School Ethos for SEND

We value the contributions made by all children, professionals and parents to help enhance and maintain out inclusive school community.

We create a happy, caring community where we all feel valued and secure.

We appreciate and value the best efforts of every child in all aspects of school life, ensuring they realise their maximum potential.

We provide a broad, balanced and stimulating curriculum for every child regardless of race, gender or ability.

At our school, we aim to promote positive learning for our children with SEND through:

•      Ensuring they feel a valued part of the school

•      Providing a safe and supportive environment

•      Having access to a range of teaching and learning strategies to suit their needs

•      Promoting independence and resilience as a learner, without over reliance on adult support

•      Identifying and addressing needs to ensure early intervention

•      Communicating their needs appropriately throughout the school

•      Encouraging parents/guardians/carers to maintain close links with the school to help support their child throughout their learning development – for example, through attending Parent- Teacher Consultation appointments, and follow up on recommendations made with input at home.

1. The arrangements for consulting with parents of pupils with SEND.

“The empirical evidence shows that parental involvement is one of the key factors in securing higher student achievement and sustained school performance” (Harris and Chrispeels 2006)

We appreciate and encourage support from parents in their child’s education and firmly believe that home and school should work in partnership. We encourage parents to maintain close communication links with school staff.

For all pupils, discussion about progress will take place via Parent/Teacher consultations in the Autumn and Spring terms, with a written report in the summer – which may be discussed face to face with the teacher if appropriate.

For children with SEND, meetings take place with the class teacher and/or SENCO as required to discuss progress and targets.

Assessment data on pupil progress is shared at these parent meetings. Where specific targets are set for a pupil, progress to date is shared and new targets may be set for the pupil.

Parents may have the opportunity to meet face to face with a variety of professionals such as Specialist Teachers, Educational Psychologists, Speech and Language Specialists etc...who are involved with their child’s education. The school works closely with Health Services and is in contact with the School Nurse, Paediatricians, Occupational Therapists and Physiotherapist etc...

The Head Teacher/SENCO are able to signpost parents to various support services as appropriate, including Social Care.

The Governing Body (GB) has a representation of Parent Governors. The GB as a whole regularly communicates with, and seeks the views of parents and pupils. The SENCO or Head Teacher reports to the GB three times a year.

There is a specific SEN Governor whose role is to meet at least termly to support and challenge the SENCO about the provision for SEN pupils.

Parental views are sought via questionnaires and face to face at review meetings.

Relevant policies, including the SEN Policy, are available from the school website or on request via the school office.

The school accessibility plan and budget are reviewed regularly to ensure the school building is fully accessible and well maintained.

2. The arrangements for consulting young people with special educational needs about, and involving them in, their education.

3. Contact details of the SENCO

Pupils are involved in their progress reviews and are encouraged to contribute their views.

Pupils are aware of their individual targets and have ownership of them.

We aim to provide pupils with a curriculum suited to their educational needs which is varied, rich and enjoyable using themes to provide a context for learning.

Pupils can pass on their views about the school via their class councillors who raise them at School Council Meetings or via Pupil Questionnaires. . School Councillors are elected by their peers. All children are eligible to stand for election. Children with SEND may receive additional adult support in the election process.

SENCO - Victoria Servantes

Works 3 days a week – Monday, Tuesday and Wednesday

She is contactable in person by phone or mail:

01277 651897

vservantes@southgreen-jun.essex.sch.uk

Or arrange an appointment through the school office.

Victoria is a respected, long standing member of the teaching staff. She has worked at South Green Junior School for 9 years. She is highly knowledgeable as both a teacher and SENCO. She plays a key role in the life of the school and is a member of the Senior Leadership Team.

Victoria regularly meets with senior staff, teachers, LSA’s, families, pupils, governors and other professionals. She identifies training needs and opportunities and monitors the quality and impact of interventions. With the Headteachers and Bursar she manages the SEN budget. With the Headteachers and Governors she determines the strategic development of the SEN Policy and provision.

4. Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school.

The school encourages parents to voice any concerns that should arise. We aim to resolve issues swiftly and in person, with the aim of reaching a mutual agreement and understanding.

A parent’s first port of call is to arrange for a meeting with the class teacher.

If necessary, they would then go to the SENCO, after which, the matter progresses to the Headteacher

In the unlikely event that the matter is not concluded, the Complaints procedure can be read on the school website, or a copy can be obtained from the School Office on request.

5. Information on where the Local Authority’s Local Offer is published.

The LA’s Offer can be found on the website www.essex.gov.uk or from the school’s SENCAN office - Ely House, Ely Way, Basildon Essex SS14 2BQ

6. Information about the school’s policies for identification, assessment and provision for pupils with SEN, whether or not pupils have EHC Plans, including how the school evaluates the effectiveness of its provision for such pupils. This should also include what additional learning support is available, activities, and emotional support, which is additional to those available for all pupils.

The class teacher is usually the first person to identify a learning issue. Sometimes a parent may pass on a concern which leads to further investigation.

It is not the school’s role or practice to diagnose specific conditions but we may be able to assist with further support and signposting.

We use on – going assessment to identify children’s needs and aim to address these through adjustment of “quality first teaching” (including learning styles, multi sensory approaches and work differentiation),   intervention strategies, individual and group support.

The method of identification and provision follows the recommended graduated response:

•      Wave 1: Quality First Teaching, taking into account of individual learning styles and personal preferences

•      Wave 2: Wave 1 plus additional time-limited intervention support programmes designed to accelerate learning and enable the pupil to catch-up to expected levels (intervention pupils)

•      Wave 3: Wave 1 plus increasing individualised programmes of intervention sometimes with recommendations from outside agencies (SEND Support Children)

•      Schools or parents may apply for statutory assessment which may lead to an Education Health and Care Plan.

Schools will receive Pupil Premium Grant some of which will be delegated to interventions and resources to support the progress of the most vulnerable children. This is outlined on the school website.

The SEN budget is used to partly fund the deployment of LSAs, equipment and resources, and training and CPD of LSAs and teachers.

7. Information on the kinds of SEN provision made in the school.

We currently subscribe to the Billericay Community Trust (BCT) which gives us access to the counselling services of Working 4 Children and Home School Liaison support. BCT also provides training opportunities for all staff for a variety of needs.

We currently have access to local authority Specialist Teachers who have a wealth of experience in areas such as: Autistic Spectrum Disorder, learning and communication difficulties, physiological and neurological impairments, visual and auditory impairments.

We currently have limited access to an Educational Psychologist who may make observations and meet with parents.

Currently, Specialist Teachers work with children who have a Statement of Educational Need/Education Health Care Plan during their first term at Secondary School. We also liaise with outreach workers from Special Schools to share strategies, ideas and advice.

We ensure that we purchase high quality resources to support learning e.g. Reading Race and Speed up writing.

We have a comprehensive Equality and Accessibility Plan which can be found on the school website.

School staff regularly attend relevant and appropriate CPD.

8. Information about the expertise and training of staff in relation to children and young adults with special educational needs and about how specialist expertise can be secured.

The SENCO has been teaching at South Green Junior School for 9 years.

The SENCO regularly attends training and meets regularly with other SENCOs from BCT. She is also kept up to date with current documentation and initiatives.

LSAs are currently employed on a needs basis to support individuals or classes as well as delivering time limited interventions.

Staff are encouraged to attend CPD courses and have regular in house training i.e. reading interventions, scaffold marking and talk for writing.

Membership of BCT ensures that appropriate training opportunities for school staff are provided.

9. Information about the school’s policies for making provision for pupils with SEN including, evaluation of effectiveness, assessment and reviewing progress, adaptations to the curriculum, additional support and wider support.

All staff are trained to deliver Quality First Teaching to meet the needs of all pupils in their class. We believe in trying to meet pupils’ needs through this approach. However, where the child’s needs are significantly different from their peers, or if the pupil has a disability which impacts on their education, a variety of strategies and interventions may be used. This may also lead to involvement of external professionals or advice from outside agencies. Parents will be consulted at all stages of this process.

The school follows the LA guidance for identifying pupils with SEND.

Alongside this the school follows a graduated response (as previously mentioned in section 6) which may trigger additional support.

Wider support may be required for emotional needs. At this point, we would consult with parents first before referring to extended services

Pupil data is analysed to inform the SENCO and parents about pupil progress. This information is shared and recorded at regular progress reviews. This data is also used to inform staff about the effectiveness of interventions and next step targets.

2013-2014 SEND pupil progress

On average SEND pupils leave South Green with an average points progress of Reading – 13.6, Writing – 13.3, Maths – 13.3.

2014 -2015 SEND pupil progress

On average SEND pupils leave South Green with an average points progress of Reading – 17.0, Writing -11.0, Maths -14.0.

2015 – 2016 SEND pupil progress

Due to the school changing from levels to bands during the academic year 2014- 2015. The data below is showing the steps progress made by the pupils during their time in year 6 (academic year 2015-2016)

On average our SEN pupils leave South Green Junior School making progress in line with or exceeding that of non-SEN pupils.

10. Information about how equipment and facilities to support children with special educational needs will be secures.

The NHS Occupational Therapist comes into school to undertake as assessment regarding equipment, furniture or access to the building. The SENCO and/or Head Teacher will meet with parents to discuss particular needs and requirements for individual pupils.

Currently, the Local Authority provides some equipment and some items are purchased by the school.

The Occupational Therapists periodically check and maintain equipment they have provided.

11. How the Governing Body involves health and social care bodies, local authority support services and other bodies in meeting the needs of pupils with SEN.

The Governing Body demonstrates good financial management, thus the building and resources are fit for purpose.

The SENCO signposts, recommends and refers to services to meet identified needs. This includes children with and without an EHC plan (Statement).

The SEN Governor visits and reports back to the Governing Body.

The Head Teacher reports to the Governing Body.

The school works closely with the following agencies:

Speech and Language Therapists

Occupational Therapists

Physiotherapists

Specialist Teachers

Educational Psychologists

Social Care

Community Pediatrician

(this list is not exhaustive and may change according to the needs in the school).

12. The contact details of support services for the parents of pupils with SEN, including those for arrangements made in accordance with clause 32.

FACE – Families Acting for Essex – info@face-essex.org  – 01245 608231

Local GP surgery

Local Library

Children’s Centre – Sunnyside’s Children’s Centre, Rosebay Avenue

School Nurse – contact via the school

Families in Focus (Essex)- www.familiesinfocusessex.org.uk – 01245 353575

Parent Partnership – Parentpartnership@essex.gov.uk -01245 436036

www.nasen.org.uk

www.Cafamily.org.uk

SNAP – www.snapcharity.org - 01277 21130

13. School arrangements for supporting pupils transferring between stages of education.

SENCOs and key staff from the Junior School visit the infants school to discuss all pupil needs. The SENCO is invited to attend the year 2 Annual Reviews. All children will have two one hour visits to the junior school, one morning session and one afternoon session, where necessary pupils with SEND will have further visits sometimes with their current LSA. After this all children with have a further 3 sessions with their new teacher – two morning sessions and one afternoon session. In these sessions the children will also meet and work with their new LSA(s). The year 3 teachers will visit the infants for an observation session. The juniors hold an open evening for year 2 parents to visit the school and meet the junior school members of staff. Parents are able to book meetings with the year 3 teachers should they feel the need.

SENCOs and key staff from Secondary Schools visit the school to discuss pupil needs. They are also invited to attend Year 5 and/or Year 6 Annual Reviews. Some Secondary Schools arrange additional transition visits for pupils with SEND. The SENCOs works on a transition program for Year 6 SEND pupils.

Copies of essential paperwork are transferred to the Secondary School in the Summer term, prior to the child leaving.

Information regarding the special educational needs of Looked After children is reported to the placing Local Authority regularly at the child’s PEP meeting.