Local Offer

Yes (details below)
Primary school

Age

From 4 to 11 years old

Contact phone

01457 872 601 or 07874 657 065
Friezland Primary School, Church Road, Greenfield, Oldham, OL3 7LN

Opening times

Monday to Friday 8.50am - 3.20pm

Ofsted rating

Good

How do you identify special educational needs and disabilities?

Yes

How do ensure a child’s education meets their needs?

At Friezland we know that early identification is crucial to ensuring pupil progress. When pupils have an identified SEND prior to joining us, we work with the people who already know them and use the information already available to identify how we can best support them. This may include previous settings, external agencies and the family. If you tell us you think your child has a SEN we will discuss this with you and explore the next steps together. This may involve observations and assessments of your child by the class teacher, SENCO and external agencies (QEST Advisory Team, Educational Psychologists, School Nurse etc.). We will share what we discover with you and agree with you what we will do next and what you can do to help your child. Families should arrange to meet with their child's class teacher if they have any concerns about their child's well-being and academic progress. There is also the opportunity to formally meet with class teachers at one of three Parents' Evenings held across the year. At such meetings, your child's progress will be discussed. If the class teacher has any concerns regarding progress they will be shared with you as will the next steps proposed in order to support your child.

How will we know my child is progressing?

Provision is made for all pupils regardless of ability, disability, Special Educational Need, medical condition, gender, faith, ethnicity, sexuality or gender. All children have the right to be treated equally. (Equal Opportunities Policy, 2014) At Friezland our school philosophy is that every teacher is a teacher of SEN and all our staff are trained so that we are able to adapt to a range of SEN: Autistic Spectrum Disorder (ASD); Speech, Language and Communication Needs (SLCN); Social, Emotional, Behavioural Difficulties (SEBD); Visual and Hearing Impairment (VI & HI) and other areas of need including C&I: Communication & Interaction, C&L: Cognition & Learning, SEMH: Social, Emotional & Mental Health, S&P: Sensory and/or Physical. The Head Teacher and SENCo regularly collect Learning Logs of any SEND related training and a staff CPD rolling program is in place to ensure that all training is up to date and reflective of the current needs of our children. We not only teach according to age related expectations but also ability, with differentiation being an integral role to ‘good quality teaching'. See below for specific approaches and strategies. In line with our Disability, Equality and Accessibility Policy (2013), reasonable adjustments for disabled pupils are also made, so that they are not at a substantial disadvantage. Handrails and disabled access to the building and the Lodge, to a disabled toilet have been installed.

How will you support my child’s overall wellbeing?

Where appropriate and necessary, adaptations to teaching and the learning environment are made if pupils are identified as having a specific need and these may include: coloured overlays and workbooks, word processing, ‘brain breaks', ‘Meet and Greets', physio and BIRD rehabilitation sessions. Friezland School is also the first school in Oldham where staff have been trained in practising Reiki which is used to support the well-being of both pupils and staff. All classes use a daily visual timetable. Children have access to a dedicated pastoral support system as and when required. Some children require a ‘Meet and Greet' as part of their daily routine. Throughout school have access to outdoor learning in the form of Forest Fun sessions where two members of teaching staff are Forest School Level 2 and 3 trained. Personalised learning approaches and strategies are an integral part of everyday classroom practice at Friezland for children with or without SEN and these include: the TASC Wheel, Kagan Strategies, iPad Applications, Assessment for Learning and Pie Corbett's Talk for Writing. Other, more SEN specific interventions, are used for children with SEN and these include: Jungle Journeys, Write from the Start, Stile Trays, Time to Talk, STERN, Speech and Language, to Toe-by-toe. Some pupils have their own work stations. Reward systems and Behaviour Diaries are used with children who require additional support and incentives to follow Friezland Expectations. Care and Support Plans are put in place for children at risk of exclusion by Class Teachers and these are shared with staff and parents to ensure consistency in approaches. A Sound Field System has been installed in all classrooms and the hall so that everyone can hear the teacher speaking clearly regardless of their hearing ability and position in the classroom. Class teachers keep a record of who accesses specific interventions and the SENCo monitors this and information is shared with parents and carers. LSAs complete evaluation forms for any interventions they carry out. This is then fed back to the Class Teacher, who informs the SENCo of the impact being made. Evaluations are then made by the SENCo and Head Teacher at tracking meetings – if progress isn't happening, there is not enough impact and alternative approached are identified. The SENCo regularly monitors Provision Maps, IEPs, Pupil Profiles and Care and Support Plans.

What specialist services and expertise are available?

We use PIVATs to assess and monitor the progress of pupils making small steps or working at a slower pace. We regularly use staff meetings to standardise and moderate pieces of work to ensure judgements in levelling are consistent across school. We also work with other schools within the Saddleworth and Lees Collaborative to ensure there is consistency across schools too. We use AfL strategies and effective questioning to check children have made progress within lessons. Class Teachers meet with the Head Teacher each term to review progress of all pupils, plan for next steps and look for how we can close any gaps which are identified. For pupils with SEND, teachers meet with parents when needed but at least once per term to discuss progress and next steps. The Senior Leadership Team observes lessons to monitor the standard of teaching and learning of all pupils.

What activities are there outside the classroom?

We buy in support from specialist teams, external agencies and local authority services such as QEST, Speech and Language (SALT), Pupil Intervention Team (PIP), Jigsaw, Educational Psychologist, Hearing Impaired Team and Occupational Therapy (OT) to train staff and advise on programmes and strategies. We refer children for assessment if it is felt they need a period of therapy. Together with the pupil and parents we review the pupil's progress; agree what everyone will do to make teaching more effective and to support learning; agree targets for the pupil's achievement; agree how we will work together and what we will each do; agree a date to review how well the pupil is doing and whether we are making a difference, to what we need to do next. This information is recorded to ensure accountability.

How will you support my child's needs?

At Friezland our school philosophy is that every teacher is a teacher of SEN and all our staff are trained so that we are able to adapt to a range of SEN: Autistic Spectrum Disorder (ASD); Speech, Language and Communication Needs (SLCN); Social, Emotional, Behavioural Difficulties (SEBD); Visual and Hearing Impairment (VI & HI) and other areas of need including C&I: Communication & Interaction, C&L: Cognition & Learning, SEMH: Social, Emotional & Mental Health, S&P: Sensory and/or Physical. The Head Teacher and SENCo regularly collect Learning Logs of any SEND related training and a staff CPD rolling program is in place to ensure that all training is up to date and reflective of the current needs of our children.

How do you support children when they start and leave?

We have a number of extra-curricular activities on offer to all pupils. Information can be found on our school website by clicking on the ‘About Us' tab and following the ‘Extra-curricular' link. FROSTIES and Breakfast Club provide a service for Friezland's busy families.They arean extension of school. FROSTIES isrun by a management committee comprising of the Chair of Governors, the Head Teacher and threeother Governor representatives. Letters for this provision can be gained through the school office.

What support can I expect for my child?

Preparing children for their move to Friezland At Friezland we have worked incredibly hard over the last five years to develop strong pre-school links with local Nurseries and Playgroups. Reception staff make visits to settings and to the home of the child during the pre-school year to get to know the children who will be attending Friezland. Children also visit the school for special events and, during the Summer Term join in normal school activities during morning/afternoon sessions. In addition to this they are invited to take part in a school lunch, along with their parents, so that they are able to experience at first hand, the routines and the quality of the food available at lunchtime. An induction Meeting is held during the Summer Term for parents to receive information about school and meet with the Headteacher, Reception Teachers, School Secretary and other key members of staff and Governors. Families are also invited along to school events in the Summer Term such as the Summer Fayre and Family Fun night to get a feel for and begin to establish themselves in the Friezland community. Preparing children for leaving Friezland Children who are leaving Friezland to begin their secondary education have the opportunity to visit the secondary school of their choice, which takes the form of an Induction Day. Each secondary school arranges special evening meetings for parents. For children with SEN collaboration with parents and carers, the SENCo and Class Teachers do whatever they can in order to make the transition as smooth as possible for them. Our LSAs are currently working with the SENCo to produce a ‘Transition Toolkit' for children with ASD to prepare them for every aspect of what will become their new routine in September.

How will I be involved in my child's education?

All classes use a daily visual timetable. Children have access to a dedicated pastoral support system as and when required. Some children require a ‘Meet and Greet' as part of their daily routine. Throughout school have access to outdoor learning in the form of Forest Fun sessions where two members of teaching staff are Forest School Level 2 and 3 trained. Personalised learning approaches and strategies are an integral part of everyday classroom practice at Friezland for children with or without SEN and these include: the TASC Wheel, Kagan Strategies, iPad Applications, Assessment for Learning and Pie Corbett's Talk for Writing. Other, more SEN specific interventions, are used for children with SEN and these include: Jungle Journeys, Write from the Start, Stile Trays, Time to Talk, STERN, Speech and Language, to Toe-by-toe. Some pupils have their own work stations. Reward systems and Behaviour Diaries are used with children who require additional support and incentives to follow Friezland Expectations. Care and Support Plans are put in place for children at risk of exclusion by Class Teachers and these are shared with staff and parents to ensure consistency in approaches. A Sound Field System has been installed in all classrooms and the hall so that everyone can hear the teacher speaking clearly regardless of their hearing ability and position in the classroom. Class teachers keep a record of who accesses specific interventions and the SENCo monitors this and information is shared with parents and carers. LSAs complete evaluation forms for any interventions they carry out. This is then fed back to the Class Teacher, who informs the SENCo of the impact being made. Evaluations are then made by the SENCo and Head Teacher at tracking meetings – if progress isn't happening, there is not enough impact and alternative approached are identified. The SENCo regularly monitors Provision Maps, IEPs, Pupil Profiles and Care and Support Plans.

How do you identify special educational needs and disabilities?

Schools receive funding for all pupils including those with Special Educational Needs and Disabilities and they meet pupils' need from this (including equipment). The local authority may contribute if the cost of meeting an individual's needs is more than £10,000 per year. If the assessment of a pupil's needs identifies something that is significantly different to what is usually available, there will be additional funding allocated. Parents will have a say in how this is used. You will be told if this means you are eligible for a personal budget. This must be used to fund the agreed plan. Additional support for pupils and their families For pupils, each class has two members of the School Council. They will follow up any concerns and make sure pupil views are taken into account. There are a number of parent support groups. http://www.oscasupport.com/ - support for children with Autism. http://directory.oldham.gov.uk.openobjects.com/kb5/oldham/directory/results.page?localofferchannel=4 – This link sends you to a full list of support services on offer for families with children with SEN, disabilities or medical needs. Oldham's parent/carer forum is called POINT (Parents of Oldham in Touch). This is an umbrella organisation for all parents and carers of children and young people with SEN, disabilities and complex needs. They work with Oldham Council, education, health and other providers to make sure the service they plan to deliver meet the needs of disabled children and families. http://pointoldham.co.uk/

How do you involve parents/carers?

“Learning with and from each other” is our school motto. We acknowledge that you know your child best and our child and family centred approach will ensure that you are involved in all decision making about your child's support. When we assess SEN we discuss if understanding and behaviour are the same at school and home; we take this into account and work with you so that we are all helping your child in the same way to make progress. For some pupils we hold termly person-centred review meetings which you are invited to attend and participate in. These meetings also involve pupil participation, either through direct attendance at the meeting or through work that is done with the child prior to the meeting and then shared. We use home-learning challenges to support consolidation of activities and skills and present an achievable challenge for the individual pupil.
Church Road, Greenfield, Oldham

Description

School lunch £2 per day or children can take a packed lunch.
Before & After School Club 07.45 - 08.45am and 15.20 - 17.30pm.

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