SEN School Report- Frequently Asked Questions

Regularly Asked Questions and Answers

How does Wimborne Junior know if children need extra help?

What should I do if I think my child may have special educational needs?

How will Wimborne Junior School staff support my child?

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

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

How will I know how my child is doing and how will you help me to support my child’s learning?

How will my child be able to contribute their views?

What support will there be for my child’s overall well-being?

What specialist services and expertise are available at or accessed by Wimborne Junior School?

What training have staff had or going to have?

What are the Governors responsibilities?

How will my child be included in activities outside the classroom including school trips?

How accessible is the school environment?

How will Wimborne Junior School prepare and support my child to join the school and then transfer to secondary school?

How are resources allocated and matched to children’s special educational needs?

How is the decision made about what type and how much support my child will receive?

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

Who can I contact for further information?

What should you do if you feel that the School’s Report for SEND is not being delivered or is not meeting your child’s needs?

Who should I contact if I am considering whether my child should join Wimborne Junior School?

How is the School Report reviewed?

 

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How does Wimborne Junior know if children need extra help?

• At Wimborne Junior School many members of staff monitor pupil progress: Class Teacher, Inclusion Manager, Headteacher and the rest of the Senior Leadership Team. Children may be identified as having SEND through a variety of ways including the following. We:

• liaise with Infant school/previous school

• support child performing below age expected levels

• listen to concerns raised by parents

• discuss pupils through Pupil Progress Meetings held between the Teachers and Line Manager

• teachers raise concerns with Inclusion Manager

• liaise with external agencies e.g. physical

• health diagnosis through paediatrician/doctor

As a school we measure children’s progress in learning against national expectations and age related expectations. 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 including National Curriculum programmes of study. Children who are not making expected progress are picked up through our termly Pupil Progress Review meetings with the Class teacher and their line manager. 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. Where a pupil's progress continues to cause concern, despite quality first teaching and interventions, teacher create an SEND support chart called 'The Star Catcher'

What should I do if I think my child may have special educational needs?

Talk to us – firstly, contact your child’s class teacher. If you require more information contact our Inclusion Manager or Headteacher. We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.

How will Wimborne Junior School staff support my child?

Our Inclusion Manager will closely monitor all provision and progress of any child requiring additional support across the school. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. There may be a Teaching Assistant (TA) working with your child either individually or as part of a group, if this is seen as necessary by the class teacher.

Wimborne works closely with medical professionals and families to meet the medical needs identified and being supported through a care plan. We will liaise with medical professionals and family to ensure the appropriate support is in place. Children with ongoing medical conditions such as asthma and allergies have their medicine readily available when required. Staff and trained in trained in the use of epi-pens and more specific training is requested when needed.

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

All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. If a child has a medical condition we will adapt work to suit their needs eg. enlarged texts, ipads etc. Teachers are assessing their lessons all the time and matching their questionning and support to meet all pupils' needs.

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

In school we will use Star Catchers or IBP’s (Individual Behaviour Plan) to set targets and review progress. We can use these targets to monitor pupils’ progress academically against national/age expected levels and update or adjust the Star Catcher. This may involve updating into smaller steps or using a different approach to ensure progress is made. Children may move off the SEND register when they have ‘caught up’ or made sufficient progress.

Each intervention has an entry pass and an exit pass so we can monitor the progress of each child and the suitability of the intervention. In 2016-2017 we had 100% of children improving on the Language Links programme, with over half of the pupils moving from moderate speech and language difficulties to being age appropriate in their understanding of language.

How will I know how my child is doing and how will you help me to support my child’s learning?

The class teacher will meet with parents at least twice a year ( Parent’s Evening) to discuss your child’s needs, support and progress. For further information the Inclusion Manager is available to discuss support in more detail.

We offer an open door policy where you are welcome any time to make an appointment to meet with either the class teacher or Inclusion Manager and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.

We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.

• Your child may have an Star Catcher / IBP in place and therefore the targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed.

• If your child has complex SEND, they may have an EHC Plan (Education Health Care Plan) which means that a formal Annual Review will take place to discuss your child’s progress and a report will be written. This can also be done at a six monthly interim review if changes to circumstances occur or concerns arise.

How will my child be able to contribute their views?

We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints to be raised.

Children who have Star Catchers discuss their targets with their class teacher and Teaching Assistant. If your child has an EHC Plan or an Annual Review of their EHC Plan, then their views will be obtained before any meetings.

What support will there be for my child’s overall well-being?

We are an inclusive school, we welcome and celebrate diversity. All staff appreciates the importance of children having high self-esteem in order to achieve positive well-being. Here at Wimborne Junior School we are committed to our own values and ensure pupils are able to develop in a caring, fair and understanding environment.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class; therefore, this would be the parents’ first point of contact. If further support is required the class teacher can liaise with the Inclusion Manager for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Behaviour Support Team.

• The school has one ELSA Teaching Assistant (Emotional Literacy Support Assistant) who works under the direction of the Inclusion Manager, with vulnerable children during the school day.

• We include SEAL (Social emotional aspects of learning) within our curriculum.

• The school has policies regarding the administration and managing of medicines and managing medical conditions in school. Parents need to contact the school’s Admin Assistant to discuss their child’s medical needs and if needed, complete a form: ‘Parental Request for Administration of Medicines’. This may include medicines for life threatening conditions or those required for a long term illness such as diabetes. In such cases, a ‘Care Plan’ will be put in place according to the directions of the School Nurse. Parents of children who have asthma and require the use of a medicated pump, need to ensure this is kept in the school office and replaced regularly.

• School will generally not take responsibility for other medicines such as cough medicines; however, we may be able to administer non-prescribed medicines such as Calpol following discussions with parents.

What specialist services and expertise are available at or accessed by Wimborne Junior School?

Our Inclusion Manager has 12 years experience in the role.

As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: MABS (Multi-agency Behaviour Support), Health including: School Nurse, General Practitioners, CAMHS (Child and Adult Mental Health), Paediatricians, OT (Occupational Therapist) and the Speech & Language Therapy Service. We also work very closely with Social Care and the Education Psychologists. Should your child require any form of involvement with an outside agency then the school would immediately inform you and obtain permission from parents before pursuing any kind of professional intervention.

What training have staff had or going to have?

Staff members have been involved in training that has included sessions on:

  • supporting pupils on the autistic spectrum;
  • supporting children with specific learning difficulties impacting on their reading, writing and maths learning;
  • supporting pupils with social and emotional needs, including attachment theory;
  • bereavement and supporting siblings with SEND;
  • supporting pupils with speech and language difficulties;
  • supporting pupils with physical and co-ordination needs;
  • supporting children with specific identified disorders including: dyslexia, Down’s syndrome, autism, Asperger’s and dyspraxia;
  • how to handle a child in a positive way.

• We have a fully trained as ELSA (Emotional Literacy Support Assistant) who receive, regular support from the Educational Psychologist Service.

• Most of our TAs have had training in delivering reading and spelling / phonics programmes.

As a staff we have regular training and updates of SEND strategies, Medication use and Resources / interventions available for our pupils in order to ensure all staff are able to manage pupils accordingly.

What are the Governors responsibilities?

We have a named Governor for Inclusion, Mrs Louise Halford. A variety of Governors regularly meet with the Inclusion Manager and are updated on changes, needs in school, current concerns and budget.

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. A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school or if it is deemed that an intensive level of 1:1 support is required, a parent of carer may be asked to accompany their child during the activity.

How accessible is the school environment?

• Wimborne Junior School is situated over two floors; the ground floor can be accessed by wheelchair and we have a stair-lift which can be used to access the upper floor. We also have a disabled toilet on both levels. Any other resources needed for access may be assessed by OT and Physiotherapy in order for us to ensure ease of access and safety for all.

• The school is able to liaise with EMAS (Ethnic Minority Achievement Service) who can at times assist us in supporting our families with English as an additional language.

How will Wimborne Junior School prepare and support my child to join the school and then transfer to secondary school?

We encourage all new children to visit the school prior to starting when they will be shown around the school and any concerns can be addressed. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.

• We may need to write a ‘Social Story’ to ease the transition for pupils with high anxiety and communication difficulties

• School / Parents may also feel the need to arrange several transition meetings / sessions between the schools in order to alleviate pupil concerns

Many of our ‘feeder’ secondary schools run a programme specifically tailored to aid transition for the more vulnerable pupils.

We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood. If your child has complex needs then an Education Health Care Plan review may be used as a transition meeting during which we will invite staff from both schools to attend.

How are resources allocated and matched to children’s special educational needs?

We ensure that all children who have Special Educational Needs are met to the best of the school’s ability with the funds available. The budget is allocated on a needs basis.

How is the decision made about what type and how much support my child will receive?

The class teacher alongside the Inclusion Manager will discuss the child’s needs and what support would be appropriate. Different children will require different levels of support in order to bridge the gap to achieve age expected levels. This will be through on-going discussions with parents.

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 Individual Behaviour Plan (IBP) or Pastoral Support Plan (PSP) may be 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 and improve their behaviour.

Attendance of every child is monitored on a daily basis by the Admin department. Lateness and absence are recorded and reported upon to the Headteacher. Good attendance and punctuality is actively encouraged throughout the school and rewarded on a termly basis as is improvement in attendance.

Who can I contact for further information?

Your main point of contact would always be the class teacher and then following this you may need to speak to our school Inclusion Manager.

What should you do if you feel that the School’s Report for SEND is not being delivered or is not meeting your child’s needs?

It is in everyone's best interests for complaints to be resolved as quickly and at as low a level as possible and our SEND complaint procedure is as follows:

- the complaint is dealt with by the class teacher - the complaintant needs to feel that they have been listened to and that all points raised have been addressed

- If the matter remains unresolved, the complaint is dealt with by the SENDCo or by a senior manager

- If there is still no resolution the Headteacher will become actively involved .

- If the matter is still not resolved, the complainant must put their complaint in writing to the Chair of Governors and the Governing Body will deal with the matter through their agreed complaint resolution procedures.

- In the unlikely event that the matter is still not resolved, the complainant can then take the complaint to the Local Authority or request independent disagreement resolution and the school will make further information available about this process on request.

• contact Portsmouth Information, Advice and Support Services (IASS)  or the SEND team at PCC- www.portsmouth.gov.uk

Who should I contact if I am considering whether my child should join Wimborne Junior School?

In this instance you can contact the school Admin office to arrange a meeting with either the Headteacher, Mrs Jacobs, or our Inclusion Manager to discuss how the school could meet your child’s needs.

How is the School Report reviewed?

This School Report for SEND will be reviewed annually to reflect the changing needs of the children who join and are developing in our school. Wimborne Junior School will invite parents, of pupils with SEND, to contribute to the review and help us match our local offer to pupil's needs. If you are prepared to be involved in the review process we would be very grateful if you speak to the Inclusion Manager and offer your help.

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