All Gloucestershire schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs pupils, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s and or disabilities being met in a mainstream setting wherever possible and where families want this to happen.

Local Authorities are required to publish information about services they provide for children with disabilities and Special Educational Needs.  This is called the 'Local Offer'.  The intention is to offer choice and transparency for families, as wells as providing a resource for professionals to detail the range of services and provision locally. In addition to this schools are required to provide more detailed information about how they identify and respond to the needs of children with SEN and disabilities.

At Miserden C of E Primary School we are committed to inclusion for all children. Outlined below you will find information on what you can expect if you choose to send your child to our school. However, please contact the school directly, should you have any specific questions that you would like answered which are not addressed below, or if you would like further information on our SEND provision.

Miserden School's Local Offer

How are Special Educational Needs defined?

A pupil's special additional needs may include:

  • Learning difficulties
  • Social, emotional and mental health difficulties
  • Physical disabilities
  • Hearing difficulties
  • Visual difficulties
  • Speech, language and communication difficulties
  • Medical needs

Early Identification of Special Needs:

At Miserden School we strive to identify any child with additional educational, social or health needs as soon as possible as we recognise the importance of earlier intervention to secure the best possible outcomes for pupils with SEND.

All children are assessed by the class teacher on entry in relation to age related expectations in key skills and knowledge and understanding, including in their social, emotional and physical development. Our assessment and identification processes are not focussed on labelling children but in order to identify the provision and approach that may best support them. This is the case whether a child enters in Pre-school, reception or any other year group. We prioritise getting to know each child as an individual, so that their needs can be met effectively. At times, however, children will join our school that have already been identified as having additional needs through either their parents, previous nursery settings or educational setting, health professionals or social care services. Where this is the case, we will gather any information available from other professionals to inform our practice and ensure that the child’s specific needs are met as early as possible.

In addition, every opportunity is given to parents and carers to discuss their child’s needs and agree any specific support that can be given.

Monitoring of pupil progress takes place every 5 -6 weeks between the head teacher and class teachers. This ensures that if your child is not making good or expected progress this is identified and a personalised learning plan is put in place with clear measureable targets. Progress is assessed by class teachers and teaching assistants and moderated between Head teacher and class teachers. This happens for all children. If a pupil is not making expected progress or our assessment and observation over time indicates that the pupil may have SEN we will discuss this with the family who will be fully involved in deciding the action that may be required. Where personal targets are reached, new targets are put in place (If a child has been identified as having special educational needs their Individual Education Plan will be amended accordingly or they may be removed from the register if there are no longer concerns or where a level of support above that provided for all is no longer required). Where targets are not met, those responsible for the implementation of the plan will discuss alternative approaches.

Targeted teaching or interventions may be used, where a child may receive additional support either in or outside of the classroom. These are often run by skilled Teaching Assistants under the direction of the class teacher or SENDCO and are usually include small groups of children working towards the same/similar targets. The following is a sample of the interventions that take place at our school:

  • Focused Maths teaching to improve key number skills across the four operations
  • Perform with Timetables
  • Power of 1/Power of 2 basic maths number skills
  • Precision teaching of spelling
  • Focused sentence level work focusing upon grammar, punctuation and spelling (inc. Rapid writing)
  • Dancing Bears/ Toe by Toe for phonic and reading development
  • Fizzy sessions to support physical development
  • Talk boost

At Miserden C of E Primary School we remain open to exploring new materials and approaches if they are possibly a greater help to a child than the interventions we know well. We have policies in place to support children with medical needs, such as administration of medicine policy, anti-bullying policy and behaviour policy. We will always sensitively adjust our practise to meet the needs of individual children. Through ‘circle work’ and PSHE lessons children are encouraged to share their opinions and concerns. All children have the opportunity to take part in school based pupil conferencing opportunities so that their ‘voice’ can be heard and responded to in all areas of school life.

All parts of the current curriculum are accessible to all our children and are personalised through first quality teaching’ with modify activities, resources and facilities to ensure full inclusion.

All extra-curricular activities are available to all children, though some activities may be restricted to specific year groups for logistical reasons. Our school believes that ‘enrichment’ opportunities such as visits out are an important part of our core cross-curricular offer. We will always endeavour to put into place reasonable measures to ensure that all of our children can take part in planned activities where ever possible so that these opportunities are inclusive for all pupils.

At times, however, children will join our school that have already been identified as having additional needs through either their parents, previous nursery settings or educational setting, health professionals or social care services. Where this is the case, we will gather any information available from other professionals to inform our practice and ensure that the child’s specific needs are met as early as possible.

How will I be informed of my child's progress?

All parents are informed of their child’s progress at least 3 times a year, in person or via written reports. Additional meetings are offered to parents of children on the SEND register and for parents of children who may not be making good progress in achieving their personal targets. Constructive conversations are held with parents and children to agree steps for improved success in meeting personal targets. Individual Educational Plans are reviewed at least twice a year, and where targets are achieved at a faster rate, new IEPS may be put in place more regularly. The success of an intervention strategy is reviewed termly and on an annual basis, at the end of the school year.

What are the first steps our school will take if special educational needs are identified?

Assessment: The class teacher and SENDCO will clearly analyze a pupil’s needs before identifying a child as needing SEND support. Pupils will receive first quality teaching, differentiated and personally tailored targets and support strategies as part of ‘early intervention’ to ensure that they make good progress and to help them attain at least age related expectations prior to placing them on an individual education plan.

Plan: If your child is identified as not making expected progress, the school will set up a meeting to discuss this with you in more details.

  • To listen to any concerns you may have too
  • To plan any additional support your child may receive
  • To discuss placing your child on the SEN register
  • To discuss with you any referrals to outside professionals to support your child's learning

Action: An Individual Education Plan will be agreed with clear targets and strategies identified to ensure that your child makes at least expected progress. You and your child will be actively involved in setting clear achievable goals and in the discussions with regards to the activities and support that will help them achieve.

The class teacher will remain responsible for working with your child on a daily basis. We believe that high-quality teaching, differentiated for individual pupils needs, is the first step in responding to pupils who have or may have SEND. Where the interventions involve group or 1-1 teaching away from the main teacher, he/she will still retain responsibility for the pupil.

Where the implementation of the support is carried out by teaching assistants, the successes of each session are shared back to the class teacher, and the next steps are planned. Teaching Assistants often work 1:1 and in small groups, both within and outside the classroom, to support children on the SEND register. They will give specific feedback following intervention sessions to the class teacher to keep them informed of progress.

The SENDCO/Headteacher maintains a ‘register’ of those with SEND and this is circulated appropriately. The SENDCO plans and monitors the delivery of the interventions in partnership with the class teacher.

Review: The effectiveness of the support will be reviewed regularly by the SENDCO with the class teacher, your child and you as their parent/carer. Regular monitoring of progress takes place every 6 weeks. If your child continues to make slow progress despite intervention, then the SENDCO will arrange for further support from external agencies. This may include either health care professionals, specialist teachers or the educational psychologist service. Other agencies, if there is multi-agency involvement in developing your child’s educational plan, will be asked to contribute to the formal reviews (at least 2 twice a year) through either a report or attendance at the meeting.

How will we be supported as a family?

In addition to regular review meetings, we make available, or ‘signpost’ supportive literature and online support. During our meetings with you we will also help equip you with practical skills and understanding of techniques being used to support your child and how you can help support your child with a with specific activities, intervention or homework which helps them make progress.

What happens if my child has a high level of need?

If, after the involvement of other external agencies, it is identified that a child has a high level of need they will be referred for formal statutory assessment. Statutory assessment will not always lead to an Educational Health Care Plan. However, where it does, the support outlined in these plans will be provided in collaboration with the local authority (LA). All EHC plans will be child -centred, evidence-based, and focussed upon measureable, achievable and time-bound outcomes (short term and long term aspirations). An outcome is not the delivery of a support or service; it is what the support or service is trying to help the individual child achieve. Decisions about the content of EHC plans are transparent and involve parents and young people themselves.

Which other services are used to provide for and support for pupils?

Our school works with the following services to provide support: Health, Social Services, Local authority support services, voluntary organisations – specialist support teachers, educational psychologists, teachers for hearing and visual impairment, ASD advisory teachers, behaviour support etc.

How do we welcome children on entry/transfer into our school?

On arrival, usually though not exclusively in Reception, a child is given a ‘buddy’ and introduced specifically to a named ‘friend’ (or friends) in the same class. This friend will support the new child throughout the day in many different ways. If SEND needs are known in advance, information will be shared with appropriate staff. If needs at behavioural or social in nature, this will include mid-day staff.

How do we arrange and support SEND pupils transfer to another school/educational establishment?

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

  • If your child is moving child to another school:
    • We will contact the school SENDCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • We will arrange a meeting with your child, yourself, the SENDCO from the new school and any outside agencies that are involved in supporting your child. In this way we will hope to make the transition as stress-free as possible.
    • We will make sure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    • Transition within our school is normally very stress-free as all pupils and teachers work closely together. This is the benefits of a small school like ours. However, we will ensure that Information about your child will be passed on to the new class teacher IN ADVANCE and a planning meeting will take place with the new teacher. All individual learning plans will be shared with the new teacher. If your child has an Education Health care Plan (EHP) your child’s new class teacher will be invited to attend the review meeting prior to their move into the new class. Your child will also have the opportunity to spend time getting to know the new teacher through ‘moving up’ day and in pre-organised joint activities with them.

What would my child expect to receive if they are in receipt of Free School Meals, in a service family or are in local authority care?

All schools receive additional funding for students in the above three categories. This is called pupil premium. This funding is issued to try to help students reach their full potential and can be used to support their academic, social and emotional needs. For SEND children who qualify for pupil premium the fund can be used in the same way to help students to narrow their learning gaps and input intervention to overcome any learning barriers. See list of interventions/support we offer paid for by this funding in Pupil Premium section of website.

What can I do if I think that my child has SEND? How can I raise concerns?

If you have concerns about your child’s progress, you should speak to your child’s class teacher initially.

If you are not happy that the concerns are being managed and that your child is still not making progress, you should speak to the SENDCO/ Head teacher.

If you are still not happy, you can speak to the school SEND Governor.

What special arrangements are made for statutory tests (SATS)?

Where a child is found to be eligible, children can be dis-applied or supported with additional time to complete a statutory test. The headteacher/SENDCO will be happy to discuss the options with you.

Where can you find our SEND policy(s) and what is the role of the governors?

All state maintained primary, secondary and special schools, are accountable to their governing bodies, which in turn are accountable to parents and the community. Parent and staff representatives are elected to the governing body and the local authority appoints governors to the governing body. In addition, the governing body can appoint its own community governors and it is traditionally these posts which the governing body uses to cover skills gaps, hence these posts often being offered to governors from the business community.

The governing body is responsible for the conduct of its school, and must promote high standards of educational achievement at the school and provide challenge and support to the senior leadership team.

The SEND governor (Mrs Clare Musgrave) must do their best to ensure that the school makes the necessary provision for every pupil with SEND. An SEND governor provides the link between the governing body and the school in relation to pupils with SEND. It is their role to help raise awareness of SEND issues at governing body meetings and give up-to-date information on SEN provision, including the percentage of SEND children making at least expected and good progress in Reading, writing and Maths and how this is comparable to their peers.

Mrs Musgrave is also appointed to monitor the provision for Looked After Children and Gifted and Talented children.

Our school has a strong ethos of inclusion for all. This is reflected in our SEND Policy. Please refer back to website for SEND and Inclusion Policy.

What expertise does our school and our staff have in relation to SEND?

We have had experience of teaching children with a range of different special educational needs over time.

As a staff team we have had training and input in the following areas:

  • Team/positive behaviour management
  • Dyslexia friendly classrooms
  • Autism Awareness
  • Teaching children with hearing impairments

We have policies in place to support children with medical needs, such as administration of medicine policy, anti-bullying policy and behaviour policy. These policies are published on our website. We will always sensitively adjust our practise to meet the needs of individual children. Through ‘circle work’ and PSHE lessons children are encouraged to share their opinions and concerns. All children have the opportunity to take part in school based pupil conferencing opportunities so that their ‘voice’ can be heard and responded to in all areas of school life.

All parts of the current curriculum are accessible to all our children and are personalised through 'first quality teaching' with modify activities, resources and facilities to ensure full inclusion. This means that the class teacher is responsible for making the learning accessible to all children, including those with SEN. Where children are working with Teaching Assistants (in or out of the classroom) for part of the week, the class teacher remains responsible for that pupil’s progress and the quality of that pupil's learning experience.

All extra-curricular activities are available to all children, though some activities may be restricted to specific year groups for logistical reasons.  Our school believes that 'enrichment' opportunities such as visits out are an important part of our core cross-curricular offer. We will always endeavour to put into place reasonable measures to ensure that all of our children can take part in planned activities where ever possible so that these opportunities are inclusive for all pupils so that children with SEN and/or disabilities are not treated less favourably than their peers. Assessment may need to be carried out on an individual basis to identify and potential barriers to inclusion and what may need to be done to overcome these.

What level of additional support is the school expected to provide?

The school receives a delegated budget to meet the needs of all children in the school, including those with SEN. Within the overall budget is a notional SEN budget. Where children have what is term as ‘high needs’ (and where a Statement or an EHCP is in place) the school is able to request ‘top up funding’ from the Local Authority. A request for top up funding can be made when the cost of the agreed and assessed special educational provision (on top of that universal provision available to all) exceeds £6000.

How accessible is our school to pupils/students with SEND?

Although the building has been established for one hundred years, the Governing Body maintains an Access Plan which sets out how it is envisaged that accessibility will be improved over time. As a result of this the building has been extensively modernised and with the installation of an internal stair lift to allow full access and a disabled toilet facility. Unusually for a Cotswold village, the external access is very good with gentle gradients, providing full access to all facilities. The school would actively seek to overcome any potential barriers to access and establish any reasonable adjustments that could be made.

What would my child expect to receive if they are in receipt of Free School Meals, in a service family or are in local authority care?

All schools receive additional funding for students in the above three categories. This is called pupil premium. This funding is issued to try to help students reach their full potential and can be used to support their academic, social and emotional needs. For SEND children who qualify for pupil premium the fund can be used in the same way to help students to narrow their learning gaps and input intervention to overcome any learning barriers. See list of interventions/support we offer paid for by this funding in Pupil Premium section of website.

What can I do if I think that my child has SEND? How can I raise concerns?

If you have concerns about your child's progress, you should speak to your child's class teacher initially who may draw on the advice and support of the SENDCO/ Head teacher.

What special arrangements are made for statutory tests (SATS)?

Where a child is found to be eligible, children can be dis-applied or supported with additional time to complete a statutory test. The headteacher/SENDCO will be happy to discuss the options with you.

Where can you find our SEND policy(s) and what is the role of the governors?

All schools, are accountable to their governing bodies, which in turn are accountable to parents and the community. Parent and staff representatives are elected to the governing body and the local authority appoints governors to the governing body. In addition, the governing body can appoint its own community governors and it is traditionally these posts which the governing body uses to cover skills gaps, hence these posts often being offered to governors from the business community.

The governing body is responsible for the conduct of its school, and must promote high standards of educational achievement at the school and provide challenge and support to the senior leadership team.

The SEND governor (Mrs Clare Musgrave) must do their best to ensure that the school makes the necessary provision for every pupil with SEND. An SEND governor provides the link between the governing body and the school in relation to pupils with SEND. It is their role to help raise awareness of SEND issues at governing body meetings and give up-to-date information on SEN provision, including the percentage of SEND children making at least expected and good progress in Reading, writing and Maths and how this is comparable to their peers.

Mrs Musgrave is also appointed to monitor the provision for Looked After Children and Gifted and Talented children.

Our school has a strong ethos of inclusion for all. This is reflected in our SEND Policy. Please click here for our SEND and Inclusion Policy.

What to do if you are not happy? Who can you contact for more information?

You first point of contact is always the person responsible –the class teacher, the SENDCo/Head teacher.

If you wish to discuss your concerns further or do not feel that they have been resolved, we will arrange a meeting for you with our Chair of Governor's who can be contacted through the school.

Parent Partnership Service provides free, independent advice, regarding all areas of special educational need. See below for contact details.

Gloucestershire Parent Partnership Service
Carers Gloucestershire
2nd Floor Messenger House
35 St Michael's Square
Gloucester
GL1 1HX
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Freephone:  0800 158 3603 - mobile users may be charged
Direct lines:   01452 389344 / 01452 389345

Who can I contact for more information?

The Headteacher/ SENDCO, Mrs Jacqui Sollars, would be pleased to provide more information. School is very happy to encourage visitors. Please contact the school on 01285 821463 to arrange a visit.