Dowdales School 

Dowdales School Logo

Teaching and learning is at the heart of all that we do. Excellent teaching across the curriculum inspires students to outstanding outcomes. Students value being part of a learning community and expect to be offered high quality teaching across every area of the curriculum. In return they are highly attentive and enthusiastic about their learning.

Our continued academic success is matched by an on-going focus on developing and improving the learning environment on site. We thrive on being at the leading edge of national and local developments in teaching and learning across both Arts, Sciences and STEM subjects, including Mathematics

Who to contact

Contact Name
Ms Julie O'Connor
Contact Position
HEAD 
Telephone
01229 469800 
01229 469801 
E-mail
office@dowdales.cumbria.sch.uk 
Website
Dowdales School

Where to go

Name
Dowdales School
Address
Dalton-In-Furness 
Cumbria
Postcode
LA15 8AH

Local Offer

Local Offer Description

This school provides a broad and balanced curriculum for all children, which is differentiated to meet individual needs and abilities.

Children may have Special Educational Needs throughout, or at any time during their school career. This policy ensures that curriculum planning and assessment takes account of the type and extent of the difficulty experienced by the pupil.

Teachers take into account in their planning a pupil’s special educational needs and the provision made, therefore, enables them to participate effectively in all curriculum and assessment activities, in addition to broader aspects of school life.

Contact Name
Linsay Manuel (SENCo)
Contact Telephone
01229 469800
Contact Email
office@dowdales.cumbria.sch.uk
Links
Dowdales School - Policies
Dowdales School - SEN Policy
Age Bands
6-16

Schools Extended Local Offer Response 

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

According to the SEND Code of Practice: 0 to 25 years (August 2014): 

  • A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her 

A child of compulsory school age or a young person has a learning difficulty or disability if he or she: 

  • has a significantly greater difficulty in learning than the majority of others of the same age; or 
  • has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions 

Student progress is monitored and evaluated regularly throughout the academic year. 

If targeted teaching has not met the pupil’s needs, Subject Teachers will identify any students who are not making sufficient progress and will raise concerns about the student’s ability to engage in learning activities. 

Following discussions with key staff (Achievement Leaders/SENCo/Subject Teachers) and parents/carers, additional support will be put in place. This may consist of individual or small group intervention including enhanced resources to help the student overcome any difficulties.   

If parents/carers have any concerns regarding the progress of their child they should contact the Subject Teacher/s involved. You may be directed to the SENCo to discuss the identification, planning and delivery of any additional support. As a parent/carer, you will be primarily involved in supporting your child’s learning and access to the curriculum. You will be also be kept informed about the range and level of support offered as well as included in reviewing your child’s progress throughout the year. 

How will early years setting/school/college staff support my child/young person?

Ms J O’Connor the Head Teacher, is responsible for day to day management of all aspects of the school, including the provision made for students with SEND. 

Mrs A Dove, Assistant Head Teacher, is the designated member of staff on the Senior Management Team with responsibility for the overview of all SEND. 

Mrs L Manuel, Special Needs Co-ordinator (SENCo) has an important role to play in collaboration with the head teacher and governing body, in determining the strategic development of SEND policy and provision in the school. 

The SENCo has day-to-day responsibility for the operation of SEND policy and coordination of specific provision made to support individual children with SEND, including those who have EHC plans. 

The SENCo provides professional guidance to colleagues and will work closely with staff, parents and carers, and other agencies. 

The SENCo is aware of the provision in the Local Offer and be able to work with professionals providing a support role to the family to ensure that children with SEND receive appropriate support and high quality teaching. 

The Learning Support Team includes: 

  • 1  Specialist Teacher for Dyslexia Support 
  • 1  Principal HLTA (Higher Level Teaching Assistant) / School Counsellor 
  • 2  HLTAs  (English and Science support) 
  • 2  STAs (Senior Teaching Assistants) 
  • 10 TAs (Teaching Assistants) 

The Learning Support Team will provide regular support for students with SEND.  

How will the curriculum be matched to my child's young person's needs?

Class teachers plan lessons according to the specific needs of the students in their classes/groups. They will ensure that individual needs are met.  In addition, specially trained Learning Support staff can assist the teacher’s planning to support the needs of your child where necessary.  

Students will receive support specific to their individual needs. This will include: 

  • intervention/nurture groups  
  • mixed ability groups and 
  • high aptitude groups 
  • Informal assessment, planning and appropriate teaching will be evaluated and adapted to meet your child’s learning needs 

We identify students for opportunities within a modified/alternative curriculum this includes: 

  • Alternative qualifications (Entry Level Certificate Courses) 
  • ASDAN/CoPE Youth Award Scheme 
  • SERIS sessions 
  • Work placements  

The Learning Support Team supports subject teachers in planning and teaching students with SEND through the use of individualised Student Profiles. These contain relevant information concerning the student’s needs, recommended strategies and achievable targets. 

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

At Dowdales School, our reporting arrangements include: 

  • Regular parent/teacher meetings
  • Parents evenings 
  • KS4 seminars for parents 
  • SEND EHCP Annual Review meetings 
  • Team Around the Child/Family meetings 
  • Records Of Achievement 
  • Summary Assessment profiles 

Teaching and Learning is supported by regular communication between home and school through the school’s web pages, letters/newsletters, emails, parent/teacher meetings, KS 3 and KS 4 parent seminars, extra revision sessions for GCSE courses, homework club, Options Exhibition, contact with school’s VLE ( IT Virtual Learning platform), school calendar, the Student Planner and contact with Achievement Leaders for each year group. 

Pastoral intervention for students with SEND in school includes:  

  • Regular contact with School Pastoral team/ SENCo /Support Staff 

Social Support for students with SEND in school includes: 

  • Access to the School counsellor, Social Emotional Resilience in Schools programme, School Student Services and Form/Progress Mentors 

Medical Support for students with SEND in school includes: 

  • Links to NHS Children’s Therapeutic Services (Occupational Therapy and Physiotherapy Services, Community Paediatric Service, Multi-Agency Assessment Team for Autism, Child and Mental Health Service (CAMHS) and the Specialist Teaching Service for students with Hearing Impairment, Speech and Language difficulties, Physical and Medical needs and Autistic  Spectrum Conditions) 
  • Completion of Student Medical/ Health Care Plans as needed with input from parents/carers 
  • Medicines are stored in a Locked cupboard in the reception office, prescribed drugs are logged daily 
What support will there be for my child's/young person's overall well being?

Students with SEND can contact either the SENCo, Form Teacher or Form Progress Mentor for any concerns regarding their social or emotional well-being. In addition, the Head of Pastoral Support and the ‘Head Start’ Leaders can offer further support and advice. Student concerns will always be taken seriously and treated in confidence.

Pastoral intervention and maintained support for students with SEND in school includes:

  • Regular contact with the school Pastoral Team
  • Regular contact with the SENCo/Learning Support Staff
  • Student services (Main building)
  • Daily contact with Form/Progress Mentors
  • The ‘HeadStart’ Programme
  • Access to the school Counsellor based in Ashburner House 
  • Social Emotional Resilience in Schools (SERIS) programmes 
  • Liaison with Child and Mental Health Service (CAMHS) 
  • Access to the Educational Welfare Officer and Social workers 

Pastoral intervention for students with SEND in school includes:  

  • Regular contact with School Pastoral team/ SENCo /Support Staff 

Social Support for students with SEND in school includes: 

  • Access to the School counsellor, Social Emotional Resilience in Schools programme, School Student Services and Form/Progress Mentors

Medical Support for students with SEND in school includes:  

  • Links to NHS Children’s Therapeutic Services (Occupational Therapy and Physiotherapy Services, Community Paediatric Service, Multi-Agency Assessment Team for Autism, Child and Mental Health Service (CAMHS) and the Specialist Teaching Service for students with Hearing Impairment, Speech and Language difficulties, Physical and Medical needs and Autistic Spectrum Conditions) 
  • Completion of Student Medical/ Health Care Plans as needed with input from parents/carers 
  • Prescription Medicines are stored in a Locked cupboard in the reception office, prescribed drugs are logged daily 
What specialist services and expertise are avaliable at or accessed by the setting/school/college

In our school we have access to various specialist services. These include:

  • Local Authority support services  
  • Health and Social Care agencies
  • Voluntary sector organisations  

Dowdales School works closely with the county Educational Psychologists, Access and Inclusion Team, local Specialist Advisory Teaching Services for Autism, Speech, Language and Communication needs, Visual and Hearing Impairment and Physical Disability. 

We liaise with a wide range of health and social care agencies including: GPs, the school nurse, Children’s Therapy Services (Physiotherapy and Occupational Therapy), Community Paediatrics Service and Child and Adolescent Mental Health Service (CAMHS).

Dowdales has links with South Cumbria Dyslexia Association (SCuDA) and INSPIRA, which offers opportunities in careers guidance for young people.  

What training are the staff supporting children and young people with SEND have had or are having?

Most students will have their needs met through quality first teaching in the mainstream classroom; however, if a student requires extra support, the Learning Support Department has staff trained with the following specialist qualifications: 

o   Dyslexia Support

o   Counselling

o   Reading Intervention

o   Autistic Spectrum Conditions

o   Hearing Impairment

o   Social and emotional resilience

o   Stress management (Bio-feedback)

o   Exam Access Arrangements Testing  

Our SENCo holds the National SENCO Award and a current Assessment Practising Certificate (PATOSS) qualification.  

Since 2007 Dowdales has been accredited as a Dyslexia friendly school by CReSTeD (Council for the Registration of Schools Teaching Dyslexic Students). 

How will my child/young person be included in activities outside this classroom including school trips?

Here at Dowdales, all students are given the same opportunity to attend extra-curricular activities and school trips off-site. During the school year we offer an extensive range of popular clubs and activities.  Students with SEND are encouraged to take part according to their individual interests. The list of clubs/activities for this term can be found on our school web page (menu bar: Information / Clubs and Activities).

https:\\www.dowdalesschool.co.uk

A regular after-school homework club is also available over 3 evenings during the week. The homework club is supported by several Learning Support staff and is open to all students.  

We are committed to making reasonable adjustments to ensure participation for all, so please contact our Extended School Activities Co-ordinator and/or the SENCo to discuss any specific requirements. 

How accessible is the setting/school/college enviroment

Much of the school is wheelchair accessible with ramped access at specified fire exits on the ground floor. There are separate disabled toilet facilities on the school site as well as accessible changing rooms in the performing arts building and sports hall. 

Dowdales School has 2 lifts located in the main building. They comprise of 1 standard access lift and 1 small short-rise lift. Both lifts are suitable for wheelchair users.  Stair lifts are also located in the main building. These provide access to the first floor for students with mobility difficulties. 

Most classrooms are carpeted to improve acoustics. Subject Teachers are familiar with school’s wireless radio aid system which can be used to support pupils with Hearing Impairment. 

A range of improvements have been made in auditory and visual environments including interactive whiteboards, specified seating areas in classrooms, and sound / projection facilities in the school hall. 

Currently, there are 4 disabled parking bays (2 located in separate car parks adjacent to the school drive, 1 next to Ashburner House and 1 outside DASH – Sports Hall). 

How will the seting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life

Students will be fully supported during their transition from / to another school or higher/further education.

  • The structured transition process from primary includes: 
  • Information packs/school prospectus 
  • School Open Evenings 
  • Primary Transition meetings (liaison between the class teachers/ SENCo /senior school staff) 
  • Taster days 
  • Pupil/Family Induction Meetings with Senior School Staff 
  • Class/school induction days
  • Any extra visits deemed necessary 

The structured transition process for transfer to another secondary school includes: 

  • transition meetings
  • personalised individual site visits 
  • prompt and safe transfer of relevant confidential paperwork 

The structured transition process for transfer to higher/further education includes: 

  • input and advice from school’s INSPIRA /Careers facilitator 
  • collaborative support from representative school/college staff 
  • prompt and safe transfer of relevant confidential paperwork
How are the seting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The school’s resources are allocated and matched to the student’s special educational needs. These resources provide appropriate staffing for Teaching Assistants, Senior Teaching Assistants and Higher Level Teaching Assistants. Additional resources, particularly IT resources are also considered. 

The SENCo is responsible for the operational management of the specified and agreed resourcing for special needs provision within school, including the provision for pupils with an Education, Health and Care Plan. 

The Headteacher informs the governing body how the funding allocated to support special educational needs has been employed. 

The Headteacher, SLT Line Manager and SENCo meet to agree how to use funds, including those directly related to EHCPs. 

The SEND funding school receives is intended to : 

  • support the raising of standards and achievement of students with SEND 
  • support early intervention 
  • support equal opportunities and reasonable adjustments for SEND students 
  • safeguard the rights and entitlements of students with an EHCP or those in receipt of SEN Support to ensure appropriate additional provision is made available 

Support is reviewed regularly within Annual Review meetings which inform future planning. 

At all stages of the SEN process the school keeps parents fully informed and involved.   We take account of the wishes, feelings and knowledge of parents and encourage you to make an active contribution to your child’s education. 

Dowdales Staff work closely with parents throughout their child’s education. 

Parents are always welcome to contact the school and open communication is encouraged. 

How is the decision made about what type and how much support my child/young person will recieve?

The school’s resources are allocated and matched to the student’s special educational needs. These resources provide appropriate staffing for Teaching Assistants, Senior Teaching Assistants and Higher Level Teaching Assistants. Additional resources, particularly IT resources are also considered. 

The SENCo is responsible for the operational management of the specified and agreed resourcing for special needs provision within school, including the provision for pupils with an Education, Health and Care Plan. 

The Headteacher informs the governing body how the funding allocated to support special educational needs has been employed. 

The Headteacher, SLT Line Manager and SENCo meet to agree how to use funds, including those directly related to EHCPs. 

The SEND funding school receives is intended to: 

  • support the raising of standards and achievement of students with SEND 
  • support early intervention
  • support equal opportunities and reasonable adjustments for SEND students 
  • safeguard the rights and entitlements of students with an EHCP or those in receipt of SEN Support to ensure appropriate additional provision is made available 

Support is reviewed regularly within Annual Review meetings which inform future planning. 

At all stages of the SEN process the school keeps parents fully informed and involved.   We take account of the wishes, feelings and knowledge of parents and encourage you to make an active contribution to your child’s education. 

Dowdales Staff work closely with parents throughout their child’s education. 

Parents are always welcome to contact the school and open communication is encouraged.

How are parents involved in he setting/school/college? How can I be involved?

At Dowdales, we value the input of parents and carers in supporting their child’s

education and liaison with home is on-going throughout the school year. Wherever possible, parents are consulted and their views sought in the overall process for SEN.  

Parents of pupils with SEND are routinely invited to: 

  • A workshop evening for parents/carers of all new Y7 students 
  • An annual parents’ evening for each year group 
  • Open Evenings for transition from KS 2 to KS3 
  • KS4 seminars for parents 
  • Individual SEN Support meetings to address any interventions/concerns 
  • Team around the Child/Family meetings for specific SEND problems 
  • Annual review meetings for those pupils with an EHCP

All students with an EHCP attend and participate in their Annual Review. Any meetings involving your child will always have their views sought in advance. 

Teaching and Learning is supported by regular communication between home and school through the school’s web pages, letters/newsletters, emails, options exhibition, VLE (IT Virtual Learning platform), the school calendar, student planner and contact with Achievement Leaders for each year group.At all stages of the SEN process the school keeps parents fully informed and involved.   We take account of the wishes, feelings and knowledge of parents and encourage you to make an active contribution to your child’s education. 

Dowdales Staff work closely with parents throughout their child’s education.   

Parents are always welcome to contact the school and open communication is encouraged.

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