The School Offer

What is the School Offer (or Local Offer?)

The local offer provides information on what services children, young people and their families can expect from a range of local agencies, including education, health and social care. Knowing what is out there gives you more choice and therefore more control over what support is right for your child.

The local offer provides information on a number of things, including:

  • special educational provision
  • health provision
  • social care provision
  • other educational provision
  • training provision
  • travel arrangements for children and young people to schools, colleges and early years education
  • preparing for adulthood, including housing, employment and leisure opportunities

Please find our SEN Offer in full on the Policies page of this website.

The School Offer – Ofsted 2012 Says:
At St Bernadette’s Catholic Primary school we encourage all our children to believe in themselves and the unique qualities they possess. We guide them to treat others with love, respect and kindness. We ask them that through their St Bernadette’s journey they grow with grace-Gratia Proficere (our school motto) and most importantly we assist them in realizing and achieving their full potential.
We are immensely proud of the peaceful, happy and safe environment that we have created in our school and all our children, irrespective of gender, race, faith, disability and social status.
Our aim as an inclusive school is that we provide our children with the opportunities to acquire new skills, knowledge and understanding. We feel this is most effectively achieved through quality first teaching, in which stimulating and challenging activities are matched to the individual levels of ability of the children.
Children are encouraged to be self -motivated; to adopt a positive attitude to learning and to take responsibility for the choices they make.

At St Bernadette’s we believe that a child’s education is not the sole responsibility of the school but a partnership between staff, parents and professionals. All parents play a valuable part in their child’s education. If your child continues to work at a level well below their peers or makes little progress, despite accessing interventions and quality teaching, they may be identified as having Special Educational Needs.

All our classes are taught by high quality teachers and they are also supported by motivated teaching assistants. Pupils are also offered small group work sessions called Boosters (if they appear to have weaknesses in certain areas, which the TA can address) or it may decided by the Class Teacher and SENDCO that they are placed on a Support Plan and they will follow a structured intervention programme. We have close connections with the Stockport Learning Support Service and they provide two exceptional teachers for Literacy and Numeracy who assist children to develop their weaknesses. Some pupils are also supported to develop their social skills or to improve their emotional well-being through work with our SENDCO, Pastoral Teacher or our Behaviour Support Teacher.
This School Offer describes how we support pupils with Special Educational Needs at St Bernadette’s Catholic Primary School. In order to make our offer for St Bernadette’s Catholic Primary School accessible and user friendly, we have structured the information around a set of Frequently Asked Questions. We hope you find this information useful and if you ever have any questions regarding your child and their learning needs please do not hesitate to contact Mrs Walsh, our Special Educational Needs and Disability Coordinator (SENDCO) and she will be more than happy to help.
Frequently asked Questions
  • Speak to the class teacher. They are available after school for informal conversations but you can make a longer appointment that is mutually convenient if necessary.
  • If you have further concerns, contact Mrs Walsh (SENDCO). Appointments can be made by calling 0161 430 4601.
  • In some cases Mrs Walsh will complete a CAF (Common Assessment Framework) with you to get a fuller picture of your child’s needs and to prioritise these. The CAF assessment can then be used with parental permission, to refer to outside agencies like speech and language, or occupational therapy, so that a more specialised assessment can be completed. In some cases, if several barriers to a child’s learning are identified,then a TAC (Team Around the Child) meeting will be arranged where relevant agencies are invited along with parents/carers to plan a package of support to help your child.
  • Each pupil’s education programme is planned by the class teacher. It will be differentiated accordingly to suit the individual needs of the pupil. This may include additional general support by the teacher or the teaching assistant in class.
  • If a pupil has needs related to more specific areas of their education,e.g. phonics, Mathematics, English, speech and language, social skills development or motor skills then the pupil may be placed in a small booster group. This will be led by the teaching assistant in most cases or they may be given a support plan, receiving structured interventions.The length of time of the interventions will vary according to the programme but usually will last at least a term.The interventions will be regularly reviewed to check the effectiveness of the provision and to inform future planning for the pupil.
  • Pupils will have access to specific resources as required e.g. large print/overlays/visual timetables in order to support their learning in class.
  • The SENDCO oversees all support and progress of any child requiring additional support.
  • Pupil progress meetings are held each term. This is a meeting where the class teacher meets the SENDCO to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
  • Occasionally, a pupil may need more expert support from an outside agency such as Learning Support Service, Speech and Language Service, Occupational Therapy Service, Educational Psychology Service, Behaviour Support Service or Primary Jigsaw. A referral will be made with your permission, and forwarded to the appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers. This could include additional advice for the class teacher or more specialised one-to-one support within school, including additional support from a teaching assistant to support your child in class.
Children are identified as having SEN through the following ways:

  • Admissions information provided by parents and previous schools and settings.
  • Concerns raised by parents/carers, teachers or the child.
  • Ongoing marking and assessment by the class teacher identifying lack of progress or concern in certain areas of the curriculum.
  • Observations by experienced staff in school identifying barriers to learning, including social/behavioural concerns such as changes to behaviour, speech and language concerns or difficulties with motor skills.
  • Regular monitoring and meetings by the SENDCO and the Class Teachers.
  • Information provided by external agencies including health diagnosis through paediatrician, speech and language assessments or through Early Help and Prevention teams that offer support to families
  • When a pupil has been identified with SEN, their work will be differentiated by the class teacher to target their needs and enable them to access the curriculum more easily. For some children with significant additional needs, this could include a personalised timetable to accommodate additional interventions that they need.
  • Children from Year 1-6 are grouped according to their ability in Maths and English and receive work to reflect their level of attainment.
  • Children from Year 2-6 are assessed and monitored regularly in Reading, Writing and Mathematics. From the assessments, targets are set by the class teacher in order that the child can make progress.
  • Teaching assistants may be allocated to work with the pupil in a one-to- one or small booster group to target more specific needs.
  • If a pupil has been identified as having SEN, they will be given an SEN Support Plan. Targets will be set according to their need. These will be formed in discussion with parents /carers and the pupil.
  • If appropriate specialist equipment may be provided to the pupil to aid their learning e.g. pencil grips, easy to use scissors, coloured overlays or visual timetables.
  • You will be able to formally discuss your child’s progress and share their work at Parents Evening but you are welcome to make an appointment to speak to your child’s class teacher or Mrs Walsh whenever you have a concern.
  • You will receive a detailed written report at the end of the academic year about your child. In addition, all parents with children who have identified special needs will meet with the class teacher (and, in some cases, with specialist teachers providing additional support) during the year to review progress and update targets.
  • Each term you will receive a theme letter from your child’s teacher to inform you of the curriculum content for the term. This is intended to provide you with information about the knowledge that your child will cover each term and how you can support your child at home in homework or extended projects.
  • During the year you will be invited to attend workshops in English and Mathematics to observe teaching and receive advice as how to best support your child at home.
  • LSS and Mrs Walsh will invite you to parents meetings where you can learn more about how you can help at home as well as conducting the reviews that you are invited to.
  • Mrs Walsh or your child’s teacher may meet with you to discuss how to support your child with strategies to use if there are difficulties with your child’s behaviour or if they need additional support to improve their emotional health and well- being. This could include signposting you to a member of the Behaviour Support Service or Primary Jigsaw to offer more specialist advice.
  • If outside agencies or the Educational Psychologist have been involved, suggestions or programmes may be provided that can be used at home.
  • If sufficient progress is made additional support may be removed.
  • Mrs Walsh offers a high level of Pastoral support.
  • All members of staff are committed to an inclusive ethos in which all children will flourish.
  • All members of staff are readily available for pupils and their parents who wish to discuss issues and concerns.
  • PSHE lessons are planned for all year groups to support understanding of feelings and emotions.
  • Specialised support is provided for some pupils through Primary Behaviour Support Service, CAMHS (Mental health and well – being) and Primary Jigsaw (for behaviour and well-being). This can include one to one support for a number of sessions, normally taking place within the school day, along with support and advice for parents and carers.
  • We have a positive approach to all types of behaviour management and a consistent system of rewards and sanctions. This is described in the Behaviour Policy.
  • If a child needs support with behavioural difficulties, strategies are identified in consultation with professionals, parents/carers and pupils and are reviewed on a regular basis.
  • Behaviour needs that are consistent or of a high level of concern are recorded and then referred directly to the Headteacher. Parents/carers are contacted so that school and home can work together to improve behaviour.
  • Our exclusion rate is very low. It is reported to governors termly.
  • Our administrative team works closely with the Services for Young People worker to monitor lateness and attendance and ensure improvement.
  • The school has a structured system for following up concerns around attendance and lateness and aims to work in a supportive way to overcome obstacles to full attendance. This could include TAC meetings to support a family to improve their child’s attendance.
  • Staff have regular training and updates of conditions and medication so that they are able to manage medical situations that may arise. This includes epilepsy training, diabetes training and asthma training.
  • If a pupil has a life-threatening condition, then a detailed Care Plan is compiled with the school nurse and in consultation with parents/carers.
  • We believe that all children should be included in every part of the school curriculum.
  • We aim for all children to be included on school trips and visits (including swimming) and will endeavour to provide the necessary support, making reasonable adjustments.
  • A risk assessment is carried out prior to any off site activity to ensure that everyone’s health and safety needs are accounted for. This may include additional one-to-one support to enable a child to take part in a trip.
  • In the very unlikely event that it is considered unsafe for a child to take part in an activity, alternative activities will be arranged that will cover the same curriculum areas. If this is the case for your child, then this will be discussed with you.
At times it may be necessary to consult with outside agencies to receive more specialised expertise to help school and parents/carers to best support their child. These can include:

GPs, School Nurse, Educational and Clinical Psychologists, Paediatricians, Speech and Language Therapists, Occupational Therapists, Sensory Support Service, Physiotherapists, Ethnic Diversity Service, Signpost Young Carers, Social Services, Behaviour Support Services, Primary Jigsaw, CAMHS (Child and Adolescent Mental Health Services).
  • We encourage all new children to visit the school prior to starting so that they can become familiar with the staff and our working environment. If necessary and appropriate, we can arrange additional visits for children with specific transition needs. We are happy for parents/carers to request these.
  • Mrs Hall and class teachers are happy to meet parents for further discussion on specific needs prior to their child starting school.
  • All pupils in school have transition sessions with their future class teacher during the summer term.
  • For transition to high school, we liaise with the schools involved and arrange visits. Some children benefit from extra visits and we arrange Transition Meetings if necessary, for children with a higher level of need.
  • We have handover meetings with SEN staff from our main feeder schools, Harrytown and Werneth. All relevant paper work is transferred via a safe system.
  • In some instances resources are produced such as social stories, photographs to aid pupil’s transition.
  • The class teacher and SENDCO discuss the child’s needs and the support that would best enable them to learn.
  • Different children require different levels of support and these can be quite specific to individuals. Decisions are based upon termly tracking of pupil progress and as a result of assessments by intervention teachers and outside agencies
All parents/carers are encouraged to contribute to their child’s education. This may be through:

  • Discussion with the class teacher; informally or during parents evenings.
  • Discussion with Mrs Walsh or with other professionals.
  • Parents are encouraged to contribute to their child’s SEN Support Plan and are invited to meetings relating to their child.
  • All parents are welcomed to assemblies/performances/specific workshops throughout the year.
  • Mrs Walsh, Teachers and Support teachers may discuss targets and feedback with individual children.
  • Children may be invited to contribute their views to TAC (Team around the Child) meetings if appropriate.
  • Children are encouraged to talk to staff if they have any concerns, in particular, relating to their emotional health and well-being.