SEND Information

The staff and governors of Nettleham CE Aided Junior School are committed to the provision of equal opportunities for all children. We will work to ensure that each individual has the opportunity to achieve his or her full academic and personal potential, to be included fully in the school community, and to experience success. We seek to do this by:

·       Identifying and assessing special educational needs as soon as possible

·       Closely monitoring progress

·       Setting suitable learning challenges

·       Responding to pupil’s diverse needs

·       Overcoming potential barriers to learning

FREQUENTLY ASKED QUESTIONS

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

·  Arrange an appointment with child’s class teacher.

How will Nettleham Junior school respond to my concern?

·  Class teacher will listen, offer a classroom viewpoint, suggest a way forward and a date for another appointment if necessary. Concerns will be passed to SEND Co-ordinator.

How will the school decide if my child needs extra support?

· Information received from, and discussed with, Infant school; early baseline assessments in Year 3; discussions with parents/child.

· Discussions between class teacher and SEND Co-ordinator.

What will the school do to support my child?

· Early support can include small group work with Teaching Assistants; 1:1 work with TAs following specific programmes designed to address the need(s); short-term targets.

· If required, individual plans can be written to include specific learning targets, appropriate strategies and designated provision from teachers and/or Teaching Assistants.

· SEND Co-ordinator will contact Outside Agencies for advice and/or support if required following review meetings with class teachers and parents. Agencies include: Educational Psychologists and Specialist Teachers (STAPS), Speech and Language Therapists, Physiotherapists, Occupational Therapists, Sensory Education Support Service (hearing and visual impairments), Grief and Loss Counselling, School Nurse, Medical services, Social Care services, CAMHS (Child and Mental Heath Services).

· Targets and progress will be regularly monitored by staff and discussed with parents. Children’s views will be sought.

· 1:1 tuition (Years 5 and 6) as required and available

Who will support my child in school?

· Teachers and a team of trained and experienced Teaching Assistants.

· Training and qualifications are held in the following areas: Phonic support, dyslexia, autism/Aspergers, speech and language, behaviour management, hearing impairment support, strategies to support visual difficulties, diabetes care, epilepsy, emotional support, Team Teach (behaviour), Safeguarding

· Peer support as appropriate.

· Outside agency staff as appropriate.

What support will there be for my child’s emotional and social well-being?

· Close monitoring by teachers, Teaching Assistants and lunchtime supervisors.

· Talk time as required

· Specialist emotional support programme, SUMO, if required

· Short-term behaviour targets and programmes

· Educational Welfare Officer – involvement as required

· Clear anti-bullying policy – children regularly focus on positive behaviour strategies in class and Assemblies

· Essential medicines can be administered with written parental consent and instructions

How will my child be involved in the process and be able to contribute their views?

· Children with specific education plans will receive their own ‘child-friendly’ version. Prior to review meetings, children will be asked for their views on progress and support and any targets on which they would like to focus.

· SUMO programme as appropriate

· Social Stories

· Feelings’ books

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

· High quality inclusive teaching by all staff to allow all children to have access to the full curriculum

· Support from experienced Teaching Assistants working in and out of the classroom

· Additional Literacy and Numeracy Support work in small groups in Years 3 and 4

· Targeted small group phonic and spelling support throughout the school

· Individual support programmes as required: Precision Teaching, Toe-by-Toe, Nessie (spelling), RALF (Reading for Level Four), Attack (spelling), First Call (speech), First Move (fine and gross motor), Beat Dyslexia, Clued-Up Spelling, Teodorescu (fine motor skills)

· Specific programmes designed in conjunction with Outside Agencies

· Use of ICT

 

What opportunities will there be for me to discuss my child’s attainment and achievement? How will I know how well my child is progressing?

· Parents’ evenings

· SEN review meetings

· Home-School diaries as needed

· After-school appointments arranged with class teacher

How does the school know how well my child is doing?

· Information from previous schools

· Year 3 screening assessments in reading, spelling, writing, mathematics

· Measuring achievement against age related expectations

· Standardised assessments

· Assessment for Learning on-going in classrooms

· Individual progress tracked

· Regular assessments of reading and spelling ages

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

· Careful risk assessments are carried out before trips and appropriate levels of supervision are planned

· Teaching Assistants will accompany children as appropriate

· Parental help will be sought when required

How accessible is the school environment?

· Ramp access at school entrances

· Lift to upper level

· Disabled toilet / changing area

How will the school prepare and support my child to join the school?

· Opportunities for children and parents to visit school before transition

· New Y3  Parents’ evening, usually in May prior to transition

· Parents can arrange appointments to see the Head Teacher or SEND Co-ordinator prior to transition

· SEND Co-ordinator/Year 3 teacher  will attend all Infant school review meetings as invited during the Summer term prior to transition

· Year 3 staff meet with staff from Infant schools to gather information

· Year 2 children will be allocated a buddy from Year 4 who will write a letter introducing themselves and the school. They deliver these personally to Nettleham Infants school; others are posted. Children will have several visits to the Junior school to play and have lunch with their buddies

· There will be a morning visit to spend time with Year 3 teachers.

· Additional visits can be arranged if required.

 

How can I be involved in supporting my child?

· Reading with and to you child daily, discussing what has been read

· Support with homework tasks, including learning number bonds and multiplication tables

· Pass key information to school regularly (email, letter or telephone)

· Attend Parents’ evenings and Review meetings

· Termly newsletters will be sent outlining curriculum areas to be covered and general arrangements for homework, PE etc

How can I access support for myself and my family?

· www.lincolnshire.gov.uk/SENDlocaloffer

KET CONTACT DETAILS

Our SENDCO is Miss A Thompson

Telephone – 01522 750376    Email: enquiries@nettleham-junior.lincs.sch.uk

 

Please note that the school is fully wheelchair-accessible and an induction loop system is in place for hearing aid.