs to be involved with each pupil and the impact of this involvement within the daily life at school. Many pupils at Curnow therefore have additional plans to help support their safety; these will include manual handling plans, individual healthcare plans, feeding plans/protocols, behaviour plans, therapy plans, plans associated with management of behaviour and risk assessments to help inform school transport. Curnow school undertakes risk assessments required for all out of school visits; these are monitored by the Head Teacher of the school. Each teacher is responsible for ensuring all structured teaching activities (both within and outside of the school setting) is supported by a risk assessment; this is acknowledged within all teachers planning as appropriate. The outcomes of such assessments are shared with the class team to ensure the health, safety and well-being of all learners is upheld at all times The school caretaker monitors all risk assessments and outcomes of the Property Compliance Scheme associated with the fabric of the building. Working alongside the Head Teacher and Behaviour and Safety sub-committee of the Governors of the school the school caretaker produces detailed reports and associated action plans to ensure the school building is fit for purpose and compliant within all health and safety regulations. The school holds all personal information in regards to any child. This information contains the telephone details/contact information for parents/carers and next of kin. Parents/carers are encouraged to let the school know if there are any changes in this vital information. The school additionally operates a texting service to all parents/carers. This ensures we are able to contact parents at any time of the school day. This invaluable service allows the school to notify the parents/carers of any changes of circumstance to the school day – e.g. – severe weather/school closure. The school provides all details of the severe weather process on the web-site www.curnow.cornwall.sch.uk

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The school has examined its security arrangements and has provided key pads at the ‘front’ and ‘back’ door of the school. All members of staff know they must not share this code with any other person who comes into the school. The key pad at the front door has a camera which allows the school’s receptionist or office manager to ascertain who is at the door before allowing them entry to the school. The ‘back’ door is locked throughout the school day and is not used by the staff of the school. Some classrooms in the school have been re-designed and require two handles to gain access to/leave the classroom. Some classes have been issued with electronic pads which need to be swiped with a fob to leave the classroom; staff members who have been allocated with fobs and have signed to say they are in receipt of these. All staff within the school have been issued with identity badges which contain their photo and school logo; this allows members of school staff to be easily recognised when they are out with the children/within larger class groups.

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

Curnow School works with a wide range of health professionals and multi-agency teams. When pupils join the school they have been allocated either a Statement of Special Educational need or EHC plan; within these documents there are additional reports and guidance to help inform future provision and the further support needs necessary. As a result the pupils at Curnow are provided with support from a wide range of professionals. Within our day to day working practice the team at Curnow implement the recommendations made by such professionals; each child’s needs are viewed individually and addressed in light of reports and recommendations made. This ensures we offer and continue to offer personalised learning throughout the school. Curnow School recognises additional support which some of the pupils would benefit from; as such the school works closely with a Music Therapist, dance specialists, sports coaches and PAT dog .

How are the Continual Professional Needs of the staff at Curnow identified, planned and implemented? Each year the School designs an Improvement Plan (SIP) and through robust self-evaluation monitors the impact of this; this outlines the further CPD (Continual Professional Needs) of the staff at Curnow school. The SIP addresses key focus areas which will be addressed. CPD opportunities will be offered to support the development of areas identified.

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CPD is currently addressed in two ways:

Whole school Individual

Whole school – Through whole school CPD the school continues to address key skills, knowledge and understanding within Safeguarding, Moving and Handling and Team Teach. Some of the staff at Curnow are additionally trained in First Aid, Makaton, Epilepsy, Feeding, and Administering of medication, intimate care, VOCA/AAC, Behavioural Management and Food Hygiene. The SIP is outlined to the staff and Governors of Curnow and is based upon robust self-evaluation of the school; following this key priorities are identified within this to the whole staff at the beginning of each academic year. As a result further key priorities within CPD and training requirements can be addressed – e.g. – the development of reading/writing registers and their impact upon the daily provision within classes (teaching of structured phonics programme training/dyslexia awareness training). Individual - Each curriculum type offered to the children at Curnow requires further specialist knowledge and understanding to help it meet the needs of individual learners; therefore appropriate CPD will be offered to support the skills, knowledge and understanding of the class teacher who in turn will cascade this to the class team or whole school as necessary.

How will my child be included in activities outside the classroom including educational visits As a fully inclusive school, all pupils participate in whole school, curriculum and off site activities; as a direct result all pupils at Curnow have the opportunity to partake in educational visits out of school. These visits help widen/enhance learning outcomes being addressed in differing learning environments. Parents/carers will be notified of all educational visits by letter. If a parent does not wish for their child to partake in any planned visit they are encouraged to notify the school where alternative arrangements will be made for their child. Many visits are pre-planned and form part of the class structured timetable which is sent to parents at the beginning of each academic year – e.g. – swimming, horse riding etc. The school handbook/Faculty flyers/web-site additionally outlines the types of visits each class will make over any academic year/key stage. The school (at times) needs to ask for a voluntary contribution for such visits; these charges are in line with the schools ‘Charging policy’ which is detailed on the web site and has been agreed by the full Governing body of the school. The education out of school policy requires the design of robust risk-assessments to support the health, safety and well-being of all pupils/staff

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undertaking educational visits out of school. These risk assessments are a requirement for each visit; the school uses the EEC live, which is an on-line system for health, safety and organisational management which submits all risk assessments electronically to county for their scrutiny. Some visits – e.g. – school camp require additional measures to ensure the health, safety and well-being of all people who are partaking are acknowledged. The school is required to complete additional measures asking for further verification of control measures to be implemented. A parent may request leave of absence from the school for their son/daughter; the parent(s) must request an ‘exceptional circumstances’ form which needs to be returned to the Head teacher of the school. Parents are advised that they are not able to take their child out of school until an ‘exceptional circumstance’ form is returned and agreed.

How accessible is the school environment? Our school site is a fully DDA compliant. The main Curnow school site is split over two levels. The ground level of the school is accessible to all learners. The upstairs level (first floor) is only accessed by staff or pupils undertaking music therapy. To ensure entitlement of provision children who are not able to access upstairs receive this aspect of their education on the ground floor. Some of the classes in Curnow require specialist equipment – e.g. – ceiling hoists. These classes are used by the children who have Multiple Needs; some of the bathrooms in Curnow have been adapted to ensure the mobility needs of all learners are considered.

How will school prepare and support my child through the transition from key stage to key stage and beyond? As a child enters the school (following agreement from the schools admission panel) a member of the FACE Team will contact parents/carers/current educational providers (as applicable). The FACE Team (Facilitators to Access information to Communicate Effectively) will start to obtain information to help in a smooth transition of the pupil new to the school. This will include obtaining all documentation relating to the educational, health and care of the child as appropriate. Permission slips will be discussed before a child starts at the school to inform parental permission for the following:

Photos, web site, school newsletter, hygiene needs At Year 9 students are supported by the Transition process; this will become the focus of the Transition/Single Plan review. This process will seek student aspirations which inform outcomes to be pursued through our multi-agency approach – these outcomes will fall into 3 strands:

Education

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Health Care

Careers South West will attend the Year 9 transition meeting and outline the purpose of their involvement. Students aspirations will be obtained by members of the FACE Team; these will be acknowledged by all agencies and inform the review process; much of this work will ensure outcomes are discussed, understood and agreed by all agencies representing the student.

How are the school’s resources allocated and matched to children’s special educational needs? The pupils within the school are supported effectively by the identification of three learning needs strands which allows for the appropriate staffing levels, resources and expertise for the varied and complex needs of the students; these strands have been identified as – SLD (Severe Learning Difficulties), Multiple Needs and SCD (Social and Commination Difficulties). Each strand has a distinct curriculum which further identifies the resources required to facilitate learning and progress within this. Each child receives support matched to their own level of Special Educational Need and on advice of external professionals. This support is monitored closely and adapted as and when necessary.

How is the decision made about what type and how much support my child will receive?

Each pupil who attends the school will have a statement of special educational need or a Single plan (ECHP). These documents identify the nature of the child’s special educational needs and statement objectives/single plan outcomes. Using this information the school will assess the support needs of each pupil and curriculum requirements. Curnow school has three strands of learners:

SLD – Pupils who have Global developmental delay Multiple needs – pupils who have Profound and Multiple needs SCD – Pupils who have Social and Communication Difficulties

Through the admissions process the school will determine the type of class and key stage/faculty the child needs to join. Curnow school currently has two faculties:

Lower – Early years Foundation Stage – Key Stage 2 (Year 6) Upper Faculty – Key Stage three – Post 16 (Key Stage 5)

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Whenever possible the child will join the relevant Faulty for their age; pupils within the SCD provision of the school will join Class 10 which is a small class designed to enhance pupils Social and Communication needs. This class has a high staff/pupil ratio. When class groups are complete, using the criteria determined above the Senior Leadership Team will allocate appropriate numbers of Learning Assistants to support the educational and well-being needs of each learner.

How will transport to the school be arranged

When your child starts school a member of the FACE Team will undertake (with you) a risk assessment which details all information relating to your child. The outcomes of this are sent to the transport department of county hall who arranges the home/school transport. If your child uses a wheel chair and they need to travel in this then it must be issued with a passport; this passport is issued by the wheelchair service provider and not the school.

Who can I contact for further information? Further information on our provision can be obtained in the following ways:

School web-site www.curnow.cornwall.sch.uk School handbook (please request any additional copies from the school secretary) Faculty flyer (please contact the Head of Faculty for further information or the school secretary for further copies) School secretary 01209 215432 [email protected] Head Teacher (via the school secretary) FACE Team 07825213079 Hub Team (Physiotherapist, Occupational Therapist, Dietician, Physiotherapist technician) 01209 213927 School Nurse – 01209 215432 School e-mail/texting service

What should I do if I feel that the School Offer is not being delivered or is not meeting your child’s needs?

Parents/carers who believe their child’s needs are not being met within school are asked to:

Address the key issue/concern with the class teacher to discuss (the class teacher will feedback this information to their line

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manager/Head Teacher of the school) Address the key issue/concern with the Head Teacher (appointments can be made via the school secretary) Address the key issue/concern at the child’s Six monthly, Annual or Transition Review with the child’s line manager or Head Teacher of

the school

Where parents feel issues/concerns cannot be addressed in this way they will be asked to write to the Chair of Governors.

The Chair of Governors can be contacted via the school (please ensure all correspondence is addressed to the Chair of Governors, Curnow School, Drump Road, Redruth, Cornwall PL15 1LU and marked as confidential)

The school has a complaints policy which can be found on the schools web-site www.curnow.cornwall.sch.uk Contact the Special Educational Needs panel at County Hall Truro, Treyew Road, Truro, Cornwall TR1 3AY

How is your School Offer reviewed?

As from September 2014 it is the responsibility of the Governing Body to review the Schools offer in consultation with the Senior Leadership Team of the school. This review will happen formally at the beginning of each academic year at a full Governors meeting. If this offer needs to be reviewed before the start of each new academic year it will be the responsibility of the Head Teacher to place this on the next full Governors agenda for their full consideration. The Senior Leadership Team will monitor the School Offer throughout the academic year.

DRAFT - Curnow School · 1 DRAFT - Curnow School Our School Offer for Special Educational Needs and...

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