Littlegreen School West Sussex
Local SEND Offer 2016-17
The SEN Information Report requires schools to provide information to the local
authority under section 69 of the Children and Families Act 2014 for the purpose
of inclusion in that authority’s Local Offer.
Updated March 2017
Littlegreen School ● Compton ● West Sussex ● ● PO18 9NW
Tel: 023 92631259 ● Fax: 023 92631740
Friday, 28 July 2017
Local SEND Offer 2016-17
Overview of our provision
Littlegreen School is a Special School with an age range of 7 -16 years that caters for pupils with
Social, Emotional and Communication Difficulties.
These children have a range of needs including Autism, ADHD, OCD, Anixety, Dyslexia and Speech
and Language delay.
Our Mission Statement:
A school where every individual is valued highly and where care and concern for others is central to
our work. All our students are expected to achieve their full potential and become equipped for life
beyond Littlegreen.
We believe that all pupils are entitled to:
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The best possible education and care for pupils with social, emotional and behavioural
difficulties
A broad, balanced and relevant curriculum tailored to their needs
High quality teaching and learning
We are committed to and will endeavour to:
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Respect pupils’ rights as individuals, as pupils within the school and as members of the wider
community, with reference to issues of culture, gender and religion.
Promote spiritual, moral cultural and physical development of pupils
Engender and foster good working relationships with parents and carers to encourage
consistency and continuity in education, care and management.
Foster good working relationships with other professionals and agencies as appropriate.
Provide high quality advice and support to aid the reintegration of pupils to their local
mainstream school or college
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Local SEND Offer 2016-17
What range of pupil needs does the school provide for?
Littlegreen provides education, care, social development and therapeutic support to pupils who
experience a range of difficulties in relation to social, emotional and mental health difficulties (SEMH)
including:
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Attention Deficit Hyperactivity Disorder (ADHD)
Attention Deficit Disorder (ADD) (a sub-type of ADHD)
Asperger’s Syndrome (High level functioning)
Autism (ASD) (where challenging behaviours are the primary need)
Conduct Disorder (CD)
Dyslexia
Social Communication Disorders
Attachment Disorder (AD)
Obsessive Compulsive Disorder (OCD)
Oppositional Defiant Disorder (ODD)
Speech and Language Difficulties.
We recognise that many conditions are applied to children and
young people; we welcome discussion on how our school may be
able to meet pupils’ needs.
Our Special Educational Needs and Disabilities offer:
We know that every pupil is unique and deserves the best possible education. To facilitate this we
provide a safe, exciting and challenging learning environment.
Every pupil at Littlegreen School has a Statement of Educational need (or Education Health Care
Plan). The decision as to whether a child be considered for a place at a special school such as
Littlegreen is made by the Local Authority. As part of the Statementing process we are happy to
forward a school prospectus or arrange for an informal visit so parents can be helped to make an
informed preference for the school.
Once prepared, the Statement of Educational Need (or Educational Health Care Plan) is reviewed
annually when a multi-disciplinary team meets to review assessments (including an education summary
and a well-being profile) about progress and make an action plan for the next year.
The parents/carers play a key part in this process and are expected to attend the review meeting
with the pupil who along with the parent/carer is expected to include feedback and voice concerns
alongside what is going well.
Although Governors do not attend these meetings they are informed of the summary of pupil progress
as well as that of target setting.
In addition to offering a full curriculum at Littlegreen School, we offer small classes with a high
proportion of support staff. Support staff are deployed in different ways to support learning in class
or out of class for targeted support. This can be for academic support or in areas such as emotional
literacy, anger management, speech and language, communication needs or social skills.
Support is normally targeted as a result of one or more of the following: pupils request, parent/carer
request, staff request, external agency request or analysis of data showing a difference in ability or
progress, at pupil progress meetings.
Friday, 28 July 2017
Local SEND Offer 2016-17
What specialist services are available at Littlegreen School?
The school has a specialist staff team offering additional services on-site: Adolescent Therapeutic
Counselling Using Art Therapy, Speech and Language Therapy overseen by a Speech Therapist,
Consultant Psychologist, Consultant School nurse, Anger Management Coaching, Lego Therapy,
Forest School Activities, Dyslexia Screening, Emotional Literacy, Literacy Support, and Numeracy
Support.
What involvement can Parents and Carers expect?
The school places strong emphasis on communication with parents, carers and others who work with
and support the child. We view good communication and planning as crucial to a child’s progress. All
pupils have a tutor, who is the primary source of contact for parents and carers. This provides
opportunities for parent/carers to share information or concerns; these are quickly passed on to the
right person in the school in order to provide a response. We hold biannual open mornings to report
to parents and carers on pupils’ attainment and progress. There is an expectation that the form tutor
contacts home at least once a fortnight to discuss good news and progress as well as any other issues
that may have arisen.
The school provides curriculum and other information on a child’s engagement in the life of the school
for the purpose of annual reviews. We converse regularly with parents, carers and others as
appropriate, in order to maintain a positive focus on pupils’ needs and progress and in order to
clarify any plans to support them.
Littlegreen produces newsletters as well as up to date information
on its website about the general life of the school. Email is
accessible through the site. The school has a strong PACT (Parents
and Carers Together) group who are working to improve
communications through coffee mornings and social events.
Parents, carers and others working with the pupil can arrange to visit
the school. Requests for visits are addressed promptly to prevent
delay. We encourage parents and carers if they wish to maintain
phone contact with boys that are resident in the evenings.
Appropriate and Relevant Curriculum
Littlegreen School caters for children from Key Stage 2, 3 and 4. We have a satellite provision at
Chichester College for a group of Key Stage 4 pupils. We try to keep the physical location of the
Key Stages together. Class numbers are smaller than mainstream, and teaching spaces are well
resourced and have high quality displays.
Each class has an identified form tutor. The form tutor will keep in regular contact with parents or
carers using a variety of media, whether this be through home school communication books, email or
telephone conversations. There is an expectation that the form tutor contacts home at least once a
fortnight to discuss progress as well as any issues.
Where possible we like the form tutor to teach the class as much as possible, however as the age of
pupils rises we tend to use more subject specific teachers to offer more specialised teaching. Within
each class group work we adapt he content of the lesson so that it is pitched at a variety of levels to
ensure all pupils succeed and build their own knowledge, skills and self-confidence and self-esteem.
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Local SEND Offer 2016-17
During every lesson staff report on progress towards targets for the pupil, progress towards these
targets inform the school reward system.
In addition to the contact form tutors have with parents, we have a Pastoral Manager who works
closely with parents and pupils to ensure their voice is heard. She holds a BA Hons for Humanistic
counselling and a Certificate in Therapeutic Play. We hold biannual open mornings where all
classrooms are available and parents are invited to come and observe pupils work, meet the staff,
Governors and other parents.
How does the school identify pupil progress and/or additional needs?
The progress of all pupils is monitored termly by class/subject teachers and the senior leadership
team so that if a pupil is not making expected progress in a particular area of learning, the
school can identify the need for additional support. Intervention plans are drawn up to ensure
that staff and parents are aware of the area of need to be focussed on. This is monitored
regularly to ensure it makes a difference.
Upon admission, pupils have an initial screening process to assess current attainment levels and
identify any additional difficulties that may affect their learning and social understanding. This
assessment provides a baseline from which we measure progress throughout the duration of a
pupil’s stay. This is monitored each term through a range of assessments covering all curriculum
areas which confirm pupil progress.
The teachers have termly pupil progress meetings which enables a gap analysis in learning
and identifies individual pupils’ requirements, allowing for timely intervention. Plans will then
be discussed with parents/carers and, if appropriate, with the pupil concerned.
The Deputy Head manages the curriculum. Care matters are managed by the Head of Care. The
intervention team provides regular updates on their work with pupils, informing
SENCos/colleagues about possible emerging issues and reflecting on pupils’ progress through
their targeted intervention programmes.
Specialist Learning Environment
As our pupils progress through the school they have access to a range of specialist learning
environments. These include:
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Science Laboratory
Computing Suite
Design Technology Room / Food Technology Room
Swimming Pool / Soft Play Area
Small group and 1:1 spaces
Spacious grounds including woodlands and a conservation area
Friday, 28 July 2017
Local SEND Offer 2016-17
How does the school prepare pupils for transition?
Littlegreen strives hard to enable pupils to return to a mainstream setting if it is considered
appropriate. This is planned through Annual Review process of their Education Health Care
Plan/Statement. Littlegreen will hold discussions with parents/carers and a gradual phased return is
supported by the staff at Littlegreen. Pupils also receive support in their preparation for college or
other chosen post-16 provision. KS4 pupils spend 2 days a week at our local Chichester College
where they are taught by the staff from Littlegreen and attend a one day College course to help
familiarise them with the college environment before transition. Pupils leaving Littlegreen are
encouraged to maintain contact and the school will offer support and advice as young people begin
to make the transition to young adulthood.
Residential provision
At Littlegreen we have a highly successful flexible boarding provision for three nights per week. This is
a well-resourced area that includes, fully refurbished showers, a comfortable and sitting area and
bedrooms furnished in the theme of children’s literature. Dedicated care staff work with teaching
staff to provide a secure hand over from day to evening. The flexibility of the provision allows pupils
to request evening activities and sleepovers once a pupil has settled into the routines of the school
day. Within the provision the pupils are still given targets to assist their social learning. To support
the pupils we offer a range of activities including a football club and swimming.
School Trips and extra-curricular activities are offered by the school
Our environment lends itself to Forest School Activities which
forms an integral part of our curriculum and support. At
Littlegreen we offer a range of trips both educational and
recreational. Offering the pupils these opportunities is vital
to promoting their self-confidence and showing them a
range of new experiences. Each pupil is risk assessed for
each trip or activities to ensure their safety. Through our
membership of Staunton Park we are also able to access
their extensive facilities.
What is the level of accessibility of the school?
The school is located in and around a Grade 2 Listed building, with associated buildings spread
across the site. These accommodate core and foundation subjects, sport and recreation, Design
Technology and Food Technology. Forest School Activities take place in the extensive grounds.
The outdoor swimming pool is used throughout the summer term.
Wheel chair access to the main house poses some difficulties on account of the age and design of the
building. However, the school dining room, together with several meeting rooms, and an accessible
toilet are situated on the ground floor. Visitors in wheelchairs have ready access to meetings and
ground floor classrooms and cloakrooms. There is no lift to the upper floor of the main house, which
accommodates the residential provision and two classrooms.
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Local SEND Offer 2016-17
Staff Training
We have an ongoing of staff training programme to ensure staff are kept up to date with statutory
obligations as well as current thinking. Areas include:
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Child protection and safeguarding
First Aid
Team Teach
Risk Assessment Training
Life Saving
Health and Safety
Mental health
We also promote specialist training such as:
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Art therapy
Speech and Language
Lego Therapy
Emotional Intelligence
Social Skills
Policies
The school prospectus and policies are published on the school website http://www.littlegreen.wsussex.sch.uk/
Littlegreen’s Local Offer was co-produced with a group of parents, staff and governors.
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Local SEND Offer 2016-17