Local Offer

Provider: Tower House School, Fisher St, Paignton TQ4 5JW

What special education provision is available at our setting? What do we do here to meet your needs?

We can offer one to one support in a separate quiet environment or in the classroom for children who require specific support above and beyond that which can be catered for by the class teacher.  We have a team who can help children with SLDs and ASDs, and associated behavioural issues.  As an independent school we can offer small class sizes and plenty of individual attention.

What criteria must be satisfied before children and young people can access this provision/service? What sort of needs would you have for us to be able to help you?

Children would demonstrate an area of need in any of these areas: communication and interaction; cognition and learning; behaviour, emotional and social development and mental health; sensory and/or physical; and medical.

How do we identify the particular special educational needs of a child or young person? How do we work out what your needs are and how can we help?

The purpose of identification is to work out what action the school needs to take, not to fit the pupil into a category.  Where progress is not adequate, action will be taken according to need.  Adequate progress can be identified in a number of ways, i.e.

  • Closes the attainment gap between the child and their peers
  • Prevents the attainment gap growing wider
  • Matches or betters the child’s previous rate of progress
  • Ensures access to the full curriculum
  • Demonstrates an improvement in self-help, social or personal skills
  • Demonstrates improvements in the child’s behaviour

How do we consult with parents and/or children and young people about their needs?  How do we find out about what you and your parents think you need help with?

We follow the recommended four steps: assess, plan, do and review.

  • We assess and report to parents
  • We plan and discuss with parents
  • We do then update parents
  • We review and meet with parents 

This is a continual cycle and outside professionals will be involved at appropriate times. 

What is our approach to teaching children and young people with special educational needs? How will we teach you?

We will use both short term and long term objectives in our planning.  The children will be taught on a one to one basis; with an emphasis placed on interventions being linked to classroom teaching where possible.  We adopt the Thrive approach and see Learning Support as an important part of developing the whole child.An IEP will focus on up to three or four key individual targets and will include information about

  • The short term targets set for or by the pupil
  • The teaching strategies to be used
  • The provision to be put in place
  • When the plan is to be reviewed
  • Success and/or exit criteria
  • Outcomes

How can we adapt our curriculum for children and young people with special educational needs? What sort of things will you learn here?

We believe in nurturing and developing the educational, social, emotional, and cultural aspects by curriculum design and teaching approaches.  The National Curriculum Council stated that participation in the National Curriculum by pupils with special educational needs is most likely to be achieved by encouraging good practice for all pupils and that the majority of pupils with learning difficulties simply require work to be suitably presented and differentiated to match their need. We offer small classes sizes in order to do this successfully.  Activities are differentiated within the class so the National Curriculum can be accessed.  IEPs are implemented with the child’s specific needs in mind in order for them to access learning, and therefore participate more fully within the classroom.

How will we ensure we get the services, provision and equipment that children and young people need? How will we make sure that you get all of the help that you need from different people?

We will contact appropriate services and talk with specialists and consultants when required to ensure children are using the correct equipment and have appropriate provision.  On meeting with the parents, time allocated for Learning Support sessions will be agreed in order to meet the provision recommended.

How is this provision funded? Who pays for this?

Our Learning Support sessions are subsidised by the school but are not included in the school fees.  Please see our website for details.  Where an EHCP Plan is involved, Local Authority will fund agreed provision.

What additional learning support is available for children and young people with special educational needs and how do they access it? What else will we do to help you learn and how will this happen?

We will use both short term and long term objectives in our planning.  The children will be taught on a one to one basis; with an emphasis placed on interventions being linked to classroom teaching where possible.  We adopt the Thrive approach and see Learning Support as a important part of developing the whole child.An IEP will focus on up to three or four key individual targets and will include information about

  • The short term targets set for or by the pupil
  • The teaching strategies to be used
  • The provision to be put in place
  • When the plan is to be reviewed
  • Success and/or exit criteria
  • Outcomes

How do we support and improve the emotional and social development of children and young people with special educational needs? How can we help you learn about your feelings and relationships?

Our whole staff adopts the Thrive approach where we believe that working with children’s emotional wellbeing will in turn aid their learning.  All staff support children with emotional and social difficulties; added to this, one to one sessions can focus on specific activities to enhance emotional and social development.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood? How can we help you to get ready to change to a different place or to leave here?

We hold transition meetings with Careers Advisors, parents, and any outside agencies involved with the child; we liaise with other Educational establishments when children are transferring elsewhere.

What other support is available for children and young people with special educational needs and how can they access it? What other help can we give you or help you to get?

We can help you access agencies/support groups/ social groups.

What extra-curricular activities are available for children and young people with special educational needs? What other activities can you do here?

All of the school’s extra-curricular activities are available to all children; see our website and facebook page.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process? How do we know that the help we are giving you is working?

  • We assess and report to parents
  • We plan and discuss with parents
  • We do then update parents
  • We review and meet with parents

This is a continual cycle and outside professionals will be involved at appropriate times.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment? How do we make sure that we are being the best that we can be? How can you and your family tell us what you think?

We follow the four step process ofAssess, plan, do and review. We assess and review every term to ensure the child’s IEP is up to date and the short and long term targets are relevant. We have meetings with parents every term to talk through the progress made and discuss the next targets. Parents are sent regular emails to be kept up to date and a consistent dialogue is encouraged.  Where an EHCP is involved all of the above applies and yearly review meetings are held to look over the targets and objects, assess progress to determine the maintenance of the EHCP.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs? How do we make sure that everyone that works with you has the right skills and can do the right things to help you?

The Learning support team take regular courses to widen their knowledge and experience. We have access to the Torbay SEN team to help with queries and we meet regularly with independent educational psychologists, speech therapists and other consultants such as visual specialists and technical support to ensure we can offer the correct support using computers.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan? How do we make sure that your parents know how we can help them?

We follow the four step process ofAssess, plan, do and review. We assess and review every term to ensure the child’s IEP is up to date and the short and long term targets are relevant. We have meetings with parents every term to talk through the progress made and discuss the next targets. Parents are sent regular emails to be kept up to date and a consistent dialogue is encouraged.

How can parents, children and young people make a complaint about our provision?    What can you do if you are not happy about something that has happened here?

In the first instance please contact the Learning Support team or Torbay SEN directly if an EHCP is involved.

How can parents, children and young people get more information about the setting?    How can you find out more about us?

Please visit out website www.towerhouseschool.com , our FB page https://www.facebook.com/towerhouseschoolpaignton , call and request a prospectus or better still come and visit the school.