SEN INFORMATION REPORT 2016 – 2017
Our school aims to be as inclusive as possible and to meet the needs of pupils with special educational needs and disabilities wherever possible.
The four broad ‘areas of need’ are:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health Difficulties
- Sensory and Physical Needs.
At Christchurch Junior School, we embrace the fact that every child is different and, therefore, the educational needs of every child is different; this is certainly the case for children with special educational needs.
If you have any concerns regarding your child’s progress or well-being, then please speak to either your child’s class teacher or Mrs Esther Curry (Assistant Headteacher / SENDCo) to discuss your concerns.
SEND Leadership and Management
Mrs Esther Curry is the school’s SENDCo and has been in post since September 2012. She holds the SENDCo Accreditation Award, OCR Level 5 – Teaching Children with Dyslexia and she is currently undertaking OCR Level 7 – Assessing and Reporting. Mrs Curry attends relevant training including Inclusion Briefing Network meetings run by Dorset SEN team. She also holds the responsibility for Looked After Children and attends relevant training.
The SEND Governor is Mrs Lesley-Anne Randall-Turner. She meets with the SENDCo regularly to discuss the implementation of the SEN Code of Practice (2015) and to monitor the impact of the SEND provision. Mrs. Randall-Turner is aware of any changes in the SEND policy and practices within the school and reports these to the Governing body.
|Year Group||SEN Support (PP)||Statement (PP)/EHCP||Overall Total/PP|
|3||10 (2)||1 (1)||11 (3)|
|4||13 (3)||7 (1)||20 (4)|
|5||16 (3)||4 (1)||20 (4)|
|6||15 (2)||7 (2)||22 (4)|
|Totals||44 (10)||19 (5)||63 (15)|
The number of pupils with SEND is 63 (May 2017). This represents 13% of the school population.
Does the school know if children need extra help and what should I do if I think my child may have special educational needs?
Our class teachers are skilled in identifying children who need extra support. The school completes regular assessments which help us to identify any concerns we have about individual pupils. We hold parents’ evenings in the Autumn and Spring Terms for parents, where concerns can be raised by either party. In addition, parents are encouraged to make appointments with class teachers, year leaders and SENDCo if they have concerns they wish to discuss.
If the class teacher is concerned about your child’s progress, they will discuss this with you and refer their concern to our SENDCo. Your child may be placed on our list of monitored pupils, which means the Inclusion team and class teacher would further evaluate the support your child receives. He / she may have an Assess, Plan and Review Tracking Document (APRT) drawn up for them; using this document, the class teacher/SENDCo would discuss with you the planned support in place for your child. Regular review meetings would be held if your child is placed on an APRT.
At any point during the school year we may decide, with your consent, to refer your child to an outside professional agency for further assessment. These agencies include the Educational Psychology Service, Children’s Health, Speech and Language Therapy Service, Children and Young People’s Emotional Health and Wellbeing Service (CAMHS), Behaviour Support Service or Special Educational Needs Specialist Service (SENSS).
How will school staff support my child/young person?
We recognise that some children require additional support related to specific areas of the curriculum. If your child needs extra help, the teacher will plan focused learning in smaller groups to address these needs. These small group interventions will be run by a teacher or teaching assistant and will be reviewed regularly.
The SENDCo co-ordinates specialist interventions, such as Catch-Up Reading and Learn to Move. These are selected after careful research and proven success in supporting pupils. Other specialist interventions focus on children’s mathematics, reading, co-ordination and handwriting. If your child needs further support, we may refer to an outside agency.
The class teacher:
- checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs/Disabilities coordinator (SENDCo) know as necessary
- writing individual Assess Plan Review Tracking documents and sharing, reviewing these with parents at least once each term and planning for the next term. These documents set out the main actions the teacher will take to support your child with his/her learning along with some key targets
- personalised teaching and learning for your child as identified in the planning
- ensuring that the school’s SEN Policy is followed in their classroom and for all the pupils they teach with any SEN.
The SENDCo: Mrs E Curry
- providing professional guidance to colleagues and works closely with staff, parents and other agencies
- writing SEN Information Report which MUST be published on the website and updated annually
- overseeing day to day operation of the school’s SEN policy and reviewing
- co-ordinating provision for children with SEN
- advising on the deployment of the school’s delegated budget and other resources to meet pupils needs effectively
- liaising with parents of pupils with SEN
- liaising with other schools, educational psychologist, health and social care professionals and independent or voluntary bodies and the Local Authority
- managing the transition process
- ensuring school keeps the records of pupils with SEN up to date
- working with head teachers and school governors to establish reasonable adjustments and access arrangements.
The Headteacher: Mr S Adorian
- the day-to-day management of all aspects of the school; this includes the support for children with SEN
- Making sure that the Governing Body is kept up to date about issues relating to SEN
The SEN Governor: Mrs L Randall-Turner
- making sure that the necessary support is given to any child with SEN who attends the school
- supporting and challenging the Headteacher and SENDCo regarding SEN within the school
How will the curriculum be matched to my child’s needs?
If your child is identified as having a special educational need, we will provide support that is additional to or different from the differentiated approaches and learning arrangements normally provided. That is, high quality, individualised teaching intended to overcome the barrier to their learning.
If your child has been identified as having a special educational need, this will be discussed with you at parents’ evening. Your child may be provided with an APRT to target his/her specific area of need. This will be reviewed regularly with you by the class teacher or the SENDCo. If your child has a medical need, they may require a Health Care Plan. This will ensure that the staff working with your child are aware of his/her needs.
When providing support that is “additional to” or “different from” we engage in a four-stage process:
- Assess – this involves taking into consideration all the information from discussions with parents/carers, the child, the class teacher and assessments.
- Plan – this stage identifies the barriers for learning, intended outcomes, and details what additional support will be provided to help overcome the barriers. Decisions will be recorded on an SEN Support Plan and will form the basis for review meetings.
- Do – providing the support – extra assistance for learning – as set out in the plan.
- Review – measuring the impact of support provided and considering whether changes to that support need to be made. All of those involved – learner, parents or carers, teacher, SENDCo and outside agencies contribute to this review. This stage then informs the next cycle.
Christchurch Junior School adheres to the following inclusive principles:
Staff value pupils of different abilities and support inclusion. Staff and pupils will be actively involved in the best ways to support learning. There will be flexibility in approach in order to find the best provision for each child. Within each class, teaching and learning styles and organisation will be flexible to ensure effective learning. Grouping to support children identified with additional needs will be part of this process.
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 learning?
In addition to normal reporting arrangements, there will be the opportunity for parents to meet with their child’s class teacher and SENDCo to review the short term targets and to discuss the progress their child has made. We offer an “open door” policy whereby teachers are accessible should you need to contact them regarding your child.
- Your child’s progress will be continually monitored by his/her class teacher
- His/her progress will be reviewed formally every term in reading, writing and numeracy and tracked by the Headteacher and SENDCo. Through Parent Consultations and end of year reports, teachers will assess the attainment against age related expectation
- At the end of the key stage (Year 6), all children are required to be formally assessed. This is a government requirement and results are published nationally
- Where necessary, children will have an Assess Plan Review Tracking Document (APRT) with learning targets and additional support identified. Progress against these targets will be reviewed regularly and next steps identified
- The progress of children with a Statement / Educational Health Care Plan (EHCP) will be formally reviewed annually with all adults involved with the child’s education
- The Headteacher and SENDCo will monitor the progress made by SEN children in their class work, together with and any intervention that has been put into place
- Regular book scrutiny and lesson observations will be carried out by the SENDCo and other school leaders to ensure that the needs of all children are met and that the quality of teaching and learning is high
The school aims to develop parent workshops for the core areas of learning and to develop parental and child voice.
The school distributes class and school newsletters with information about forthcoming and past events. Additional information can be found on the school website including class news, photograph gallery and useful links. Where necessary, we also communicate via home/school link books.
What support will there be for my child’s overall well-being?
All children take part in assemblies and personal, social, health education designed to promote emotional wellbeing, self-esteem and confidence. If your child is experiencing emotional difficulties they may require additional help and may be supported by our pastoral care worker. We have lunchtime clubs to support pupils who benefit from more structured play. We also have two trained Emotional Learning Support Assistants (ELSAs) in school.
If your child has medical needs, these will need to be discussed with school staff and the school’s welfare assistant. A Health Care Plan may be required. This will be compiled with the support from the school nurse and in consultation with you. We have qualified first aiders in school who are always on duty at playtimes.
We recognise that some children have additional emotional and social needs that need to be addressed. All classes follow a structured PSHE curriculum to support their development. However, for those children who find aspects of this difficult we offer:
- social awareness games and activities
- lunch time and play time support / play partners
- ELSA groups
- buddy system
- individualised programmes of work including activities to complete at home
- access to and advice from external agencies and professionals
The school has a Behaviour Policy with clear rewards and sanctions and in each class the same rules are applied. In respect of Anti-Bullying, there is a policy in place that has been drawn up with staff and pupils which is accessible to parents. As part of the curriculum, the school plans activities during Anti-Bullying week and each year sets out to parents its core principles regarding inappropriate behaviours and bullying.
There are various opportunities for pupils to have a voice on decision making in the school. The school has a proactive school council that meets regularly. Prior to SEND review meetings, pupils have the opportunity to share their views.
What specialist services, experience, training and support are available/accessed by the school?
Once the school has identified the needs of SEND pupils, the SENDCO and Head teacher decide what resources/training and support is needed.
- Wide range of Literacy and Numeracy small group interventions delivered by Teaching Assistants and designated teacher
- ICT support for a range of interventions
- Teaching assistants offering social skills support including ELSAs
- Lunchtime groups to support children with social development and a quieter designated area
- Speech and Language support using Elklan trained Teaching Assistant
- Specialist teaching provided by SENSS and specialist teaching assistant
- Pastoral care worker employed 3 days a week
Local Authority provision available:
- Educational Psychology Service (for statutory work)
- Parent Partnership service
- Speech and Language Therapy (SALT)
- Outreach (support from specialist settings)
Health Provision available:
- School nurse
- Occupational Therapy
What training is given to the staff supporting children and young people with SEND?
Teachers and teaching assistants have received training on different areas relating to SEND, for example;
- Mindfulness in the classroom
- Effective questioning for all
- Supporting reading
- Elklan Course (language builders) and Elklan Specialist course – Mrs Haskell
- ELSA – Mrs Patenotte and Miss Martin
How will my child be included in activities outside the classroom, including school trips?
- The school is fully compliant with DDA requirements.
- The school is on a split across two levels, double doors, wall handles, ramps and a lift for access to the second floor.
- One adapted room within every year group for children with an hearing impairment
- We ensure where ever possible that equipment used is accessible to all children regardless of their needs. The SENDCO manages a SEN budget, used to ensure that all pupils have access to the very best equipment.
- After-school provision is accessible to all children, including those with SEN.
Extra-curricular activities are accessible for children with SEN. At Christchurch Junior School we believe all learners are entitled to the same access to extra-curricular activities, and are committed to make reasonable adjustments to ensure participation for all. Please contact us if your child has any specific requirements for extra-curricular activities.
How accessible is the school environment?
We are happy to discuss individual access requirements.
- The school is fully compliant with DDA requirements
- The school is split across two floors, with double doors, wall handles, ramps and a lift for access to the first floor
- One adapted room within every year group for children with a hearing impairment
- We ensure, wherever possible, that equipment used is accessible to all children regardless of their needs. The SENDCo manages a SEN budget, used to ensure that all pupils have access to the very best equipment
- After-school provision is accessible to all children, including those with SEN
- Extra-curricular activities are accessible for children with SEN.
How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?
Transition is a part of life for all learners, whether that involves moving to a new class or moving to a new school. We recognise that transition is an important time for all children, but especially so for a child with SEN. Consequently, we work closely with parents, pupils and staff to ensure these transitions run as smoothly as possible.
Planning for transitions with school will take place in the Summer Term; arrangements for transition to Secondary School and into Year 3 for pupils with SEN will be planned according to individual need.
We have a number of planned transition supports:
- Discussions with the previous or receiving schools prior to your child joining/ leaving
- An open evening for Year 2 parents to attend
- Meetings with individual parents who have worries (with SENDCo and pastoral care worker)
- Visits to the school for you and your child
- A small group of children with SEN will attend some transition sessions with familiar teaching assistants at the secondary school, in order to prepare them for the changes ahead
- Secondary school teachers meet with year teams and come into school to deliver lessons in Mathematics and English
- A transition project is delivered for SEN children transferring to secondary school
- Transition meetings are held between lead professionals in all schools
What special equipment, resources does the school allocate to match children’s special educational needs?
The SEN budget is allocated each financial year. The money is used to provide additional support and resources depending on the needs of the children. This additional support may be provided as a result of an identified area of need for a group of children or an individual.
- Specific I pad Apps for individual pupils/needs
- Black Sheep Speech and Language resources
- Elklan programme and resources
- ELSA resources
- Sensory resources
How is the decision made about what type and how much support my child/young person will receive?
The school budget, received from Dorset Local Authority, includes money for supporting children with SEN.
The Head Teacher, together with the SENDCo, decides on the deployment of resources for Special Educational Needs and Disabilities; there is also consultation with the school governors on the basis of needs in the school.
The Head Teacher and the SENDCo discuss all the information they have about SEND in the school, including the children already receiving extra support, those needing extra support and the children who have been identified as not making as much progress as would be expected. From this information, they decide what resources/training and support is needed.
How are parents involved in the school? How can I be involved?
At Christchurch Junior School, we value the importance of building positive relationships with parents and families within our school community. Parents are encouraged to contribute to their child’s education. This may be through:
- Informal discussions with the class teacher
- Discussions at parents’ evening
- Discussions with the SENDCo
- Attending appointments
- Supporting with homework and reading
Who can I contact for further information?
For any information regarding SEN support please contact Mrs. E Curry (SENDCo)
In the event of a complaint:
We would hope to resolve any complaints you may have, which in the first instance should be directed to the Headteacher. In most cases, we find that complaints can be dealt with successfully at this level. However if this is not possible, they can be sent to the Chair of the Governing Body for consideration at their next full governing body meeting. Complaints that are still not resolved can be sent to the Local Education Authority.
Please see the Complaints Policy on the school website.
If you have any comments, please contact Mrs E Curry (SENDCo)