St Jude's Local Offer March 2016

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What St Jude’s C of E Primary School does to support children with Special Educaonal Needs and Disability (SEND) Introducon Levels of Support for Special Educaonal Needs Types of Special Educaonal Need Regularly asked quesons The role of the SENCO The role of the Pastoral Team Specialists who support our children

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What St Jude’s C of E Primary School does to support children with Special Educational Needs and Disability (SEND)

Transcript of St Jude's Local Offer March 2016

Page 1: St Jude's Local Offer March 2016

What St Jude’s C of E Primary School does to support children with Special Educational Needs and Disability (SEND)

Introduction

Levels of Support for Special Educational Needs

Types of Special Educational Need

Regularly asked questions The role of the SENCO

The role of the Pastoral Team

Specialists who support our children

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Introduction

At St Jude’s, our values of Love, Hope, Forgiveness and Honesty lead us to value all of our pupils and strive to meet their needs. This may mean that something different or extra needs to be done to support those children who have Special Educational Needs and Disabilities (SEND) in order that they can still:

• Have access to a wide and balanced curriculum;• Learn and make progress according to their individual developmental trends;• Become confident individuals living fulfilling lives.

All teachers are teachers of SEND pupils and as such provide quality first teaching which takes account of the particular individual needs of pupils with SEN within the classroom. The responsibility for the progress of all children remains with the class teacher but they may ask for advice and support from the Special Educational Needs Co-Ordinator within the school.

Our SENCO, Mrs Vanessa Smith, leads the team of Pupil Mentors and Learning Support Assistants in school and will contact outside specialists to assess children and advise on support when required. If you feel that your child has Special Educational Needs, please contact your class teacher to discuss their support or arrange an appointment to meet our SENCO.

Back to Index

School SEN Offer

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Type of Special Educational Need

The four areas of need recognised in the SEN Code of Practice are:

Communication and Interaction Click for more detail

Cognition and Learning Click for more detail

Social, Emotional and Mental Health Difficulties Click for more detail

Sensory and/ or Physical needs Click for more detail

Children may have needs in one area or have a range of needs across all areas that need extra support to ensure that they achieve their best.

School SEN OfferBack to Index

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Communication and Interaction

This may be a delay in a child’s listening or speaking skills, their ability to communicate and interact with their peers. Children with an Autistic Spectrum Disorder including Asperger’s

may have needs in this area.

School SEN OfficerBack to Needs

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Cognition and Learning Some children learn at a slower pace even with appropriate differentiation, which will lead to a moderate or severe learning delay. Others may have specific learning difficulties such as

Dyslexia.

School SEN Officer

Back to Needs

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Social, Emotional and Mental Health Difficulties Some children may be withdrawn or display disruptive behaviour caused by underlying

issues such as anxiety or depression. Others may have disorders such as Attention Deficit Hyperactive Disorder (ADHD).

School SEN OfferBack to Needs

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Sensory and/or Physical needs This will include children with visual, hearing or multi-sensory impairment and those who

need support with fine and gross motor skills or other disability that means they need support with movement or self-help skills such as toileting.

School SEN OfferBack to Needs

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Levels of Support Available to meet your child’sSpecial Educational Needs

St Jude’s measures the progress and attainment of all its children on a regular basis and arranges

opportunities for parents to meet with class teachers to discuss this.

If a child is not making the progress we would expect, an early discussion will be had with the parents and where suitable with the child. At this time the desired outcomes for the child will be agreed along with the

views and wishes of both parents and child. It will then be agreed if the child’s needs can be met by adapting normal practice within the school (Core Offer) or whether something additional or different is required.

School SEN OfferBack to Index

Support for children who are well below age expected attainment levels - Click for details

Support for children who are significantly below age expected attainment levels - Click for details

Support within Core Offer - Click for details

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School’s Core OfferThe following is a list of some of the provisions that are available to all our children to all of our children to support them in their learning.

• A varied and stimulating curriculum that is planned to support children with different learning styles• Individual English and Maths targets

• Differentiated lessons to meet the needs of ability in the class• Differentiated Home Learning tasks

• Hands on leaning and school trips to deepen children’s understanding• Provision of good visual leaning materials through the use of ICT

• A range of clubs, sporting opportunities and extracurricular activities to allow for competitions and the chance to follow their own interests• Consideration of different cultures

• Small group work to reinforce or extend learning• Quality marking of work with targets for improvement• A behaviour policy that rewards good behaviour

• An attendance policy that celebrates and rewards good attendance• Opportunities to work with partners to support understanding including ‘Talk Partners’

• Access to a Pastoral Team to discuss concerns and friendship issues• Access to a School Nurse for advice and discuss concerns

• Quiet areas to take break-times• Visual Timetables

School SEN OfficerBack to Levels of Support

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SEN SupportIf a child does not make enough progress with the school’s Core Offer; parents, class teachers and the

SENCO will meet to discuss whether the child has Special Educational Needs and to decide whether the child’s name will be placed on the SEN register. At this time careful consideration will be made as to how

best meet the needs of the child, choosing from a range of more specialised interventions.This is not a complete list as advice and new research make other interventions available. Children who

are not thought to have Special Educational Needs may also access these services at certain times.

Interventions for children who are well below age expected attainment levels

School SEN OfficerBack to Levels of Support

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School SEN Officer

Back to Levels of Support

Interventions for children who are well below age expected attainment levels• Individual Education Plans• Phonics Groups• Reading Comprehension Groups• Handwriting Group• Wet Dry Try – Handwriting Support• Maths Skills Groups• Numbers Count & Specialist Maths Support• Anger Management• Individual Behaviour Plans

• Social Skills Groups• Fine Motor Skills Support• Gross Motor Skills Support• Playground Support• Weekly Pupil Mentor Sessions• Narrative Story Writing Group• Home-School Link Book• Physical aids such as ear defenders/sloping desk supports etc.

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School SEN OfferBack to Levels of Support

Interventions for children who are significantly below age expected attainment levels

• SEN Support Plans• Literacy Catch Up• AcceleRead & AcceleWrite• Individualised Spelling Lists• Precision Teaching• 1:1 Maths Tuition• Numicom Maths Groups• Loss Companions

• Circle of Friends• Bereavement Counselling• Individualised Fine/Gross Motor Skills• Daily Speech and Language Support• Shape Coding• Completion of CAF• Therapeutic Story Writing• Transition meeting to next school

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School SEN OfferBack to Index

Frequently Asked Questions and Answers (1)

How does St Jude’s Primary know if children need extra

help? Click for details

How will St Jude’s Primary School staff support my

child?Click for details

What should I do if I think my child may have special

educational needs?Click for details

How will my child be able to contribute their views?

Click for details

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

Click for details

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

Click for details

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

Click for details

How do we know if the support or strategies used have had an

impact?Click for details

What specialist services and expertise are available at or

accessed by St Jude’s PrimarySchool?

Click for details

Forward to more questions

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School SEN OfferBack to FAQ (1)

Frequently Asked Questions and Answers (2)What training have staff

had or going to have?Click for details

How will my child be included in activities

outside the classroom including school trips?

Click for details

What are the Governors responsibilities?Click for details

How is the decision made about what type and how much

support my child will receive?Click for details

How are resources allocated and matched to children’s special

educational needs?Click for details

Who can I contact for further information?

Click for details

How accessible is the school environment?

Click for details

How will St Jude’s Primary school prepare and support my child to join the school and then transfer

to secondary school? Click for details What should you do if you feel

that the Local Offer is not being delivered or is not meeting your

child’s needs? Click for details

Who should I contact if I am considering whether my child should join St Jude’s Primary

School?Click for details

How is the local offer reviewed? Click for details

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How does St Jude’s Primary know if children need extra help?

Children may be identified as having SEN through a variety of ways including the following: • Liaison with Nursery/previous school• Child performing below age expected levels• Concerns raised by parent• Through termly Pupil Progress Meetings held between the Teachers / SENCO and Head teacher• Concerns raised by teacher for example behaviour or self-esteem is affecting performance• Liaison with external agencies eg. physical• Health diagnosis through paediatrician/doctor As a school we measure children’s progress in learning against national expectations and age related expectations. The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Nursery or Reception through to Year 6, using a variety of different methods including National Curriculum levels and the Foundation Stage Profiles. Children who are not making expected progress are picked up through our Pupil Progress Review meetings with the class teacher, SENCO and Head / Deputy Teacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.

School SEN OfferBack to FAQ (1)

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What should I do if I think my child may have Special Educational Needs?

Talk to us – contact your child’s Class Teacher first.If you require more information contact our SENCO or Head Teacher.

We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.

Back to FAQ (1)School SEN Offer

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How will St Jude’s Primary School staff support my child?

Our SENCO/Inclusion Manager will closely monitor all provision and progress of any child requiring additional support across the school. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. There may be a Teaching Assistant (TA) working with your child either

individually or as part of a group, if this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.

Back to FAQ (1)School SEN Offer

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

All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs.

Typically this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated.

The benefit of this type of differentiation is that all children can access a lesson and learn at their level.

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How do we know if the support or strategies used have had an impact?

In school we will often use Individual Education Plans (IEP) or Individual Behaviour Plans (IBP) to set targets and review progress. We can use these targets to monitor

pupils progress academically against national/age expected levels and update or adjust the IEP. This may involve updating into smaller steps or using a different approach to

ensure progress is made.

Children may move off of the SEN register when they have ‘caught up’ or made sufficient progress.

Back to FAQ (1)School SEN Offer

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

The Class Teacher will meet with parents at least twice a year (this could be as part of Parent’s Evening) to discuss your child’s needs, support and progress. For further information the SENCO is available to discuss support in more detail.

We offer an open door policy; you are welcome any time to make an appointment to meet with either the class teacher or SENCO and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.

We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.

Your child may have an IEP/IBP in place and therefore the targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed.

If your child has complex SEND they may have an Education Health Care (EHC) Plan which means that a formal Annual Review will take place to discuss your child’s progress and a report will be written. This can also be done at a six monthly interim

review if changes to circumstances occur or concerns arise.

Back to FAQ (1)School SEN Offer

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How will my child be able to contribute their views?

We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council

which has an open forum for any issues or viewpoints to be raised.

Children who have IEPs (Individual Education Plans) discuss and set their targets with their class teacher. If your child has an EHC Plan or an Annual

Review of their EHC Plan then their views will be obtained before any meetings.

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

We are an inclusive school, we welcome and celebrate diversity. All staff appreciate the importance of children having high self-esteem in order to achieve positive well-being. Here at St Jude’s Primary we commit to our own values and ensure pupils are able

to develop in a caring, fair and understanding environment.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required, the class teacher can liaise with the SENCO/Inclusion

Manager for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Behaviour Support Team. The school has Pastoral Support Team, who works under the direction of the SENCo, with

vulnerable children during the school day.

The school has a policy regarding the administration and managing of medicines on the school site. Parents need to contact Reception to discuss this and if agreed complete a form: ‘Parental Agreement for School to Administer Medicines’. This may include medicines for life threatening conditions or required for a long term illness such as asthma and diabetes. In such cases a ‘Care Plan’

may be put in place according to the directions of the School Nurse.

School will not take responsibility for other medicines such as cough medicines, however we may be able to administer prescribed medicines following discussions with parents.

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What specialist services and expertise are available at or accessed by St Jude’s PrimarySchool?

Our SENCO/Inclusion Manager is a qualified teacher and is undergoing accreditation through the University of Chichester.

As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: Multi-Agency Behaviour Support (MABS); Health including: School Nurse,

General Practitioners, Child and Adult Mental Health Service (CAMHS), Paediatricians, Occupational Therapist (OT) and the Speech & Language Therapy (SALT) service. We also work very closely with Social Care and the

Education Psychologists. Should your child require any form of involvement with an outside agency then the school would immediately

inform you and obtain permission from parents to pursue any kind of professional intervention.

Back to FAQ (1)School SEN Offer

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What training have staff had or going to have?

We have two Pupil Mentors in school who are fully trained to deliver ‘Loss Companions’, a bereavement programme, regularly meet with the Behaviour Support Team and carry out social skills and anger management

groups.

Our LSAs have had training in precision teaching, Catch-Up Literacy and Every Child a Reader. We also have in-house training on interventions such as Circle of Friends and Social Skills. Relevant LSAs are released to meet

with the Specialist who comes into school and are supported in delivering the programme that is recommended for the children.

As a staff we have regular training and updates of SEND conditions, medication use and Resources/Interventions available for our pupils in order to ensure all staff are able to manage pupils

accordingly.

School SEN OfferBack to FAQ (2)

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What are the Governors responsibilities?

We have a Designated Governor for Inclusion, Susie Quinlan, who meets with our SENCO on a regular basis to discuss changes in provision, needs in school, current

concerns and budget and report back to the governing body.The Governors are then also able to agree priorities for spending within the SEN

budget with the overall aim that all children receive the support they need in order to make progress.

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

All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary LSA or adult support to ensure

that this is successful wherever possible.

A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised.

In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.

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How accessible is the school environment?

St Jude’s is a two storey building. The ground floor can be accessed by a wheelchair. We also have a disabled toilet and disabled parking.

Any other resources needed for access may be assessed by OT and Physiotherapy in order for us to ensure ease of access and safety for all.

The school is able to liaise with Ethnic Minority Achievement Service (EMAS) who can at times assist us in supporting our families with English as an additional language.

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How will St Jude’s Primary school prepare and support my child to join the school and then transfer to secondary school?

We encourage all new children to visit the school prior to starting when they will be shown around the school and any concerns can be addressed. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.

We may need to write a ‘Social Story’ to ease the transition for pupils with high anxiety and communication difficultiesSchool / Parents may also feel the need to arrange several transition meetings / sessions between the schools in order to alleviate pupil

concerns

Many of our ‘feeder’ secondary schools run a programme specifically tailored to aid transition for the more vulnerable pupils.

We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood. If your child has complex needs then an Education Health Care Plan review may be used as

a transition meeting during which we will invite staff from both schools to attend.

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How are resources allocated and matched to children’s special educational needs?

We ensure that all children who have Special Educational Needs are met to the best of the school’s ability with the funds available.

We will often allocate Teaching Assistants who are funded by the SEN budget to deliver programmes designed to meet groups of children’s needs.

The budget is allocated on a needs basis.

School SEN OfferBack to FAQ (2)

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

The Class Teacher alongside the SENCO will discuss the child’s needs and what support would be appropriate.

Different children will require different levels of support in order to bridge the gap to achieve age expected levels.

This will be through on-going discussions with parents.

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What support is there for improving behaviour, attendance and avoiding exclusion?

As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. If a child has behavioural difficulties an Individual Behaviour Plan (IBP) or a Pastoral Support Plan (PSP) is written alongside the child and parents to identify the specific issues, put relevant support in place and set

targets.

After any behaviour incident we expect the child to reflect on their behaviour with an adult. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their

behaviour.

Attendance of every child is monitored on a daily basis by the Pastoral Team. Lateness and absence are recorded and reported upon to the Inclusion Leader. Good attendance is actively encouraged throughout the school and

rewarded on a termly basis as is improvement in attendance. Families who struggle with attendance and lateness will be invited to a meeting with the Inclusion Leader and School Nurse if appropriate. We have had many successes

where families were struggling with lateness but are now able to get their children into school on time.

School SEN OfferBack to FAQ (2)

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Who can I contact for further information?

Your main point of contact would always be the Class Teacher and then following this you may need to speak to the

SENCO/Inclusion Leader, Mrs Vanessa Smith.

School SEN OfferBack to FAQ (2)

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

The first point of contact would be your child’s Class Teacher to share your concerns.

You could also arrange to meet Mrs Smith our SENCO/Inclusion Manager and/or Miss Osborne, Headteacher.

You may also wish to contact Portsmouth City Council’s Parent Partnership or the SEN Team.

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Who should I contact if I am considering whether my child should join St Jude’s PrimarySchool?

In this instance you can contact the School Admin Office to arrange a meeting with Mrs Vanessa Smith our SENCO/Inclusion

Manager to discuss how the school could meet your child’s needs.

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How is the local offer reviewed?

This Local Offer will be reviewed annually to reflect the changing needs of the children who join and are developing in our school.

Part of this review process will involve contributions from parents. All parents of children with SEN are invited to join the Parents SEN Meeting

to help us match our Local Offer to the needs of their child.

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The role of the Pastoral Team

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The Pastoral Team is made up of three Pupil Mentors who support children who are experiencing difficulties in a range of different ways:

Learning : They will endeavour to form a trusting relationship with the pupil and will work together to overcome barriers to learning.

Behaviour : A Pupil Mentor will work with children and their families to prevent exclusion.

EAL : To support children and families who have English as an additional language.

As a team we may help when a child:

• Is new to the school and worried about fitting in

• Is finding it difficult to make or keep friends

• Is feeling unhappy and needs someone to listen

• Is in a transition year and worried about moving to another school

• Is falling behind with their class work or homework

• Is being a bully or being bullied by others

• Is having difficulty with attendance/punctuality

•Has had a number of incidents recorded in the class behaviour book

• Is on the verge of being excluded from school

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The role of the SENCOAs part of the Senior Leadership Team, Mrs Smith works closely with all staff in school, parents, outside agencies and colleagues throughout the city to co-ordinate the support made for individual children with Special Educational Needs.

This may include:

• Giving advice to teachers

• Meeting with parents to discuss any concerns they may have about their child’s development or learning difficulties• Assessments of individual pupils to identify need• Referrals to a range of other professionals such as: Educational Psychologist, Speech and Language and Specialist Teacher Advisors in the City• Making sure that staff are updated and when necessary receive training and or advice from relevant health professional to meet a pupil’s individual needs• Arranging School nurse and Community Asthma nurse drop ins for parents/carers• Meet with the School nurse, parents and staff and provide support in writing Health Care Plans for pupils with more complex medical needs

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Specialists Who Support Our Children

School SEN Offer

Speech and Language Therapist

Multi Agency Behaviour Support Team

Educational Psychologist

Occupational Therapist

Physiotherapist

Specialist Teacher Advisor for Visual and Hearing Impairment

School Nurse

Child & Adolescent MentalHealth (CAMHS)

Social Care

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Speech and Language Therapist

The Speech and Language Therapy team supports children with speech, language and communication needs and those with feeding and swallowing difficulties. Speaking and eating uses the same muscles and speech and language therapists are specially trained

to help with specific difficulties with feeding and swallowing.

As a school we believe that speech and language is so important that we employ our own therapist who works in school one day a week to advise teachers, devise programmes of work for LSAs to deliver and in cases of extreme need, provide

individual therapy sessions.

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Multi Agency Behaviour Support Team

The Multi-Agency Behaviour Support (MABS) Service provides outreach support to develop children's and young people's social and emotional skills by offering support to:• Children and young people themselves (individually and in groups)• Families• Mainstream school staff (regarding individual learners and through staff training).

They may come and observe your child at school or in the home and offer advice and support to parents and teachers to improve behaviour.

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Educational Psychologist

Educational Psychologists help children and young people up to the age of 25 reach their full potential in the fields of learning, social and emotional development. They work with the young people themselves, with their parents or carers, their teachers and support staff and in partnership with other agencies.

They provide:• Consultation and assessment• Advice and training• Therapeutic intervention• Programme planning and research• Monitoring, reviewing and evaluation

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Occupational TherapistThe Occupational Therapy team supports children with specific difficulties which affect their ability to plan and carry out the movements required for everyday tasks. These difficulties may affect their awareness of their surroundings and self-care skills, which may impact on the child performing independently. Who do they help?Occupational Therapists provide support and advice for children to from birth to 19 years. No types of difficulty or disability are excluded as we give support based on need, not diagnosis.They support children with one or more of the following difficulties:• sitting and positioning• handwriting and using a pen / scissors• co-ordination affecting self-care skills (dressing, eating, toileting)• co-ordination affecting independence (riding a bike, social games, physical education (PE)).How can they help?Occupational Therapists assess children to build up a picture of their skills and find out their exact abilities, difficulties and needs. This may include one or more of the following:• formal assessments or tests• informal play-based assessment• watching the child at nursery, school or home to see how they move• talking with those who know them best and speaking to other professionals involved in their care.

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PhysiotherapistThe Physiotherapy team supports children with specific developmental difficulties and/or conditions which affect their physical development. These difficulties may affect their ability to move or reach their physical potential. They help develop their physical skills through play, specific exercises and activities. They also advise on how best to position and move your child to help support their progress. Who do they help?They support children with one or more of the following difficulties:• Movement• Posture and balance• Reduced muscle strength and coordination• Reduced quality of movement or restricted movementsHow do we help?A physiotherapist will assess your child to build up a picture of their skills and find out their exact abilities, difficulties and needs. The assessment may include one or more of the following:• Formal assessments or tests• Informal play-based assessments• Watching your child at nursery, school or home to see how they move• Talking with those who know your child and speaking to other professionals involved in their care

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School NurseWe have a School Nurse assigned to the school and can be contacted via the Pastoral Team.

She can give advice on a range of issues including:• Head Lice• Sleep Problem• Bed Wetting/Incontinence• Eating disorders• Immunisations• Behaviour Problems

You may also be referred to the School Nurse via your GP and a possible Health Care Plan may need to be put in place if your child has a medical need such as diabetes or severe asthma.

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Specialist Teacher Advisor for Visual and Hearing Impairment

The service for sensory impairment comprises specialist teacher advisers, communication support workers and a paediatric rehabilitation officer. They work with sensory impaired children and students from birth to 25 years of age, at home, in pre-school settings, schools and colleges. They aim to maximise the educational opportunities for every individual child, working in partnership with parents, carers, teachers and colleagues in other agencies.They work closely with colleagues in schools and with families, linking to the work of social services and health. Their main functions include:• Providing support and teaching for pre-school children with a diagnosed sensory impairment and their carers• Specialist assessment, teaching, support and advice for individual young people with sensory impairment and

their families• Contributing to individualised educational programmes and liaising with health, social services and other

professionals• Delivering specialist training to mainstream and special school staff• Providing specialist teacher support for planning provision and the placement and monitoring of pupils with a

sensory impairment;• Keeping a resource bank of specialist equipment available for loan to schools/colleges

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Child & Adolescent MentalHealth (CAMHS)

Some children will have mental health problems and may need to be referred for assessment to a Primary Mental Health Worker by their GP or School Nurse.

They can help or assess children who may have:

• Attention Deficit Hyperactive Disorder (ADHD)• Anxiety• Depression• Autistic Spectrum Disorder

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Social Care

Social Care is responsible for safeguarding and promoting the welfare of children.Portsmouth City Council shares information and practices with other organisations,

such as health, Police and Children's Services, to safeguard children and promote their welfare as part of the Portsmouth Safeguarding Children Board and the Hampshire-

wide Local Safeguarding Children Board.

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