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SEN Provision

There are 4 areas of SEN need:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and mental health difficulties
  4. Sensory and/or physical

We are well placed to adopt these changes and looks forward to working with pupils and parents/carers to ensure fully inclusive access to our learning by meeting the needs of children with SEN in a mainstream setting, wherever possible.

For more information about our school see the questions and answers below.

  1.  How does our school know if children need extra help and as a parent/carer what should I do if I think my child may have special education needs?

If your child is identified as not making progress, we will set up a meeting to discuss this with you in more detail. We will listen to concerns, plan any additional support your child may need and discuss any referrals to outside professionals to support your child’s learning. This will be done as a partnership. Also if you feel that your child has special needs ask for a meeting to discuss your concerns.

  1. If my child has SEN who will be involved?

CLASS TEACHER

Before any SEN are identified your child’s class teacher will first make sure your child’s learning is suited to them and will adapt the type of task, the way learning is approached, or the way they help motivate your child before seeing the SEN Coordinator (see below) about the need for anything additional or different. Once SEN has been identified, they will ask you to work alongside them in the setting of targets for their learning. They will use any strategies, equipment or approaches identified as helpful to your child’s progress and liaise with teaching assistants about the progress of your child in class and with any intervention work they are doing with them. Your child’s views will also be sought within this process.

SENCo- Mrs K Jones

The Special Educational Needs and Disability Coordinator (SENCo) will help the class teacher in identifying children with SEN and consider what else can be tried within the classroom. Once children are identified, the SENCo and class teacher will liaise with school staff and help with setting appropriate targets and choosing suitable interventions to help your child make progress. They may assess your child to help them do this and seek their view. They also coordinate any interventions from outside agencies such as Educational Psychology or a child’s therapist such as a speech and language therapist. The SENCo will contact you regarding outside agency involvement and may contact you regarding the outcome of assessments, or your child’s needs or progress.

TEACHING ASSISTANTS

The teaching assistants support your child’s learning in class, either by directly working with them, or by working with others in the class to allow the class teacher to work directly with your child. They also take children for small group or one to one intervention work, designed to help your child to make greater progress.

  1.  How will the Year 3 staff support my child?

 If a child with SEN is starting at our school in Year 3, the class teacher and SENCo will visit Springhead Infants and attend any review meetings prior to your child starting school. We can also discuss a transition plan so we can meet the needs of your child immediately. This may include extra induction visits and photo books for you to share with your child during the summer holidays.

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

All teachers deliver high quality teaching, and have the high expectations for all pupils in the class. The class teacher plans lessons according to the specific needs of all groups of children. All teaching is based on building on what your child already knows and understands. Different ways of teaching are in place so that your child is fully involved in learning in class. For your child this may involve using more practical learning, different resources, using technology or additional adult support. Your child’s class teacher will have carefully assessed your child’s progress informally and formally and will know where there are gaps in understanding or learning, they will decide when additional support is needed.

Specific resources may be used including:

  • A learning bay to limit distractions
  • Pencil grips to support control and to improve handwriting
  • Sit-fit cushion to support with posture and to reduce fidgeting
  • Visual prompts to remind children of learning
  • Visual timetables to develop sequencing of the day
  • Prompt cards such as an ‘I need help’ or a ‘timeout’ card
  • Individual behaviour chart
  • Home/school communication book
  • Sensory toys
  1.  As a parent/carer, how will I know how my child is doing and how will school help me to support my child’s learning?

Class teachers and teaching assistants observe and assess your child throughout each lesson. This knowledge, in addition, to the information collected during planned assessments helps the class teacher to make judgments about your child’s strengths, areas for development and progress made.

The class teachers within each year group discuss the progress of each child after our assessment weeks. It is during these meetings that the teachers highlight concerns about progress and identify any difficulties within the learning. They then meet with the SENCo to discuss a support plan and monitor progress which will be reviewed at the next meeting.

This information is shared with parents/carers at the parents’ meeting. Progress will be reviewed, with your involvement, and plans and targets made for the next term. This will include an element of support from home. All information from outside professionals will be discussed with you. In addition to the designated meeting, the class teacher is regularly available to discuss any concerns you may have.

The progress of a child with a statement of SEN or an Education Health and Care Plan (EHC) is formally reviewed at an annual review with all adults involved in the child’s education.

  1. What support will there be for my child’s overall wellbeing?

Unless children are happy at school, learning is not as effective as it should be. Our school has a good history of supporting children who are struggling with emotional difficulties.

In addition to the high quality class teaching, we run specific programmes for small groups of children. These may be delivered in the classroom or in a learning area; they are most often run by a teaching assistant but under the direction of the class teacher or the SENCo. These include social skills groups such as Time to Talk and Lego Therapy. We use these sessions to focus on targets and to help children to make progress in specific areas. We also use individual programmes usually on a one to one basis, often supported by outside agencies.

We have a Learning Mentor, Miss Haslam, who works with children and families.

  1.  What specialist services and expertise are available at, or accessed by, our school?

 We use a wide range of services to support our children and families - for more information visit the Oldham Council website.

We are currently involved with:

  • Quality and Effectiveness Support (QEST)
  • Educational Psychology
  • Speech and Language Therapy (SALT)
  • Visual Impairment Team (VI)
  • Hearing Impairment Team (HI)
  • Occupational Therapy (OT)
  • Child and Adolescent Mental Health Service (CAMHS)
  • School nurse
  • Parental support advisor
  • Jigsaw (behaviour management)
  • Paediatrician
  • Assistive Technology
  • Paediatric Neurology
  • Moving and Handling Advisor
  • Physiotherapy
  1. What training have the staff supporting children with SEN had or are having?

The SENCo attends relevant training in order to keep her knowledge of SEN (and the strategies and interventions) up to date, along with current developments with SEN.

During recent years the staff has received training in:

  • Social stories
  • Autism Level 1
  • SEN in Mathematics
  • Dyslexia
  • Development of social skills
  • Development of social and emotional skills
  • Dyspraxia
  • Lego therapy
  • Memory
  • Moving and Handling
  • Literacy
  • Guided Reading
  • Interventions
  • Counseling Level 1
  • Behaviour Management
  1. How will my child be included in activities outside the classroom, including school trips?

 As an inclusive school, every child has the opportunity to access all areas of the curriculum. Therefore provision for trips and activities will be adapted to meet individual needs, this includes our residential. Any child needing specific help will have this discussed between school and home before any visit or activity.

  1.    How accessible is the school environment?

 We have disabled access into our building and a disabled toilet, therefore our school is suitable for children requiring wheelchair access.

  1.  How will Knowsley Junior School prepare and support my child to join the school, transfer to a new setting or the next stage of education and life?

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

Any child joining our school or moving to another school

We will contact the SENCo and ensure that we receive all the relevant information for the child starting with us, or will pass on all records and information to the new school so any special arrangements and support can be put in place.

 In Year 6

We make sure all relevant information is discussed and sent to the SENCo of the secondary school. We invite them to a review meeting to meet parents and discuss needs. As part of the Saddleworth and Lees SENCo group, we can organise extra visits to the local secondary school for children with SEN so that they can become familiar with the layout and routines. They will go with a member of our staff, have lunch, meet key members of staff and make friends.

  1.  How are the school’s resources allocated and matched to children’s special educational needs? 

The school budget, received from Oldham LA, includes money for supporting children with SEN. The headteacher decides on the deployment of resources for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school. The headteacher and the SENCo discuss all the information they have about SEN in the school, including any children who are already receiving extra support.

They would discuss the children needing extra support, the children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed.

We identify the needs of our pupils on a school provision map which for SEN pupils identifies all resources/training and support. Provision maps are reviewed regularly and changes made as needed.

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

If your child continues to make little or no progress, despite high quality teaching targeting their needs, the class teacher and the SENCo will assess whether the child has a significant learning difficulty. Where this is the case, in consultation with you as parents/carers, an agreement about the level of SEN support that is required will take place. The support will be carefully monitored to look at the impact. If there is no (or very little) impact, it may be necessary to apply for an Education Health and Care plan to further support the child’s needs.

Schools receive funding for all pupils including those with Special Educational Needs and Disabilities and they meet pupils’ needs from this (including equipment). The local authority may contribute if the cost of meeting an individual pupil’s needs is more than £10,000 per year.

If the assessment of a pupil’s needs identifies something that is significantly different to what is usually available, there will be additional funding allocated. Parents will have a say in how this is used. You will be told if this means you are eligible for a personal budget. This must be used to fund the agreed plan.

  1.   How are you as parents/carers involved with the school?

 We are child and family centred so you will be involved in all decision making about your child’s learning. We arrange termly meetings to review progress. We discuss what is working in school and how this can be adapted at home. We set and review targets together with parents/carers so we work very much in partnership.

  1.   Who can I contact for further information?

For initial concerns contact the class teacher, then the SENCo.

Our SEN Governor is Mrs K Angove.

Oldham’s parent/carer forum is called POINT (Parents of Oldham in Touch). This is an umbrella organisation for all parents and carers of children & young people with Special educational needs, disabilities and complex medical needs. They work with Oldham Council, education, health and other providers to make sure the services they plan and deliver meet the needs of disabled children and families.

  1. What to do if you, as a parent/carer, are not happy with a decision or the provision being made for your child?

Your first point of contact is always the person responsible – this may be the class teacher or the SENCo. Explain your concerns to them first. If you are not satisfied that your concern has been addressed speak to the headteacher then speak to the SEN Governor.

If your concern is with the local authority, contact the Complaints and Representations Officer, contact details as follows:

Complaints and Representations Officer

Freepost – RRGY-TJSR-GHGZ
PO Box 40
Level 8, Civic Centre
West Street
Oldham, OL1 1XJ

Tel: 0161 770 1129

cypf.complaints@oldham.gov.uk

The Parent Partnership Service provides independent, individual information and advice for parents of children with special educational needs. Visit http://www.oldham.gov.uk/pps/info/12/about_the_service for more information.