Statement of Intent for Promoting Equality
Welcome to our SEND information page. We hope that you will find everything that you need. If you require any additional information, please do not hesitate to contact us.
The information contained within this report was reviewed in November 2017.
At Annfield Plain Junior School, we are committed to equality. We aim for every pupil to fulfil their potential, no matter what their needs. We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement, as well as working with other agencies in order to provide a positive, educational experience for all of our pupils, including those with a special educational need or disability. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.
We aim to:
- Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued;
- Include and value the contribution of all families to our understanding of equality and diversity;
- Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people;
- Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity;
- Make inclusion a thread that runs through all of the activities of the school.
- Annfield Plain Junior School prides itself in 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.
- To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- 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.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional).
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice
Types of SEND at Annfield Plain Junior School
We have experience of supporting children and young people with a wide range of need including:
- 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 and moderate learning difficulties.
- Social, Emotional and Mental Health Difficulties
This includes pupils who have an emotional, social or mental health need that impacts on their ability to learn.
This area includes children with hearing and sight impairment.
Identifying and Assessing Children with Special Educational Needs
At Annfield Plain Junior school there are a number of ways in which children are identified as having special educational needs:
- Discussion with parents – e.g during transition visits;
- Liason with staff at infant school / end of Key Stage One including teachers, Head Teacher and SENCO;
- Tracking Key Stage 1 Results in Reading, Writing, Speaking and Listening, Phonics and Maths;
- Children undertake entry tests, in all year groups, at the end of September in Reading, GPS (Grammar, Punctuation and Spelling) and Mathematics.(Other entry assessment information is collected from: Schonell reading test, school spelling test and where appropriate, Read Write Inc assessment and reading of common words-high frequency words.)
What are the different types of support available for children with SEND in Annfield Plain Junior School?
Class teacher input, as well as targeted classroom teaching, also known as Quality First Teaching. For your child this would mean:
- That the teacher has the highest possible expectations for your child and all pupils in their class;
- That all teaching is based on building on what your child already knows, can do and can understand;
- Different types of and delivery styles of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using practical and active learning.
- Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn e.g. Support Assistant – to support a small group in Maths and English lessons.
- Full access to the curriculum with differentiation when appropriate
Specific group work with a smaller group of children.
Specific targeted group work, often called intervention groups, may be:
- Your child’s teacher assessing your child’s progress through the use of school tracking systems such as national curriculum tests and internal testing. It could also be ongoing formative assessments. A pupil’s progress will be assessed regularly and shared with parents, pupils and professionals involved.
- Undertaken in or outside of the classroom.
- Run by a teacher or a teaching assistant who has had training to deliver intervention.
- He/ She will engage in group sessions with specific learning outcomes to help children to make more progress or catch up on gaps in learning;
- Liaison – between class teacher, SENCO, support assistant, parents and child;
- School support plan, produced to set learning outcomes for the child.(This could involve the class teacher, SENCO, parent/carer and outside agency representative, when appropriate.)
Specialist groups run by outside agencies e.g. speech and language therapy OR occupational therapy groups.
Your child may have been identified by the class teacher as needing some extra specialist support in school, from a professional outside the school. This may be from Local Authority central services such as the ASD (Autism Spectrum Disorder), Outreach Team, Sensory Service (for students with a hearing or visual need) or outside agencies such as the Speech and Language Therapy (SALT) Service. For your child this would mean:
- Your child will have been identified by the class teacher (or you will have raised your concerns) as needing more specialist input, instead of or in addition to quality-first teaching and intervention groups.
- You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
- You may be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
- The specialist professional will work with your child to understand their needs and make recommendations, which may include:
- Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better.
- Support to set better learning outcomes which will include their specific expertise.
- A group run by school staff under the guidance of the outside professional e.g a social skills group.
- A group or individual work with outside professionals.
This type of support is available for children with specific barriers to learning that cannot be overcome through quality first teaching and intervention groups.
Specified Individual support
This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher as needing a particularly high level of individual or small group teaching which cannot be provided from the budget available to the school.
Usually your child will also need specialist support in school from a professional outside the school. This may be from:
- Local Authority central services such as the ASD Outreach Team or Sensory Service (for students with a hearing or visual need).
- Outside agencies such as the Speech and Language Therapy (SALT) Service.
- Educational Psychologist.
For your child this would mean:
- The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
- After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you and your child-My Story), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report, outlining your child’s needs.
- After the reports have all been sent in, the Local Authority will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an EHCP (Education, Health Care Plan). If this is not the case, they will ask the school to continue with the support and also set up a meeting in school to ensure a plan (School Support Plan) is in place to ensure your child makes as much progress as possible.
- The EHCP will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
- An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.
- This type of support is available for children whose learning needs are: severe, complex and lifelong.
Pastoral, Medical and Social Support
If a child is seen to require pastoral or social support, there are a range of social and emotional interventions delivered throughout the year which include:
- Rainbows- Bereavement Counselling undertaken by a designated member of staff;
- Connecting with Children (Listening Matters) 1:1 support where designated staff listen to the child and undertake activities chosen by the child. Assessment of the child is undertaken before and after the intervention;
- Socially Speaking – a pragmatic social skills programme for pupils with mild to moderate learning difficulties to develop effective social interactions;
- Getting Along – activities to promote personal and social development (over a ten week period);
- Relax Kids – A seven step system to help children feel calm, focused and relaxed;
- Circle Time – to develop communication and social skills.
External agencies are also used to give specialist support:
- School councillors, funded by school, who provide counselling for pupils who may have social and emotional difficulties. School currently has two councillors who both support two pupils per week usually for one term;
- Crisis Response and Early Intervention Behaviour Programme, funded by school – for pupils who may have social, emotional and behaviour difficulties which impact on their relationships and academic progress in school or at home;
- CAMHS (Child and Adolescent Mental Health Service).
From September 2014, the Department for Education released statutory guidance on how children with medical conditions are supported in school.
The school office and the pupil’s doctor, produce individual medical plans for children with a medical condition. Parents and school work closely together to ensure medical information is up to date where necessary.
If your child has a medical condition and you have not been contacted or you have not informed school of the medical condition, please contact the school office as soon as possible.
If parents have any concerns or questions, please contact the school office or arrange an appointment with the headteacher, Mrs Burgess.
The teaching and learning requirements of all children with SEND is primarily the responsibility of the class teacher. This reflects the principle that SEND is a whole school issue and a recognised aspect of all curriculum planning. All staff at Annfield Plain Junior School are expected to teach pupils with SEND.
Annfield Plain Junior School SENDco is Mrs Carole Taylor. We recognise our greatest resources are our human resources. The work of our class based teaching assistants plays a crucial role in supporting and accelerating the progress of our SEND children.
We have three teaching assistants Miss Porter, Mrs Lindsay and Mrs Cryer. Regular Visiting SEND staff to school:
- Karen Fail– Speech/Language Therapist;
- Julia Chatterton and Magz Netzler – School Counsillors;
- Jolie Moody – School Educational Psychologist;
- Caroline Balmer – Early Intervention Behaviour Service.
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census, currently as below.
|Need||Total||Year 3||Year 4||Year 5||Year 6|
|Communication and Interaction||4||2||0||1||1|
|Cognition and Learning||9||3||3||2||1|
|Social, Emotional and Mental Health||8||0||4||3||1|
Consultation with Children and Young People with SEND
Teachers/SENCO and support staff will work with children and young people to identify the support needed to meet agreed outcomes. The provision is planned and interventions are allocated to individual needs. The children take an active role with setting their learning outcomes, discussing them with the class teacher/SENCO.
Children attend reviews where they discuss their strengths, difficulties and aspirations, as well as participating in setting learning outcomes for relevant School Support Plans and School Mentoring System. In addition, children with Education, Health Care plans can write their “Story” with support from parents and Parent Partnership, if required. The children also have regular meetings with support staff to discuss their progress and support.
Annual pupil surveys take placed throughout the year, as well as SEND support conferences and pupil mentoring meetings, which allow pupils to share their opinions, have them acted upon and valued.
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 and carers will be involved throughout the process.
There is a range of ways this can be done, for example:
- Termly parents/ carers evenings;
- On-going discussions with a class teacher and/or SENCO;
- An ‘open-door’ policy, where parents and carers are welcome to come into school to discuss any concerns they may have;
- Through a review of a child’s SEN Support Plan -Review meetings (minimum of three per year) for SEND pupils led by the SENCO with the class teacher present. Pupils’ and parents’ views will be requested for these and the information and learning outcomes will be shared and assessed to progress. (Known as a School Support Plan)
- An annual review meeting for pupils with an Education and Health Care Plan.
- Transition meetings;
- Annual Parent Survey.