“This page is part of the Local offer for Birmingham. Under the Children and Families Bill which became law in 2014, Local Authorities are required to publish, and keep under review, information about services that they expect to be available for children and young people with disabilities and Special Education Needs aged 0-25. This is called the Local Offer. The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for professionals in understanding the range of services and provision in the local area.”
|SCHOOL NAME:||AL – HIJRAH SCHOOL|
TYPE OF SCHOOL:
|Targeted Support offered for the following areas of need:||Moderate Learning Difficulties,
Speech and language Autism
|ACCESSIBILITY:||Fully wheelchair Accessible||Partly|
|Auditory/Visual enhancements||Sound field system with teachers|
|Other Adaptations:||2 Evac Chairs|
|CORE OFFER:||Are you currently able to deliver your core offer consistently across all areas of your school? We have a qualified reading recovery teacher.|
|POLICIES:||Are the schools policies available on its website for:||SEN||YES|
|EQUALITY & DIVERSITY||YES|
|Are you aware/ familiar with the requirements of the Disability Discrimination Act 1995 and the Equality Act 2010?||YES|
RANGE OF PROVISION:
|Please indicate what your school has to offer (over and above your core offer ) in each of the following areas:|
|Specialist Facilities/Equipment to support SEND
2 disabled toilet, private changing facilities for Boys and Girls (Toilets)
|The school is committed to supporting children and young people with SEN and/or Disabilities and works alongside professionals at Access to Education to ensure best outcomes for this group.|
|Breakfast Club and After School Activities
Both are available (subject to spaces and payment of a fee where applicable)
|INCLUSION:||How do you promote inclusion within the school? Including day and residential trips?
Lessons are as inclusive as possible, with adjustments made depending on need.
Children with disabilities are included on all school visits and residential activities and 1:1 adult support is provided if required. All classes have visual timetables supporting all children.
|What proportion of children currently at the school have SEND? 6% . [46 pupils]
4.5% (34 pupils) SEND (Support)
(6 pupils with Specific learning Difficulties, 2 with Moderate Learning Difficulties, 6 with Social, Emotional Mental Health, 17 With Speech, Language and communication Needs, 2 with Hearing Impaired and 1 with Physical Difficulty)
1.5% (12) with SEN Statement or EHC
(2 with moderate Learning Difficulty, 1 with Speech, Language and communication Needs, 2 with Hearing Impaired difficulties, 2 with Physical Difficulty, 2 on the Autistic Spectrum, 2 with Social, Emotional Mental Health and 1 other difficulty /Disability)
PARENT SUPPORT INVOLVEMENT/ LIAISON:
|How do you involve/support the parents of children/YP with an SEND regarding identifying and meeting their needs. How do you communicate their progress and areas of difficulty?
Children with SEND and their parent and carers, work closely with the school SENCo and outside agencies. Individual Education Plans, referred to as Individual Teaching Plans within the school, (ITPs/EHCplans) are sent home and home/school contact books are in place where needed. We hold parents evenings in terms 1, 2 and 3, then provide a written report in term 3. Parents are invited in to school on ‘Parents Day’ each term.
|How will the school prepare children with an SEND to join their next setting/school/college/stage of education or life?
We have carefully planned and structured transition programmes between key stages and between schools involving transition meetings/transition books/ ‘moving in’ and ‘moving up’ books and new school SENCO meetings, where children are leaving/entering the school. Since we are an all through this is not a major issue.
(Name and Position)
| N. Mitchell
|DATE COMPLETED:||September 2015. Amended 01.12.2015.|
|UPDATE:||(due July 2016)|