How does the school know that students may have special educational needs?

 

At Poulner Junior School your child may be identified as having Special Educational Needs or disabilities(SEND) through:

 

• communicating with your child's previous school
• communicating with parents
• identification that your child is performing below national curriculum or/ and age expected levels
• concerns raised by teacher
• communication with outside agencies or health professionals.

 

What can I do if I think my child may have additional needs or I have concerns?

If you have concerns about your child’s progress, you should speak to your child’s class teacher initially. If you require more information or have further concerns please contact the SENCO or Headteacher. 

 

How will the curriculum be matched to my child’s needs?

 

• All of the learning opportunities that children experience at Poulner Junior School are differentiated and tailored to suit individual needs and learning styles to ensure they can access the curriculum.
•  Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
• Specific resources and strategies will be used to support your child individually and in groups.
• Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
• If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/ pencil grips or easy to use scissors.

 

How do we know if the support or strategies used have had an impact?

 

In school, we check that your child is making good progress within any intervention and in any group that they take part in and the impact that this has had on the child’s progress.

 

If a child is on the SEND Support register, their progress targets will be reviewed and, comments are made against their targets to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure progress is made.

 

Children may move off of the SEND Support register when they have ‘caught up’ or made sufficient progress.

 

How does the school know how well my child is doing?

 

The class teacher continually monitors each child’s progress. A child’s progress is reviewed formally every term and the progress in learning is measured against National expectations and age-related expectations.

 

The class teacher notes areas where they are improving and where further in class support is needed. Children who are not making expected progress are picked up through ‘Pupil Progress Meetings’ between the class teacher and Inclusion Leader. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.

 

If your child is then identified as not making progress the school will make a decision about whether to monitor the child or place them in an intervention group and will inform you. The group may take place over a short period of time or over a longer period in order to support their progress in learning. (Please note that all children learn regularly in small groups in class sometimes with learning support assistants)

 

If your child is identified as still not making progress the school will call you or/and set up a meeting to discuss this with you in more detail and to:

• listen to any concerns you may have too
• plan any additional support your child may receive
• discuss with you any referrals to outside professionals to support your child’s learning

 

The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.

 

How will I know how well my child is doing?

 

The school values regular contact with parents and carers and has an ‘open door’ policy. Mrs Smithson is available to discuss support.

 

You will be able to discuss your child’s progress with a class teacher at least twice a year at Parents’ evenings.

 

The school sends annual reports to parents and carers. You will also be given information about how well your child has done in statutory tests such as the end of Key Stage 2 assessments.

 

Your child may also be given stickers and reward charts to praise good work or behaviour.

 

The home/school communication book can keep you informed about daily or weekly progress.

 

If your child is on the SEN Support register there will be termly opportunities to discuss their progress and set targets for the coming term. Information will be recorded and transferred throughout the school on a ‘Pupil Passport’. Your child will have a progress tracking card that contains targets that are reviewed and updated continuously. Parents are encouraged to review these at least termly.

 

If your child has complex SEND they may have an EHC plan (Educational Health care Plan) which means that a formal annual review will take place to discuss your child’s progress and a formal report will be written.

 

 

How will you help me to support my child’s learning?

 

The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.

 

The Inclusion Leader may meet with you to discuss your child’s progress or any concerns/worries you may have and any strategies you may be able to use at home.

 

All information from outside professionals will be discussed with you and with the person involved directly, or where this is not possible, in a report. Outside agencies often have suggestions that can be used at home.

 

How will the school ensure that my child is included in all aspects of school life including accessibility?

 

When activities outside the classroom, such as trips, clubs, sports days etc, are arranged, a full risk assessment of the site, activity and children’s needs is carried out. Parents are contacted and appropriate adaptations, resources or expertise are put in place.

 

Current initiatives and resources influence and support the accessibility of the curriculum for all children. The school building has been adapted for easy wheelchair access to all ground floor areas.

 

How are resources allocated to match the students’ special educational needs?

We ensure that the needs of all children with SEND are met to the best of the school's ability with the funds available. The SEND budget is allocated each financial year to provide additional support or resources on a needs basis.

We have a range of assessment tools, interventions and support programmes that are allocated according to the children's needs.

 

We have a team of TAs who are funded from the SEND budget to provide in class support and deliver programmes designed to meet groups of children's needs.

How will the school decide what and how much extra support my child needs?

 

The decisions are made in consultation with the class teacher and the SENCO based on tracking of progress and results from internal and external assessments. If required, the appropriate type of intervention will be identified. Different children will require different levels of support in order to bridge the gap to achieve age expected levels.

 

The support a child receives will be monitored carefully and discussed with parents and carers throughout the academic year.

 

How will school support my child’s overall well-being?

 

The class teacher has overall responsibility for the pastoral, social and medical wellbeing of every child in their class. If further support is required, the class teacher can liaise with the SENCO for further advice and support. This may involve working alongside the Health and social Services and / or the Behaviour Support team.

 

The school offers a wide range of pastoral support:

• Members of staff are readily available for pupils who want to discuss issues and concerns.
• The school has an ELSA Teaching Assistant (Emotional Literacy Support Assistant) who works under the direction of the SENCO, with vulnerable children during the school day.
• A worry box is available where pupils can submit concerns and the ELSA can discuss these worries with your child.
• Lunchtime club is available for pupils who find lunchtimes a challenge.
• ‘We Listen’ talking therapies.

 

What support is there for improving behaviour, attendance and avoiding exclusion?

 

As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. If a child has behavioural difficulties a plan is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets.

 

After any behaviour incident we expect the child to reflect on their behaviour with an adult.

 

This helps to:

 identify why the incident happened and what the child needs to do differently next time to change

 improve their behaviour

 

What specialist services and expertise can be offered by the school?

 

• The SENDCO is a fully qualified teacher and accredited.
• The school have a range of experienced and qualified staff. They support the wider school team by delivering training and providing advice on meeting a range of needs.
• Where more specialist guidance may be required, the school will seek advice from, or liaise with, colleagues either from the local authority advisory teams or professionals from a range of outside agencies Should your child require any form of involvement with an outside agency then the school would immediately inform you and obtain permission to pursue any kind of professional intervention.

 

 

How will my child be able to contribute their views?

 

Children identified as having Special Educational Needs or that require additional help in school will be encouraged to contribute their views concerning their educational targets and wellbeing.

 

Their views will be sought before meetings linked to their special educational need. The school also encourages all pupils to contribute their views through the school council, interviews, P4C, lunch with HT and other opportunities.

 

How are the views of parents and the child taken into account in deciding next steps at school?

 

1. Meeting with the child and the SENCO or class teacher.

2. Annual reviews or IPA meetings

3. Contribution to target setting and tracking, transition planning and reviews.

 

Who can I contact if I have a concern?

First point of contact would be your child’s class teacher to share your concerns.

 

You could also arrange to meet Mrs Smithson and / or Mrs Walker, Headteacher. You may also wish to:

 

• Look at the SEND policy on our website.

• Contact SupportforSEND (previously Parent Partnership).

 

 

How will school prepare and support my child in joining the school or moving to a new school?

 

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

 

If your child is moving child to another school:

• We will contact the school SENDCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
• We will make sure that all records about your child are passed on as soon as possible.

 

When moving classes in school:

• Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher/ SENDCO. All tracking and strategies will be shared with the new teacher.
• Your child will visit their new teacher.

 

In Year 6:

• The SENDCO will discuss the specific needs of your child with the SENDCO of their secondary school.
• Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
• Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.