SEND Local Offer
Below is a digital copy of our school’s SEN Local Offer. Or View Lancashire County Council SEND Local Offer
Accessibility and Inclusion
The car park areas maintain disabled parking spaces close to the reception entrance. There is a fully accessible disabled toilet plus standard toilet facilities for pupils/staff/visitors.
The school has all required policies and guidance in place. These are based closely on LCC model policies and guidance modified to account for individual school circumstances. These can be accessed through the school website or alternatively from the school office.
Information can be made available on request in different formats including, where necessary, other language formats. For parents/carers whose first language is not English the school will seek to provide an interpreter to attend meetings. The school aims to ensure all communications in written format are clear and concise, but will inform parents/carers and family members verbally where appropriate.
The school provides an accessible environment in terms of classrooms and specialist rooms such as Science Labs and Technology rooms. Furniture and equipment are all appropriate for the needs of the pupils.
Teaching and Learning
All pupils are admitted to the school with a Statement of Special Educational Needs (Educational Health and Care Plan). LCC assessment criteria determine the ‘banding’ of individual pupils based upon identified needs linked to specific criteria. The school will use the annual review process to review this and where appropriate provide evidence and recommend changes to this ‘Band’.
This links directly to the funding mechanism (weighted pupil number) for each individual pupil and subsequently the budget available to the school.
The school operates a personalised approach to each individual pupil by establishing Individual Educational Plans with specific targets that are reviewed twice a year.
Pupils in KS3 (Years 7, 8 and 9) follow national curriculum subjects and are taught in ability based groups rather than year groups.
The size of the group is no more than 8 pupils and there is always a teacher and a teaching assistant in the class. The ability group identified as having pupils with the most need for support has a maximum of 6 pupils.
The curriculum is reviewed every year to ensure it is meeting statutory requirements and the needs of the current pupils.
In KS4 (years 10 & 11) a more personalised curriculum is offered and pupils are able to opt for some subjects and they are given the opportunity to attend a college and/or work experience placement.
The KS4 curriculum is designed to enable our pupils to achieve relevant qualifications and accreditation including GCSE, BTEC and Entry Level and to prepare them for the world of work, further education or training.
A number of our pupils qualify for exam concessions which are applied for at the relevant time by the school.
Reporting individual pupil progress takes place formally at the Annual Review, at parent/carer evenings and via the annual report at the end of the academic year.
Parents also receive on a half termly basis a progress report which shows progress against set targets plus the pupil’s attitude to learning.
Pupils who attend off site provision are monitored to ensure that they are making progress, that they are safe and that they are attending the provision and their behaviour is not a cause for concern.
The school provides well qualified and experienced staff who have expertise in working with pupils with behavioural, emotional and social difficulties.
All staff undertake regular training and continuing professional development both internally and externally to enhance their skills and improve their knowledge in either their particular subject area or other aspects of school life e.g. Safeguarding, literacy/numeracy, working with families, attendance matters, mental health in young people etc…
Reviewing and Evaluating Outcomes
All the pupils in school have a statement of Special Educational Needs for their behavioural, emotional and social difficulties. Pupils may also have on their statement a second or even third SEN identified need such as MLD (Moderate Learning Difficulty), SpLD (Specific Learning Difficulty), ASD (Autistic Spectrum Disorder) or SLCN (Speech, Language and Communication Need).
The statement is reviewed annually at the Annual Review which is normally held at roughly the same time each year. Parents/Carers and representatives from other agencies involved with the pupil are invited to attend. Both pupil and parent/carer are asked if they wish to make a written contribution to the Review. Annual Reviews usually take place in school unless the pupil is attending alternative provision.
Transition Reviews are held in Year 9 and Year 11 when plans for the next Key Stage are discussed with the pupil and their parents/carers.
As all our pupils have SEN the effectiveness of our provision is assessed and evaluated through our whole school monitoring and self evaluation procedures.
Keeping Children Safe
Pupil Risk Assessments are reviewed bi-annually (academic year).
The school has a transport drop off and collection plan that highlights where mini buses, pupil taxis, parents/carer drop off and collection points are designated. At the beginning and end of each day designated staff have the specific responsibility of ensuring pupils enter and leave the school site safely.
At break and lunchtime designated staff, are assigned to specific areas within and outside the school areas. At break/lunchtime pupils can join in a number of different activities (Chill & Chat, ICT, outdoor games, use the dining room facilities). Pupils are supervised by staff and monitored in some areas by CCTV.
There are robust procedures to ensure pupils remain safe on any outdoor visits. Staff have undertaken annual updated training on educational visits off site – and liaise closely with the office/parents/carers to ensure pupils have all the necessary requirements for such visits (e.g. medication etc…)
Should any pupil(s) leave the school site without permission procedures are in place which are followed by designated staff (i.e.: contact Parents/Carers/Police etc…). All policies, guidance and procedures relating to safeguarding, child protection, security, safety and support including behaviour policy, positive handling and anti bullying are available on the school website or via the school office.
Health (including Emotional Health and Wellbeing)
To ensure that each pupils medical needs are met within the school – information is taken at the initial home visit and where appropriate help/advice from the designated school nurse.
This information is then shared with staff who are expected to inform the Office/Head teacher should a pupil be taken ill. Designated staff have the responsibility of taking the decision whether to call an ambulance/take pupil directly to hospital/provide first aid etc… whilst ensuring parents/carers are kept informed.
At all times a member of staff would remain with the pupil until the parent/carer arrived to take over responsibility.
Medical needs are reviewed annually or as appropriate should there are any changes to condition, medication etc…
School has access to a number of services in order to support the emotional health and well being of pupils e.g. school nurse, educational psychology, speech and language (via school nurse). All pupils are seen by the designated school nurse on a regular basis.
Communication with Parents
Staff are very flexible in their contact with parents/carers; should they not be available staff will return calls as soon as possible.
Parents/Carers are welcome into school. Appointments are made for specific meetings, however, should a parent arrive to see someone unannounced we will do our best to accommodate.
Parents/Carers are informed about their child’s progress via a half termly report and an annual report. Should staff have specific concerns about a child’s progress whether behaviourally or academically then the tutor/tutor assistant will inform parents/carers of these concerns on a more regular basis (via letter/phone call).
The school offers a number of events which keep parents/carers informed about their child’s progress and general information regarding the school.
The school holds 2 parent/carer evenings (Y11 + Year 7, 8, 9, 10). Further there are 2 open evenings – one specifically for the new year 7’s parents/carers and one which is whole school. In preparation for the year 11’s leaving the school – a year 11 careers/open evening is held annually.
Option choices post 16 are delivered by the Children and Young Peoples Service in conjunction with the schools designated Key Stage 4 transition co-ordinator. Further throughout the year three termly parent/carer events take place which aim to encourage parents/carers to feel involved in the whole school community.
The school recognises the importance of the views of parents/carers and through Annual Reviews, LEA Parent/Carer questionnaire and OFSTED parent/carer view. Parents/carers have an opportunity to comment on the effectiveness of the school – their views are taken into consideration and where appropriate acted upon.
All pupils and their families prior to admission are encouraged to have a ‘without prejudice visit’ to view the school and gain information.
Those joining midyear are also offered the opportunity for transition visits if appropriate to aid the transition process from one school to another. There is a ‘Friends of The Rose School’ Association and the group aims to raise funds in order to widen experiences for pupils – whether in sports, the arts or music.
Pupils complete the Lancashire Pupil Voice Questionnaire about aspects of school life annually.
Pupils actively participate in the annual review process.
Parents/carers are consulted at the Annual Review, parent/carer social events/parent/carer evenings/ half termly progress reports/ and annual reports. Informal discussions between the school and parents/carers are ongoing.
Parents/carers are invited to become Governors of the school and parent/carers have acted as volunteers in school for aspects of work or to support activities.
The Governing Body has agreed that funding should be available to meet the needs of our pupils and thus remove barriers to learning. This includes working with school counsellors, play therapists, specialist teachers and support workers.
There is a home school agreement pack which is discussed with parents/carers at the transition phase. Further a booklet on how parents/carers can help support their child and the school is also available.
What Help and Support is available for the Family?
All senior staff including tutors are responsible for information advice and guidance to parents/carers – especially at times of transition. There is a nominated Year 6 Transition Co-ordinator and a Key Stage 4 Transition Co-ordinator.
The Young Peoples Service has a statutory responsibility to support pupils and families of young people with SEN at key points in transition and the LCC transitions team will work with the most complex pupils 14+.
LCC will determine in their transport policy whether a pupil is entitled to home-school transport – either with/without escort. The school office liaises with LCC’s Transport
Department to ensure pupils are managed safely both to and from school. Specific individual transport requests can be referred to Transport for consideration. However where a pupil is deemed able the pupil will make their own way to and from school.
The school has a staff member with responsibility for parent/carer, family liaison and they can offer support and advice to parents/carers and family. Further the school website can provide information about the school and help signpost to other family support agencies
Transition from Primary School and School Leavers
The Rose School also organises a week’s summer school for year 6 pupils transferring to The Rose School in September. The summer school is staffed by experienced teachers/teaching assistants and involves a variety of activities (sporting/artistic/learning).
Transition at year 11 is well organised. Pupils have a timetable and curriculum which not only prepare them for examinations but for the world beyond The Rose School. Visits to colleges/work experience placements/Transition evening/support from the Young Peoples Service are ongoing throughout this last year. The KS4 Transition Co-ordinator liaises with appropriate staff to ensure all the necessary preparation and requirements are met for a smooth transition on leaving The Rose School.
Information advice and guidance opportunities take place at key points throughout the year including annual review, transition meetings etc…
School is supported in the transition process by Young Peoples Service and LCC Transition Team.
Extra Curricular Activities
The school has a breakfast club every morning. Every day there is a wide range of break/lunchtime and option reward time activities available. The activities are organised and run by teaching and support staff. We aim to run at least one weekend residential experience to the Lake District in an academic year depending on behaviour and perceived need of either pupil/parent/carers. All new year 7’s have an opportunity to spend a full day of activities at an outdoor activities centre as part of getting to know the staff and their peers. A number of ‘one off’ trips or visits take place on numerous occasions throughout the academic year. E.g. drama, art, cinema, sports venues, Alton Towers, Manchester Trafford Centre, Musical Theatre etc… The Rose School does not charge for these trips/visits/residential. We seek to support our pupils, parents/carers financially by providing funding through grants and/or our school budget. The school now provides a one week Summer School for year 6 pupils moving to The Rose School. The Deputy Head Teacher in conjunction with staff volunteers organises and manages this activity. A designated member of staff has the responsibility of ensuring that all pupils are given opportunities that widen experiences and are imaginative and safe. Records are kept of the activities pupils have under taken throughout their time at The Rose School. The Rose School encourages peer relationships whether within a year group, tutor group or particular subject area. Older pupils are encouraged to help/buddy younger more vulnerable pupils where appropriate. All our activities and trips are inclusive and different – widening access and are open to all pupils – we firmly believe in encouraging participation through our behaviour management/health/safety and equality policies.