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SEND Information Report

Our SEND Provision

There are four broad areas of special educational need, these are: 

  • Communication and Interaction
    This area of need includes children with Autism Spectrum Condition 
    and those with Speech, Language and Communication Needs

  • Cognition and Learning
    This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties

  • Social, Emotional and Mental Health Difficulties
    This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn

  • Sensory and/or Physical Difficulties
    This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

At South Stanley Junior School, we cater for children with needs in all four broad areas, and support their learning needs through the graduated approach.

Our SEN Provision
Kinds of SEN provided for

The kinds of SEND that are provided for:

At South Stanley Junior School, we have experience of supporting children and young people with a wide range of need including:

Communication and Interaction

  • Speech, Language and Communication Needs (SCLN)

  • Autistic Spectrum Condition (ASC)

Cognition and Learning  

  • Moderate Learning Difficulties (MLD)

  • Specific Learning Difficulties (SpLD)

Social, Emotional and Mental Health Needs  

  • Mental Health Difficulties

  • Social and Emotional Needs

  • Attachment needs

  • Attention Deficit Disorder (ADD)

  • Attention Deficit Hyperactivity Disorder (ADHD)

Sensory and/or Physical needs  

  • Gross and Fine Motor Needs

  • Sensory Processing Needs

  • Hearing Impairments

  • Visual Impairments

  • Physical Disability

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.

Teaching approach for SEN

Our approach to teaching children & young people

with SEND

Our school welcomes all children and values them as individuals, treating them equally and with respect. We believe that all children have the right to have their own particular needs recognised and addressed in order to achieve success.

We believe that all teachers are teachers of children with SEND and it is therefore a whole school responsibility to ensure that these children’s needs are addressed. Through staff working together as a team using Quality First Teaching practices, and in partnership with pupils and their parents, we strive to ensure that the following aims are met.

We are committed to ensure that all pupils:

  • Have access to the school curriculum and all school activities.

  • Achieve to the best of their abilities, despite any difficulty or disability they may have.

  • Have teaching staff who are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.

  • Gain in confidence and improve their self-esteem.

  • Are supported by parents/ carers, staff and relevant external agencies in order to meet their special educational needs and disabilities.

  • Who need special consideration to support their needs (whether these are educational, social, physical or emotional) are identified at the earliest opportunity.

  • Receive suitable provision to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.

  • Are fully included in all activities of the school in order to promote the highest levels of achievement.

  • Are encouraged to be independent, resilient and have a greater sense of self-worth.

  • Have an entitlement to celebrate their achievements.

We place a great deal of value on the role of the parent/carer. We understand that it can be difficult in some cases for parents to deal with the fact that their child has additional needs and we are particularly sensitive in the early stages when a child is first identified. We aim to reassure parents/carers and clarify issues/information for them throughout the SEND process. We recognize that parents hold key information and have knowledge and experience to contribute to the shared view of their child’s needs and the best ways of supporting them. All parents of pupils with Special Educational Needs will be treated as partners and supported to play an active and valued role in the pupil’s education. We will always keep parents/carers informed about their child’s special needs and invite them to termly review meetings.

Special Educational Needs and/or a disability can affect many children throughout their school career and beyond. Whilst disabilities generally affect children long term, not all SEND difficulties should be seen as life-long. SEND is seen by our school as the child requiring provision that is additional to or different from the rest of the class. Here at South Stanley Juniors, we understand that every child is unique and a carefully planned approach is needed.

Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their SEND. Some children, at some time in their school life might have additional or different needs and it may be that they will be on our SEN register for a short period or a long period of time. Children’s needs will therefore be reassessed regularly in order to ensure that the provision is suitable and supports every child’s development.

Our SENDCO, oversees the operation of the SEND Policy and works alongside class teachers to coordinate provision for children with SEND.  The class teacher will plan for the child and use regular assessment to ensure that progress in every area is made. This is through Quality First Teaching allowing inclusivity with all children in every classroom. Teachers seek to plan work which is highly adapted and suits the needs of all children; it comes in the form of a lesson rather than an intervention programme. However, interventions are used when necessary.

How we identify SEN

How we identify, assess and review children with special educational needs

We follow the graduated approach and the four-part cycle of assess, plan, do, review.

Early Identification of Need

The triggers for SEND support are that, despite receiving Quality First Teaching, the child:

  • Continues to make little or no progress in specific areas over a long period;

  • Continues working at national curriculum levels substantially below that expected of children of the similar age;

  • Continues to have difficulty in developing literacy and mathematical skills;

  • Has emotional difficulties which substantially and regularly interfere with the child’s own learning or that of the class group;

  • Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service;

  • Has ongoing communication or interaction difficulties that impede the development of social relationships and that cause substantial barriers to learning.

  • The class or subject teacher will work with the SENDCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil

  • Their previous progress and attainment and behaviour

  • Other teachers’ assessments, where relevant

  • The individual’s development in comparison to their peers and national data

  • The views and experience of parents

  • The pupil’s own views

  • Advice from external support services and professionals, if relevant.

Identified children will then be monitored for a period of to 8 weeks before any further steps are taken. This is to allow staff to implement agreed support with the parent and child in school in order to establish whether it has been effective for the individual's learning/ identified need.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress. 

Initially the child’s needs and any concerns in relation to their learning will be tracked by a short note which will identify appropriate targets and actions to achieve these.  This will be reviewed regularly to monitor progress towards the targets.

If necessary the SENDCO, in partnership with parents and the child, may refer to outside agencies such as Educational Psychology or specialist support teams (e.g. Occupational Therapy and SALT) for additional support. These recommendations are then fed into the graduated approach to support a child’s learning in school.  Specific Interventions and additional support provided by external agencies may also form part of the child’s SEND support plan.

If the child’s needs persist and are not successfully met through a short note, they may then progress to an SEND Support Plan which details smaller steps which are personal to your child and their progress. These will be reviewed termly and a future plan made. Targets will be set which are designed to support your child and to improve learning outcomes. Progress against these targets will be reviewed regularly by the class teacher and evidence for judgements assessed. Teachers meet with the SENDCO to discuss progress on a termly basis prior to SEND review meetings with parents/carers. A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan (EHCP) or Top-Up Funding (TUF). The school or parents could consider requesting an Education Health and Care Assessment. To inform this decision the local authority will expect to see evidence of action taken by school. These include:

  • Records of regular interventions, strategies, reviews and outcomes;

  • The pupil’s health including the child’s medical history where relevant;

  • Early Learning Goals and National Curriculum levels of attainment in literacy and mathematics;

  • Educational and other assessments, for example from an advisory specialist

  • Support teacher;

  • An educational psychologist report;

  • Views of the parent and the child;

  • Involvement of other professionals such as health, social services or education

  • Welfare service;

  • Costed provision map;

  • Parents or school are the only partners who can request an Education Health and Care Assessment.

 

All children with EHCP will have a short-term targets set for them that have been established after consultation with parents and the child. An EHCP will be reviewed annually and will last until the child is 25, or all targets are met.

For more detailed information see the Local Offer

For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.

How we adapt the curiculum

How we adapt the curriculum and learning environment for children & young people with SEN

More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you can find in the School Policies section of our website.

Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers.  The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum but also the range of additional opportunities that the school organises in order to enrich the experiences of our children.

The Curriculum also includes the social aspects that are essential for lifelong learning, personal growth and development of independence.

South Stanley Junior School prides itself on being inclusive and will endeavour to support every child regardless of their level of need.  All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.

Teachers are responsible and accountable for the progress and development of all the pupils in their class.  High-quality teaching is our first step in responding to pupils who have SEND. This will be differentiated for individual pupils.

We also support pupils through the following interventions, engaging external professionals where required:

   Social Emotional and Mental Health:

  • Connecting with Children

  • Thrive interventions 1:1 and small group as part of our Thrive approach

   Physical and Sensory:

  • Fine motor skills development using theraputty and other resources

  • Gross motor skills development using sensory equipment such as mini trampolines

  • Sensory equipment which can be used subtly in the class to increase focus

   Communication and Interaction:

  • Small group support, including phonics interventions

  • 1:1 support from ELKAN trained teaching assistants

  • Social Stories which are written for the individual

  • Speech and Language link

   Cognition and Learning:

  • Small group support and pre-teaching to help embed learning

  • 1:1 support

  • Use of technology to aid retention e.g. voice memos

  • Meemo

   We also take the following actions in order to ensure pupil needs are met:

  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs using the Quality First Teaching checklists provided by the local offer.

  • Ensure that staff have regular training to respond to the specific needs of SEND pupils within school, and to develop their own knowledge in early SEND identification.

  • Work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.

  • Identify, at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)

  • Promote self-worth and enthusiasm by encouraging independence at all age and ability levels.

  • Regularly review the policy, procedures and practice in order to achieve best practice.

  • Adapt our curriculum to ensure all pupils are able to access it, for example, by grouping, different levels of adult support, teaching style, content of the lesson, supporting resources, opportunities for revisiting key concepts and much more

  • Adapt our resources and staffing

  • Follow the advice of professional recommendations, and use resources such as visual aids, laptops, coloured overlays, visual timetables, larger font, etc.

  • Adapting our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, visual cues to accompany verbal instruction.

SEN Support

SEN Support

Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”.

This means that we will:

  • Assess a child’s special educational needs

  • Plan the provision to meet your child’s aspirations and agreed outcomes, alongside parents and children

  • Do put the provision in place to meet those outcomes

  • Review the support and progress with parents and children at the centre

As part of this approach, we will produce a SEND Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan or Top-Up Funding (TUF).


For more detailed information see the Local Offer

You can find details of how we adapt the curriculum and make it more accessible for pupils with SEND below:

  • Quality First Teaching that provides high levels of adaptation, in depth subject knowledge and a range of learning resources to support learning.

  • Specific group work and interventions for reading, writing, spelling and maths, enabling children to develop key skills.

  • Specialist group support from outside agencies e.g. Speech and Language Therapy; Behaviour Intervention Team, CAMHS and counseling Service.

  • Specific individual support for children whose learning needs are severe, complex and lifelong. This is through a programme of personalised learning through a modified curriculum. Pupils and parents are fully involved in the target setting.

  • Range of teaching and learning styles are catered for and adaptations are made to the curriculum to ensure it is accessible to all. This includes dyslexic friendly resources, personalised work stations, visual timetables and high quality practical resources and prompts

  • An innovative and supportive curriculum that engages the interests of pupils. Pupils actively contribute their ideas and what they would specifically like to find out. Visits and visitors are fully incorporated into the curriculum. Detailed visit planning sheets and risk assessments are completed to ensure visits are accessible for all pupils. See Year group pages for more information.

  • We have targeted interventions running throughout the day including a speech and language intervention, emotional literacy support, additional literacy and numeracy sessions, working memory groups and fine and gross motor skills sessions.

  • A broad range of extra-curricular activities, including reading club, pop-dance club, art club, thrive activities and sporting sessions, which are fully accessible for all children.

  • Adapted materials including ICT packages, reading rulers and prompts for children who require this, sensory resources, visual timetables and practical equipment to reduce barriers to learning.

  • Quality First Teaching strategies such as class timetables, and sensory friendly displays are implemented in every classroom.

Support for literacy includes:

  • High Quality First Teaching with adapted activities and resources

  • LEXIA packages

  • Soundswrite phonics

  • Assistive technologies e.g. iPads

  • Small group interventions

  • Writing prompts, informative displays and reading rulers

  • Handwriting and fine motor skills interventions

Support with numeracy:

  • High Quality First Teaching with adapted activities and resources

  • Interventions focusing on rapid recall of number facts and times tables

  • Small group interventions

  • Numeracy prompts, practical equipment and informative displays

  • TT Rockstars to improve recall 

Support for children with significant learning difficulties:

  • High Quality First Teaching and support from Teaching Assistants who have attended relevant training in order to effectively meet the needs of the child

  • Personalised plans with clear, specific targets identified through close links with pupils, parents and all relevant staff.

  • A structured timetable shared with the child through a visual timetable and ‘now and next’ approach

  • Personal workstation with appropriate resources to aid learning and opportunities for sensory input

  • Close links with outside agencies and regular review meetings to ensure that everyone involved adopts consistent strategies

Support for children with physical needs:

  • Accessible learning environment with wheelchair access

  • Staff attend relevant training in order to effectively meet the needs of specific children

  • Access to external agencies

  • Gross motor skills intervention

  • Access to after school clubs and competitive events tailored for children with specific needs

Develop speech, language and communication

  • Small group specific interventions to develop speech and language

  • Close links with the nearby Nursery to ensure information is shared and interventions can be put in place immediately on entry into school

  • Close links with one point and sessions implemented to provide speech and language enhancements for example, story times with Seven Stories

  • Close links with external agencies for speech and language

Support for children with a hearing, visual or multi-sensory impairment:

  • Links with School Nurse to ensure appropriate resources and interventions are in place within school

  • Modifications to the curriculum in order to enable all children to access including visual, auditory and kinesthetic resources

  • Close links with parents and outside agencies in order to best meet the needs of the child

  • Access to nurture provision

  • Opportunities for a sensory rich diet on a daily basis

Support for children with social, emotional and mental health difficulties:

  • High quality first teaching with consistently high expectations, rewards and sanctions

  • Rules displayed and regularly referred to

  • Individual specific targets

  • Small group interventions to support unstructured times e.g. lego club at playtimes

  • Thrive whole school approach in addition to 1:1 and small group sessions

  • Specific allocated member of staff who the child feels confident around and supported by

  • Interventions delivered within school to address behaviour as a barrier to learning including ‘Connecting with Children’

  • Links with outside agencies including Behaviour Support team, Educational psychologist, Counselling Service and CAMHS

Support for children with medical needs

  • Medical support plans are regularly reviewed and updated

  • Staff access appropriate training e.g. diabetic training, administration of medication including inhalers/epipens

  • Significant information including photographs displayed in relevant places for example, a child with a nut allergy.

  • Close links with parents and relevant outside agencies

  • Support for children with English as an Additional Language:

  • High quality first teaching and opportunities for a rich and varied curriculum

  • Small group interventions to develop language

  • Visual prompts

Support for Looked after Children with SEND:

Children have access to various interventions including Listening Matters and a mentor within school in order to remove any barriers to learning. Regular meetings take place in order to discuss the progress of the children and any strategies that could be implemented within school.

Our school is fully inclusive and ensures that all children have access to all extra curricular activities and sporting opportunities.

Pupils progress is tracked through a rigorous data system which ensures that all children make progress and there are no barriers to learning.

SEND pupils make good progress within our School through quality first teaching, skilled staff and effective interventions. Close links with home and external agencies ensure the best possible provision for pupils.

How SEN Children engage

How children with SEND engage in all activities?

We believe in an inclusive environment at South Stanley Junior school, and wherever possible will make adjustments to enable all children to engage fully in all aspects of school life:

  • All of our extra-curricular activities and school visits are available to all our pupils.

  • All pupils are encouraged to participate in our trips, celebration assemblies and our Harvest and Christmas celebrations.

  • All pupils are encouraged to take part in sports day, school plays and assemblies, and

  • No pupil is ever excluded from taking part in these activities because of their SEND or disability.

Support for Development

Support for Emotional & Social Development

At South Stanley Junior School we are an inclusive school; we consult with a wide range of agencies and partnerships to ensure the Emotional and Social Development needs of SEND children are met. Staff believe that high self-esteem is crucial and aim to support and promote the emotional wellbeing of all children. On a daily basis the class teacher is responsible for the pastoral and social care of every child in their class, therefore this would be the parents’ first point of contact should further advice or support be required.

South Stanley Junior School has and maintains close links with External Partnerships; In order to access the best professional advice, we also link with Local Authority and Private Providers of additional services, such as Occupational Therapy, CAHMS (Child and Adolescent Mental Health Service) School Nursing Service, Social Services and Medical Professionals.

Medical

Some children in our school may have medical conditions that require care and support to enable full access to education, including school trips and physical education.  Some children with medical conditions may be physically impaired and where this is the case the school will comply with its duties under the Equality Act 2010.  For more information about how we ensure access to provision for all children please view our Accessibility Plan by clicking here: School Policies – Accessibility Plan.

All staff are made aware of the needs of children with allergies. Pupils with medical conditions are supported in all areas of the curriculum to ensure equal access to all.

Individual care plans can be put in place for those children with more complex medical conditions.

At South Stanley Junior School we:

  • work closely with other professionals, both in-school staff, the school nurse, outside agencies and parents/carers to support all public health and medical needs within the school;

  • meet with parents/carers to discuss any concerns within a confidential and supportive environment;

  • ensure staff receive up to date training and we seek advice from the relevant professionals to meet a families’ needs

  • can arrange school nurse involvement and drop in sessions for parents/carers

The school has a policy regarding the administration and managing of medicines on the school site.  Parents need to contact the school office if medication is recommended by Health Professionals to be taken during the school day. On a day to day basis the Designated Teaching Assistants generally oversee the administration of any medicines. As a staff, we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations. 

Please contact school should you wish to access our Administering Medicines Policy.

To meet medical needs we will ensure that we have:

  • individualised care plans with recommended approaches implemented consistently;

  • trained staff with first aid qualifications including paediatric first aid;

  • appropriate equipment available to meet individual care plans and specialist needs. It is vital that such equipment is fully maintained and meets all statutory requirements in terms of health and safety.

Social and Emotional

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 displays behavioural needs, a graduated approach to support them will be put in place.  In some instances this may result in an Individual Behaviour Plan (IBP) being developed alongside the child and parents to identify the specific issues, put relevant support in place and set targets.

How we can support your child with medical, social and emotional needs

The following programmes are available to support children:

  • Connecting with Children, counselling sessions

  • Social Stories

  • Bubble Time or Worry boxes in every classroom

  • Lunchtime Social Group

  • The Thrive approach

If you would like to discuss your child’s SEND needs or ask any questions, please contact the school to speak to you child’s class teacher, or the SENDCo

Looked After Children with SEND

Looked After Children with SEND

We have a Designated Teacher for Looked after Children; Mrs Rachel Bell, who is also the Head TeacherMrs Bell provides updates as appropriate to staff, to ensure all teachers in school understand the implications for those children who are looked after and have SEND.

Mrs Bell also attends Looked After Review Meetings, Care Team Meetings and completes Personal Education Plans (PEPs) where appropriate.

SEN Effectiveness

How we evaluate the effectiveness of SEND Provision

We continuously evaluate our SEND provision at South Stanley Junior School to ensure that it has a positive impact on the outcomes for all of our children/young people.

This is conducted in a number of ways including:

  • Reviewing pupils’ individual progress towards their goals each term, ensuring that pupils have an appropriate level of challenge and aspiration, but also that targets are purposeful, and recommendations from professionals are used.

  • Reviewing termly the progress of children who are engaging with interventions, and the impact that this has on their learning.

  • Monitoring by the SENDCO to ensure that Quality First Teaching and adaptation are used confidently and effectively by staff to support students with SEND.

  • Holding annual reviews for pupils with EHC plans

  • Carrying out learning walks, observations and book scrutinies in liaison with subject leaders, to ensure that SEND needs are considered when monitoring teaching within school.

  • Regular meetings between the Headteacher, SENDCO, and SEND link Governor, alongside scrutiny from professionals across SLP, to ensure that SEND practice is challenged.

SEN Transition

SEND Transition

How we support children/young people with SEND starting at our school 

We work in partnership with our feeder infant schools, with parents/carers and outside agencies to enable us to have knowledge of children’s needs prior to them starting at South Stanley Juniors, enabling us to support children with additional needs as soon as they enter the school.

New starters are provided with the following opportunities:

  • Parent Open Information Event

  • Children’s visits to Year 3 in the Summer Term

  • Whenever beneficial, additional visits into school or home visits can be arranged to offer further support

How we support children/young people with SEND moving between classes in our school 

Transition for each year group takes place within the Summer term where children spend time with their new teacher in their new classroom environment.  This allows both teacher and child to get to know each other and provides opportunities to identify individual strengths and development needs.  Class teachers ensure all information regarding a child with SEND is shared with new class teachers to ensure full understanding of a child’s needs.  Our SENDCO will also support with this.

Transition to Key Stage 3

Moving to secondary school is daunting for some children.  Through the strong relationships we have forged with all secondary schools in our area we are able to ensure a smooth transition to Key Stage 3.

Irrespective of the secondary placement you have chosen, we will work with the school to prepare your child for their move.  This includes numerous planned visits, many of which parents will accompany them on.  For children that will benefit from additional transition support, we will arrange additional visits and informal meetings with new teachers and nurture group staff.  If it is felt appropriate new school colleagues will attend EHCP Annual Reviews or SEND Support Review Meetings to meet the parents and most importantly the pupil.  If you have any concerns about your child’s transition to secondary school please contact their teacher in the first instance.

If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.

SEND Specialist Expertise

SENDCO and SEN Staff

  • Our SENDCO is Miss G Petterson.The role of our SENDCO includes:

    • overseeing day-to-day operation of schools SEND policy;

    • coordinating provision for children with SEND;

    • liaising with designated teacher where a Looked after Child has SEND;

    • reviewing SEND support plans and ensuring teachers and support staff work

    • closely with parents/carers to follow a graduated approach to SEND support;

    • monitoring delivery of SEND interventions and support and evidence held by teachers;

    • advising on use of delegated budget/other resources;

    • liaising with parents of children with SEND;

    • maintaining links with other education settings and outside agencies;

    • liaising with potential next providers of education;

    • working with head and governors on Equality Act;

    • ensuring that SEND records are up to date and;

    • contributing to the in-service training of staff.

    More details of the SENDCO’s role can be found in the SEND Policy which you can find in the School Policies section of our website.

External Specialists and Other Bodies

The school enjoys good working relationships with a wide range of people who provide services to children with SEND and their families.

The external specialists may:

  • Act in an advisory capacity

  • Extend expertise of school staff

  • Provide additional assessment

  • Support a child directly

  • Suggest statutory assessment is advisable

  • Consult with all parties involved with the child

These include:

How We Secure Specialist Expertise

Our Additional Needs Budget is used to support children and young people with SEND.

This is used to support children and young people with SEND by:

  • Securing staff training e.g. NASENco qualification, communicating with children, Makaton, social stories, ASC training

  • Securing in school support from external specialists who can provide advice and support to ensure we provide the best service possible

  • Purchase of specialist SEND resources;

  • Provision of high levels of support for pupils with specfic needs e.g. nurture provision

If a child has complex special educational needs, we could also receive additional funding from the Local Authority to meet the agreed outcomes.

SEN Specialist Expertise
Disability and Accessibility

Disability and Accessibility

We are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual and emotional needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.

What we do to prevent pupils with disabilities from being treated less favourably:

We ensure that all children are able to take part in all activities, whether in school, in lessons or extra curricular sessions, or outside of school, on trips for example.  We celebrate diversity in school through assemblies, PSHE lessons and through our curriculum.

The facilities to assist access are outlined in our Accessibility Plan which you can find in the School Policies section of our website. 

Our Accessibility Plan and the short, medium and long term actions, will be reviewed and adjusted on an annual basis and a new Accessibility Plan will be produced every three years.

The Accessibility Plan contains relevant actions to:

  • Improve access to the physical environment of the school, adding specialist facilities as necessary.

  • Increase access to the curriculum for pupils with a disability. This covers reasonable adjustments within teaching and learning, specialist aids and equipment and the wider curriculum of the school, such as after school clubs, visits etc,

  • Improve the provision of information to pupils, staff, parents and visitors with disabilities.  All information will be made available in various formats within a reasonable time frame.

 

Consulting Pupils & Parents

Consulting with our SEND Pupils, Parents & Carers

At South Stanley Junior School we believe that effective SEND provision must involve strong communication and cooperation between all key stakeholders.  For this reason we place strong, positive relationships with SEND children and their parents at the heart of this process.

Consultation with Children and Young People with SEND

Teachers/SENDCO and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes.  This will be discussed in conjunction with children at least termly, so that they are made aware of the addition to or different from that is available to them.

All provision is planned and any interventions are allocated to individual needs. The children take an active role where appropriate, with setting their outcomes and discussing them with the class teacher/SENDCO.

Consultation with parents and carers of children and young people with SEND

We are committed to working with parents and carers to identify their child’s needs and support.  Parents are a vital part of the graduated approach, and their views will inform the support provided to children throughout that process.

Parents and carers will be involved throughout the process in a range of ways, for example:

  • Termly parents/ carers evenings;

  • Ongoing discussions with a class teacher and/or SENDCO;

  • An ‘open-door’ policy, where parents and carers are welcome to come into school to discuss any concerns they may have;

  • Through regular reviews of their child’s SEND Support Plan/ EHC Plan.

Compliments & Complaints

Compliments, Complaints & Feedback

We are always seeking to improve on the quality of education we provide for children with SEN and are keen to hear from parents about their child’s experience.

We would also like your views about the content of our SEN Information Report. If you would like to comment please complete the online form in the Contact Us section of our website.

Compliments are always greatly received and can be passed on either directly to staff and the SENCO, or formally recorded via our regular questionnaires to parents or in the form of a letter to the Head Teacher.

We hope that complaints about our SEND provision will be rare, however, if there should be a concern the process outlined in the school Complaints Policy should be followed.

Further information can be found in our School Complaints policy which can be found in our School Policies section.

If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.

Key Policies

Key Policies for SEND

All of our school policies can be found on the website but the most important ones for parents of children with SEND are listed below:

  • SEND Policy

  • Equality Policy,

  • Equality Information & Objectives

  • Accessibility Plan

  • Anti-Bullying Policy

  • Behaviour Policy

  • Complaints Policy

In addition our Medical Needs Policy and Teaching and Learning Policy are both available from school.

If you would like a paper copy of any of our documents on our website please speak to the school office, who will provide them to you free of charge. If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.

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