Special Educational Needs Information for Schools & Learning
Special Educational Needs Information for Schools & Learning Name of School Humberstone Junior Academy
Address Main Street, Humberstone, Leicester LE5 1AE
Telephone 0116 2767248
Email [email protected]
Name of person to contact
Mrs Michelle Nelson (SENCO)
Does the school have a designated specialist provision (DSP) and if so, what is the schools DSP? How does the school know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
No
How will the school staff support my child/young person?
Website http://www.humberstonejunioraca demy.co.uk/
The school has clear systems and policies to identify pupils who may have Special Educational Needs. We gather information, assessments and evidence about all areas of children’s progress including reading, writing and maths, speaking and listening, their social and emotional development and their fine and gross motor control. If parents are concerned about their child’s needs or progress, they should contact the child’s class teacher. Through quality first teaching our staff will help children to progress by providing carefully planned activities to meet their needs as part of daily class teaching. Teaching assistants may further support individuals or groups of children where appropriate
within or outside the classroom. We may also consult external agencies for advice on how best to support a child. Teachers will target children for specific interventions to ensure progress such as Inference Training, RML, Project X etc. How will the curriculum be matched to All teaching at our school is differentiated to meet the needs of the children. In particular our Project Based Learning (PBL) provides excellent opportunites for all my child's/young person's needs? learning styles and abilities. Learning may be further adapted through provision of support, additional resources, pre-teaching of language or a more personalized curriculum to match children’s needs. How will both you and I know how my Parents are welcome to speak to their child’s teacher directly and will receive regular child/young person is doing and how feedback from them to keep them up to date. Parents are invited to attend parents evenings twice a year and reports are sent out annually. Children are involved in will you help me to support my assessment of their own progress through discussion of target setting, self assessment child's/young person's learning? and assessment of their work against success criteria. The children are also confident at both giving and receiving critique on their work; a skill developed though our work in PBL which is now applied to all areas of the curriculum. Where a child has been identified as having special needs or a disability and is receiving support from external agencies they will have a Personalised Intervention Plan (PIP) with specific outcomes which will be reviewed termly with parents. Where a child has a statement of Special Educational Needs/Education Health Care Plan an annual review will be held to discuss the child’s needs. The SENCO can be contacted by parents if there any specific concerns. Our school is a safe place for children. Bullying and intolerance are dealt with swiftly What support will there be for my and firmly. All staff have a duty of care for the children’s safety and well-being. Through child's/young person's overall wellour diverse curriculum we hope that children will become understanding and accepting being? of difference. Activities to encourage positive personal and social interaction are built into lessons and opportunities such as clubs and family learning days. Where children have greater difficulties with emotional, personal and social skills further interventions may be provided through the behaviour mentor or other specialist staff. What specialist services and expertise The school accesses external agency support through the Local Authority including the
Primary School Social, Emotional & Mental Health Team (SEMH), the Complex Learning, Communication and Interaction Support Team (CLCI), Educational Psychologist, Speech and language therapist and the school nurse to help us support children. Where the class teacher and SENCO feel it is necessary to gain further understanding of a child’s needs we will seek parents’ permission for external agencies to complete observations and assessments. Through teacher referral and parental agreement children and parents can also access our school counsellor and family support worker. What training are the staff supporting Staff receive training through our continuing professional development including areas children and young people with SEND of SEND. Individual staff may attend further training to meet their own professional needs which may be around the needs of a child they are teaching. Additionally staff had or are having? may receive informal training around the needs of individual or groups of pupils. Through safer recruitment systems and processing the school ensures that all staff have the relevant skills and qualifications to work with pupils. The school ensures that every child can access all activities and trips. Where reasonable How will my child/young person be adaptations can be made the school will make these. Our primary concern is always for included in activities outside the the safety and well-being of all pupils and where it may be considered not safe for a classroom including school trips? child to take part in a specific activity this will be discussed with the child’s parents. The school is fully accessible for pupils and staff with disabilities and have a disability How accessible is the school and equality plan in place. environment? During the summer term teachers from Humberstone Infant school meet with our staff How will the school prepare and support my child/young person to join to arrange a comprehensive transition programme which includes visits at different the school, transfer to a new school or times of the school day e.g. break time. Children entering our school from other settings throughout the year are given a tour of the school prior to starting, are introduced to the next stage of education and life? key staff and parents are provided with a parents’ guide to the school. Children are then assigned a ‘buddy’ who will familiarise the new child with routines and places within the school. On transition to secondary school and between year groups curriculum activities are planned to prepare children for the impact that change may have. Some children
are available at or accessed by the school?
How are the schools resources allocated and matched to children's/young people's special educational needs? How is the decision made about what type and how much support my child/young person will receive?
How are parents involved in the setting/school/college? How can I be involved? Who can I contact for further information?
with SEND or attachment needs may require additional transition visits, either in small groups or individually or further resources to support the transition such as photographs of key staff and places, letters from the teacher, transition items such as a class teddy. We regularly review the schools resources in order to best meet the needs of all pupils; these may be human or physical. The SENCO will purchase appropriate resources from the SEND budget, sometimes recommended by external agencies, to support the learning of pupils with SEND. Following a graduated response the class teacher will liaise with the SENCO to ensure that appropriate support is provided to enable the child to progress e.g. interventions, equipment etc. This school support will be reviewed regularly by the SENCO and adjusted to meet the pupils’ needs. Where a child has a Statement of Special Educational Needs or an Education Health Care Plan the school will follow the advice contained. All those involved with the child consider the support being received and can discuss the effectiveness of the support. The school maintains regular contact with parents through newsletters and the school website. Parents’ evenings are held in Autumn and Spring termsto allow for more formal contact with parents. Parents are invited to access open lessons, family learning days, family learning courses organised by our family support worker, presentations of learning and exhibitions of PBL work. Mrs Michelle Nelson
Address Main Street, Humberstone, Leicester LE5 1AE
Telephone 0116 2767248
Email [email protected]
Name of person to contact
Mrs Michelle Nelson (SENCO)
Does the school have a designated specialist provision (DSP) and if so, what is the schools DSP? How does the school know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
No
How will the school staff support my child/young person?
Website http://www.humberstonejunioraca demy.co.uk/
The school has clear systems and policies to identify pupils who may have Special Educational Needs. We gather information, assessments and evidence about all areas of children’s progress including reading, writing and maths, speaking and listening, their social and emotional development and their fine and gross motor control. If parents are concerned about their child’s needs or progress, they should contact the child’s class teacher. Through quality first teaching our staff will help children to progress by providing carefully planned activities to meet their needs as part of daily class teaching. Teaching assistants may further support individuals or groups of children where appropriate
within or outside the classroom. We may also consult external agencies for advice on how best to support a child. Teachers will target children for specific interventions to ensure progress such as Inference Training, RML, Project X etc. How will the curriculum be matched to All teaching at our school is differentiated to meet the needs of the children. In particular our Project Based Learning (PBL) provides excellent opportunites for all my child's/young person's needs? learning styles and abilities. Learning may be further adapted through provision of support, additional resources, pre-teaching of language or a more personalized curriculum to match children’s needs. How will both you and I know how my Parents are welcome to speak to their child’s teacher directly and will receive regular child/young person is doing and how feedback from them to keep them up to date. Parents are invited to attend parents evenings twice a year and reports are sent out annually. Children are involved in will you help me to support my assessment of their own progress through discussion of target setting, self assessment child's/young person's learning? and assessment of their work against success criteria. The children are also confident at both giving and receiving critique on their work; a skill developed though our work in PBL which is now applied to all areas of the curriculum. Where a child has been identified as having special needs or a disability and is receiving support from external agencies they will have a Personalised Intervention Plan (PIP) with specific outcomes which will be reviewed termly with parents. Where a child has a statement of Special Educational Needs/Education Health Care Plan an annual review will be held to discuss the child’s needs. The SENCO can be contacted by parents if there any specific concerns. Our school is a safe place for children. Bullying and intolerance are dealt with swiftly What support will there be for my and firmly. All staff have a duty of care for the children’s safety and well-being. Through child's/young person's overall wellour diverse curriculum we hope that children will become understanding and accepting being? of difference. Activities to encourage positive personal and social interaction are built into lessons and opportunities such as clubs and family learning days. Where children have greater difficulties with emotional, personal and social skills further interventions may be provided through the behaviour mentor or other specialist staff. What specialist services and expertise The school accesses external agency support through the Local Authority including the
Primary School Social, Emotional & Mental Health Team (SEMH), the Complex Learning, Communication and Interaction Support Team (CLCI), Educational Psychologist, Speech and language therapist and the school nurse to help us support children. Where the class teacher and SENCO feel it is necessary to gain further understanding of a child’s needs we will seek parents’ permission for external agencies to complete observations and assessments. Through teacher referral and parental agreement children and parents can also access our school counsellor and family support worker. What training are the staff supporting Staff receive training through our continuing professional development including areas children and young people with SEND of SEND. Individual staff may attend further training to meet their own professional needs which may be around the needs of a child they are teaching. Additionally staff had or are having? may receive informal training around the needs of individual or groups of pupils. Through safer recruitment systems and processing the school ensures that all staff have the relevant skills and qualifications to work with pupils. The school ensures that every child can access all activities and trips. Where reasonable How will my child/young person be adaptations can be made the school will make these. Our primary concern is always for included in activities outside the the safety and well-being of all pupils and where it may be considered not safe for a classroom including school trips? child to take part in a specific activity this will be discussed with the child’s parents. The school is fully accessible for pupils and staff with disabilities and have a disability How accessible is the school and equality plan in place. environment? During the summer term teachers from Humberstone Infant school meet with our staff How will the school prepare and support my child/young person to join to arrange a comprehensive transition programme which includes visits at different the school, transfer to a new school or times of the school day e.g. break time. Children entering our school from other settings throughout the year are given a tour of the school prior to starting, are introduced to the next stage of education and life? key staff and parents are provided with a parents’ guide to the school. Children are then assigned a ‘buddy’ who will familiarise the new child with routines and places within the school. On transition to secondary school and between year groups curriculum activities are planned to prepare children for the impact that change may have. Some children
are available at or accessed by the school?
How are the schools resources allocated and matched to children's/young people's special educational needs? How is the decision made about what type and how much support my child/young person will receive?
How are parents involved in the setting/school/college? How can I be involved? Who can I contact for further information?
with SEND or attachment needs may require additional transition visits, either in small groups or individually or further resources to support the transition such as photographs of key staff and places, letters from the teacher, transition items such as a class teddy. We regularly review the schools resources in order to best meet the needs of all pupils; these may be human or physical. The SENCO will purchase appropriate resources from the SEND budget, sometimes recommended by external agencies, to support the learning of pupils with SEND. Following a graduated response the class teacher will liaise with the SENCO to ensure that appropriate support is provided to enable the child to progress e.g. interventions, equipment etc. This school support will be reviewed regularly by the SENCO and adjusted to meet the pupils’ needs. Where a child has a Statement of Special Educational Needs or an Education Health Care Plan the school will follow the advice contained. All those involved with the child consider the support being received and can discuss the effectiveness of the support. The school maintains regular contact with parents through newsletters and the school website. Parents’ evenings are held in Autumn and Spring termsto allow for more formal contact with parents. Parents are invited to access open lessons, family learning days, family learning courses organised by our family support worker, presentations of learning and exhibitions of PBL work. Mrs Michelle Nelson
