Christchurch Junior School is a mainstream setting where children come first. We aim to provide the best possible education for every child within a warm and caring ethos. We are committed to ensuring equality of education and opportunity for all pupils. We believe that all pupils are entitled to a broad, balanced and relevant curriculum that can be adapted to meet any specific need. We provide “high quality teaching” to allow all children to reach their potential. However, at times a child may require additional support beyond this practice.
We provide support for a range of needs as specified in the 2014 SEND Code of Practice.
These needs can be within one of these four main areas:
- 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 as are their educational needs; this is certainly the case for children with Special Educational Needs.
If you have any concerns regarding support in school, 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.
Mrs Esther Curry contact details:
Telephone: 01202 – 485579
Mrs Esther Curry is the school’s SENDCo and has been in post since January 2014. She is a qualified teacher and holds the SENDCO Accreditation Award, OCR Level 5 – Teaching Children with Dyslexia and OCR Level 7 – Assessing and Reporting. Mrs. Curry attends relevant training including Inclusion Briefing Networks. She also holds the responsibility for Looked After Children and attends relevant training.
The SEND Governor is Mrs. Natasha Gerber. She meets with the SENDCo to discuss the implementations of the SEN Code of Practice (2015) and to monitor the impact of the SEND provision. Mrs. Gerber is aware of any changes in the SEND policy and practices within the school and reports these to the Local Advisory Board.
We provide support for a range of needs as specified in the 2014 SEND Code of Practice. These needs can be within one of these four main areas:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health
- Sensory and/or physical
The SEND pupils on our register have many needs some of which are classified as complex and have included: moderate learning difficulties, Autism, ADHD, Dyslexia, hearing and visual impairments, mobility and physical difficulties and communication difficulties.
Some of our SEND children have a combination of these difficulties making their needs complex.
At Christchurch Junior School, children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:
- Liaison with previous school
- Child performing well below ‘age expected’ standards or equivalent
- A child not making the progress that would be expected
- Concerns raised by a parent
- Concerns raised by a teacher
- Liaison with external agencies e.g. health, children’s social care
- Use of tools for standardised assessments in school such as: GL Screener (Dyslexia screening test), Single Word Spelling Tests, NFER Reading and maths assessments.
Our class teachers are skilled in identifying children who need extra support and tracking progress. As a school we complete regular reviews of learning which help us to identify any concerns we have about individual pupils. We hold parents’ evenings in Autumn and Spring Term 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 your child is recognised as having additional needs they will receive an Individual Pupil Tracker (IPT). This will identify learning targets, outside agency recommendations and access to specialist resources. This document will be shared with you by your child’s class teacher as part of parent consultation meetings and will be reviewed throughout the year.
High quality teaching, scaffold to support for individual children, is the first step in responding to children who have or may have a barrier to learning. We follow a ‘graduated response’ in accordance with the SEN Code of Practice. We regularly review the quality of teaching for all children, including those at risk of underachievement.
We recognise that some children require additional support related to specific areas of the curriculum. If a child needs extra help, the teacher will plan focused learning in smaller groups to address these needs. These small groups of targeted support will be run by a teacher or learning support assistant.
Year Leaders, with the support of the SENDCo, co-ordinate specialist targeted support, such as: ELKLAN (Speech and Language Support) and Specialist Teaching.
Who will oversee, plan and work with my child?
- The class teacher will oversee, plan and work with each child with SEND in their class to ensure that appropriate progress is made in every area. They will liaise with the SENDCo.
- A programme of additional support may be put in place via a system of targeted groups and /or individual, class-based support if this is required.
- There may be an LSA (Learning Support Assistant) working with your child either individually or as part of a group.
- Your child will have an Individual Pupil Tracker if they are placed on the Special Needs Register. This will detail your child’s support and provision. It will be reviewed termly.
Who will explain this to me?
- As part of the termly parent consultations, the class teacher will meet with you formally (this could be part of learning conversation meetings or separately) in order to discuss your child’s progress and the support that they are receiving.
- Class teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this.
- An appointment can be made with the SENDCo (Mrs Curry) to discuss support in more detail if required.
- IPTs (Individual Pupil Tracker Plans) will be shared with you.
What support will there be for my child’s overall well being?
What is the pastoral, medical and social support available in the school?
- We are an inclusive school that holds a child’s emotional and social development as a priority. The class teacher is the initial point of contact. If it is felt a child has social and emotional needs they may then refer them to the SENDCo and pastoral lead Mrs Jenny Cowling or Mrs Kate Byles (Welfare Support Worker).
- In order to prioritise children’s social and emotional well-being, pupils access weekly PSHE curriculum using the Jigsaw program; they may also take part in theme led weeks/days such as anti-bullying campaigns.
- Some Christchurch Junior pupils are emotionally and socially supported by members of the community who participate in a programme known as Think Bricks, ELSA and Mindfulness.
- All pupils with additional, specific needs have an appropriate programme of support which is written after consultation with parents and external services. The class teacher and SENDCo hold responsibility for providing for their needs.
- We have SULP (Social Use of Language), managing anxieties and occupation therapy groups available for the children to access when required.
What support is there for behaviour, avoiding exclusion and increasing attendance?
- Christchurch Junior School’s behaviour policy can be viewed via the school website. We promote high expectations for behaviour and use positive behaviour systems to support this.
- If a child requires additional support to manage their behaviour, their class teacher will initially raise concerns and communicate with the parent/carer; the Pastoral Lead (Mrs.Cowling) may also become involved. A course of action will be agreed which may require the use of a positive behaviour plan. Targets will be agreed and progress monitored by both school and parents/carers. Sanctions and rewards may be implemented. The support of external agencies may be enlisted such as Educational Psychologists, Health Professionals, Children’s Social Care, Parenting courses or the Children’ and Adolescent Mental Health Service if this is required.
- Attendance of every child is monitored via the attendance team on a daily basis and half termly basis in school. Lateness and absence are recorded and then Mrs Curry, alongside the Pastoral Team, will initially work alongside the parent to improve attendance. The School will seek advice from BCP Attendance Team if necessary.
How will my child be able to contribute their views?
- Children who are on the Special Needs Register and therefore have an IPT (Individual Pupil Tracker) will be asked to contribute their views.
- If your child has an EHCP, their views will be sought before any review meetings.
- All children are provided with the opportunity to be voted onto the School Council, as well as hold other positions of responsibility, by their class or teachers.
Christchurch Junior School has an Accessibility Plan that is monitored, reviewed and reported annually to the Local Advisory Board in compliance of legal requirements. We are mindful of the duties under the Equality Act 2010 as amended in September 2012.
The school has a range of specialist SEND facilities in place:
- We have a number of classrooms across the school which have been adapted with acoustic tiling and LED lighting
- Wheelchair access
- Accessible toilets
- Increased access to the curriculum and assistance during examinations
- A lift for access to upstairs
Christchurch Junior School adheres to the following inclusive principles:
Staff value pupils of different abilities and support inclusion. Within the school, staff and pupils will be constantly involved in the best ways to support all pupils’ needs within the school. There is 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.
How will the curriculum be scaffolded to support my child?
- All learning activities within class are planned and designed to scaffold support at an appropriate level, so that all children are able to access learning according to their specific needs.
- The class teacher, alongside the SENDCo, will discuss a child’s needs and what support will be appropriate.
- Children with SEND will have access to the appropriate resources needed in order to help them to make progress e.g. pencil grips, reading overlays, talking tins etc.
- The SENDCo reports to the Head teacher and Governors regularly to inform them about the progress of children with SEND and how resources are being used.
- The governor responsible for SEND also meets regularly with the SENDCo. They report on their visit to the Local Advisory Board to keep them all informed.
- The governors agree priorities for spending within the SEND budget, including for Pupil Premium funded pupils, with the overall aim that all children receive the support that they need in order to make progress. This will include resourcing appropriate equipment and facilities.
How will we know if this has had an impact?
- The class teacher monitors how the child is making progress.
- Ensuring that the child is making progress academically against national/age expected standards (or equivalents) and that the gap is narrowing between them and their peers. A range of summative, termly tests/tasks are used to plot progress in these areas.
- By reviewing children’s targets in IPTs and ensuring that they are being met.
How will I know my child is doing and how will you help me to support my child’s learning?
What opportunities will there be for me to discuss my child’s progress?
- You are welcome to make an appointment to meet with either the class teacher or SENDCo at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home.
- Some children may have a home/school diary where parents and school can communicate in an ‘informal’ written form. These books are checked by school staff as often as possible.
- A range of parent information events are scheduled throughout the year to help inform parents regarding education initiatives and how they can support their child at home. E.g. Year 6 parents’ information workshops, internet safety awareness meetings etc.
- Your child may have an Individual Pupil Tracker that will have individual/group targets. This is discussed with you on at least a termly basis as part of parent consultations and parents are provided with a copy. The conversation can also provide suggestions as to how you can support your child’s learning at home. All parents are offered a termly opportunity to participate in a learning conversation
- When the child’s IPT is reviewed, comments are made against each target to show what progress the child has made
- If your child has complex SEND they may, have an EHCP. In such instances a formal meeting will take place to discuss your child’s progress and a report will be written at least annually.
How does the school know how well my child is doing?
- As a school we track and analyse the children’s’ progress in learning against national expectations and age-related expectations on a termly basis. Standardised tests are used to summatively assess this progress.
- The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Year 3 through to Year 6, using a variety of different methods.
- Pupil Progress Meetings are held termly between each class teacher and their Team Leader. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed
- The Head teacher and SENDCo report regularly to the Local Advisory Board. We have a governor who is responsible for SEND, Mrs Natasha Gerber, who meets regularly with the SENDCo, undertakes learning walks, attends parental events and will report back to the Local Advisory Board.
How will my child be included in activities outside the classroom, including school trips?
- All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs.
- A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised.
- A variety of after school clubs are provided during lunchtimes and after school. We aim for these to be as inclusive as possible and work alongside parents to enable access. Some children find the lunchtime period challenging. Depending upon their needs, some children access quiet, supervised play activities in the lunch club during break times.
How will the school prepare and support my child when joining the school or transferring to a new school?
- We encourage all new children and parents to visit the school prior to starting.
- We can create ‘social stories’ with/for the children if transition is likely to prove challenging.
For children starting in Year 3, the Headteacher holds a meeting for parents in addition to planning a series of visits for children, in order to help children, parents and staff get to know each other.
- We liaise closely with the staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood.
- If your child has complex needs, an EHCP review will be used as a transition planning meeting to which we will invite staff from both schools.
- Transition between year groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher.
- At any point where a child with SEND is preparing to leave our school, we would seek to arrange additional visits for the child in question to support smooth transition where possible. Many secondary schools also run programmes specifically tailored to aid transition for the more vulnerable pupils at the end of the primary stage of education.
- The school has devised a Year 2 transition section on the school website; this is devised to provide both parents and children with comprehensive information about the school and transition: https://www.cjsdorset.org/y2-transition-portal/ .
- Twynham Secondary School is the school the majority of our pupils move to in Year 7; this is a link to their admissions page: Admissions – Twynham School
- Our SENDCo has obtained the National SENDCo accreditation award and therefore has fully accredited status in this area. We currently have another member of our team undertaking this award.
- Within the school we have a culture of sharing good practice and expertise; this enables us to ensure our staff have as much knowledge as possible within the field of supporting children with SEND.
- The environment is designed to support children with individual needs e.g. visual timetables, individual workstations etc., as required.
- We work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including: Health services including: GPs, school nurse, CAMHS (Child and Adolescent Mental Health Service), Clinical Psychologists, paediatricians, Speech and Language therapists, Occupational and Physiotherapists; Children’s Services including: Early Help locality teams, Social Workers; Educational Psychologists and specialist advisory teachers.
What training have the staff supporting children with SEND had or are currently having?
- We look to ensure that we have a variety of skills among our staff body, in order to enable us to support children in the best possible way.
- Twynham Learning Trust are providing, with the support of all SENDCos and outside agencies, specific training to develop skills, knowledge and expertise for children with SEND.
- The school also operates an internal training programme for support staff run by subject leads and SENDCO. This can include whole group sessions or bespoke support based upon the needs of both children and staff.
Who can I contact for further information?
- Please speak to the class teacher in the first instance.
- General information relating to SEND can be found on the school website, including within the SEND policy. This can be found on the policy page of the school website.
- Further information is available from the SENDCo (Esther Curry), Deputy Head teacher (Ben Croton), or, in exceptional circumstances, the SEN Governor.
- You might also wish to visit the following websites:
- Bournemouth’s Local Offer for children with SEND The Bournemouth, Christchurch and Poole SEND Local Offer – BCP Council | BCP FID (bcpfamilyinformationdirectory.com)
- Parent, Carers Together: Parent Carers Together | BCP FID (bcpcouncil.gov.uk)
- SENDIAS: SENDiass4BCP (bournemouth.gov.uk)
- Contact IPSEA (Independent Parental Special Education Advice) www.ipsea.org.uk
Who should I contact if I am considering whether my child should join the school?
Please contact the School Office for further information about the school and to arrange a meeting. Contact details can be found on our Contact Us page.
We would hope to resolve, any complaints you may have, which in the first instance should be directed to the Head Teacher or SENDCo. In most cases, we find that complaints can be dealt with successfully at this level.
The Twynham Learning Complaints Policy outlines the principles
and procedures for investigating any complaints.
Click here to read further information about making a complaint about provision for a child’s special educational needs and Disability (SEND.)