THE CHILD

HOME and SCHOOL

PATNERSHIP

SCHOOL

Welcoming , safe, happy place where everyone is respected and listened to

Quality Teaching

Nurturing, caring environment

Teaching Assistants to support and encourage

Independence

Support for the whole family

Friends

Stimulating learning environment

Commitment to teamwork

Varied experiences and wide range of opportunities

MEDICAL

Paediatrician

CAMH

Speech and Language Psychology

School Nurse

Occupational Therapist Support Groups

Advice

Parenting Support

Family Worker

Courses

LOCALITY

Specialist Teaching Team

Social Care

Sensory Services

Educational Psychologist

Counselling

PROFESSIONAL SERVICES

Sawtry Junior Academy Information Report 2020/21

Sawtry Junior Academy wants to enable all children to be STARS: Supportive, Thoughtful, Ambitious, Resilient, Successful

HOME

Love Home Emotional Support Wide range of opportunities

Family Nourishment Varied experiences Clothes and equipment

The Graduated Approach 1 APDR cycle = 6 weeks

Using teacher assessment, data, cycles of APDR, parent/ child involvement. Refer to SENCO

SENCO discussion with parent when more specialist involvement

is required.

SENCO makes a request for EHCP if applicable

Wave 1 Quality First

Teaching/Learning (1)

Wave 2 Short term intervention (2)

Key Worker

Wave 3 SEND register (K)

Long term interventionInvolvement of SENCO

Wave 4 EHCP (E)

Students can move up and down based on the provision they are receiving

• Support over and above, additional and different.

• Highly personalised and closely monitored specialist provision.

• Specialist support form external services.

• Student recorded as EHCP (E)

• In-depth assessment to establish area of need.

• Ongoing, specific support to address child’s SEND. Evidenced based intervention monitored by SENCO.

• Young person will have individual learning plan, measurable targets, provision outlined.

• Specialist support from outside agency.• SENCO involved in coordinating

provision, assessment, measuring impact and liaising with outside agency.

• Student recorded as SEND support (K)

• Not making expected progress despite reasonable adjustment at wave 1.

• QFT and Short Term specific intervention required. (specialist, class or curriculum)

• Baseline assessments to be completed with recommendations.

• What every child receives • All staff responsible for ensuring

Wave 1 provision is delivered• Teacher standards• Class teacher has implemented

QFT classroom strategies • Reasonable adjustments are in

place

AD1

JC1

Across the Trust we have a graduated approach so that we see easily where every child is in the school. This is based on a wave system with the idea that

children can move up or down depending on the provision they need. The SENCo will monitor children regularly who are at wave three or four.

Who should I contact if I think my child has Special Educational Needs?

The first person that you should speak to is always your child’s teacher. Your child’s teacher knows your child really well and will be

able to talk through your concerns with you. He or she will know your child’s strengths and weaknesses, how they are progressing in

school and whether this is in line with your child’s classmates. You will find that if there are any concerns in school your child’s teacher

will usually approach you before you approach them. You can also contact the school’s SENCo, Becky Dear. She oversees the provision

for children with special educational needs or disabilities in school and will speak to your child’s teacher if you have any concerns.

Please make an appointment through the school office.

How will the school know if my child has Special Educational Needs?

To make sure that each child in our school reaches their full potential, teachers are constantly assessing children and planning for their needs. It is a continuous cycle. There are regular meetings with the SENCo to identify children who may need extra help. During the meetings they will look for children who:- ·are making slower progress than other children who started at the same point · have changed their rate of progress, i.e. if their progress has suddenly slowed down · do not catch up with their classmates · are falling further and further behind their classmates First of all, we will address any weaknesses through High Quality Teaching. For some children targeting these areas will see their learning improve. If your child continues to make less than the expected progress, we will gather further information and the class teacher will speak to you, maybe also the SENCo where appropriate. Of course, we like to make sure your child is involved and so will gather their views before the meeting. If it is decided that your child has special educational needs, SEN Support will begin.

Children with Special Educational Needs are looked at within the four quadrants of need. Children may have more

than one quadrant of need. Below are some examples of what these might be in each quadrant.

School Councillor’s role within Special Education Needs

The School Councillors fulfil their statutory duties by::

Ensuring a SEND policy reflects the current Code of Practice SEN Support and Challenge the school to ensure the school has an outstanding provision for pupils with SEND needs

Delegating responsibility to a named governor to lead work on behalf of the Governing Body on monitoring the Quality of the provision

Ensuring the school reports to parents annually, securing appropriate, targeted resources that have impact on learners which is evidenced

Oversee the schools funding to ensure the SEN provision meets requirements including the deployment and organisation of personnel, resources and their deployed

SEN SUPPORT

Like all teaching, SEN Support takes the form of a cycle.—Assess, Plan,

Do, Review (APDR)

The diagram opposite shows the steps involved in providing SEN

support in school.

You are invited to take part in every review, which normally happens

termly, so that you always know how well the support is going and how

well your child is doing. Together , You and the school produce a

termly ADPR to help them reach their targets.

We will also consider your child’s views if this is appropriate.

What kinds of SEN support can the school

help my child with?

We believe that every child matters and we want each one to

reach their full potential. We therefore would like to hear about

any concerns you may have.

Additional and/or different provision is currently being made for

children with a range of needs, including: * Cognition and learning

* Sensory, Medical and Physical * Communication and Interaction

*Social, Emotional and Mental Health.

How do we support children with SEND within lessons?

Class Teachers have a responsibility for enabling all pupils to learn. To achieve this they:

Plan appropriate work/activities for their pupils

Ensure that support is available for all children (inclusive quality first teaching)

Differentiate the curriculum to take account of differing learning styles, interests, abilities

Ensure that all children can be included in tasks/activities

Monitor individual progress

Celebrate achievement

Identify those children who require additional or different support in order to make progress

Set targets and ensure pupils know the next steps in their learning

Intervention is carried out by the school and is additional to or different from the usual differentiated curriculum.

It may take the form of :

Using different learning materials

Making reasonable adjustments to routines or to the physical environment

Support staff in the classroom

A more focused level of support in a small group

What support is available for ensuring the emotional and social development of a child with SEN?

“Disadvantaged pupils and thoese with special educational needs and/or disabilities (SEND) do as well as their classmates.”

Ofsted report 2019

The emotional and social development is of upmost importance for all children in our school. At Sawtry Junior Academy we use

“STARS” as a way to build up children’s well-being and to develop Learning. Through assemblies and PSHE lessons

we teach that STARS stands for:

S = Supportive T = Thoughtful A= Ambitious R=Resilient S= Successful

Our Inclusion Mentor, Nicc McAvoy, will work with any child who is vulnerable and needs extra support. Particular

interventions help build up self-esteem and resilience while teaching the invaluable skills of social communication. If

you feel your child would benefit from any of the above, please speak to their class teacher. We also have support

from a locality worker who can give parental advice.

What extra activities are there?

Weekly Homework Club with adults who will assist with the homework

Extra -curricular weekly activities e.g. football club, choir

Year Four and Six residential trip

Play leaders who help with games outside at lunch

Extra Music lessons

How will the school let me know my child’s needs are being

met and what help they are receiving?

It is very important to us to work in partnership with parents and

children (when appropriate). We will keep you informed of your child’s

progress through termly parents evening/reports, but you are also

welcome to come and speak to your class teacher or the SENCo

in-between these meetings. When appropriate, we will fill in a APDR

which will have smaller targets for your children to reach – this will

generally be done if your child is being taught in a small group

intervention outside the main classroom.

We will inform you of any extra support lessons your child may be

involved in.

On occasions the SENCo and Class Teacher may ask to meet you about a

specific area your child is having difficulty with. The may be to discuss

investigating extra support from outside agencies such as the

Educational Phycologist. NO OUTSIDE AGENCIES ADVICE WILL BE SORT

WITHOUT YOUR PERMISSION.

How will the children themselves be

involved?

All children have targets set for them in

English and Maths. These are discussed

with them by their class teacher. As a

school, we are developing ways that all

children can discuss their own learning

needs and decide what best helps them

reach their full potential.

What happens when my child moves in-between classes or moves school?

If your child is moving from Sawtry Infants School or another Primary school: We are in regular contact with the SENCo from Sawtry Infant

School and will also contact any previous school SENCo and ensure he/she passes on any special arrangements or support that need to be made for your child.

We will make sure that all records about your child are passed on as soon as possible.

If possible and necessary we will invite your child over for extra settling sessions to help them become more familiar with staff and the school.

Moving from class to class As your child progresses from class to class, they will continue to receive SEN support in school. Teachers make sure that SEN records are passed from class to class and hold transition meetings to discuss children’s needs. All children have opportunities to visit their new classroom and meet the new staff who will be working with them, and if your child needs additional time for this process, this will be arranged.

In Year 6: We will discuss the specific needs of your child with the SENCO of their secondary school. Your child will take part in focused learning about aspects of transition to support their understanding of the changes ahead.

Your child will visit their new school on several occasions (extra to the one day that all children do) and in some cases staff from the new school will visit your child in this school. The Locality team may also provide summer Holiday clubs for children who may find the transition to secondary school difficult.

How does school evaluate how effective support is for children with SEN? The way that children are supported will be reviewed continuously to ensure that we are meeting the needs of the children in school. Each term teachers are asked to produce data on each child so the school can track progress of each child. A number of areas are considered including: Staff awareness of procedures for assessment, identification and provision for children with SEND Partnership work with parents and children where the APDR cycle is reviewed and adapted Academic progress of children identified with SEND How staff are deployed to meet the needs of children with SEND The relationship with outside professionals and the effectiveness of their involvement The various intervention programmes used and their effectiveness. A Provision map is produced showing any additional support children are receiving, the frequency of this support and detail-

ing the impact this is having. Progress Meetings take place regularly where Teachers and the Senior Management Team can look in detail at pupil progress and identify where support is needed.

What happens if parents not happy with the support their child is getting? We always aim to work alongside parents to meet the needs of the children within our school. However if you are unhappy, please approach your child’s teacher and/or the SENCo in the first instance. If the situation cannot be resolved at this stage then ask for an appointment with the Head teacher. If you feel that the matter still has not been resolved, please see the school’s complaint procedure and policy which can be found on the schools’ website.

Staff Qualifications

All teachers have QTS and Honours degrees

All Teaching Assistants are First Aid trained.

Five Teaching Assistants (TA) have Elklan Speech and Language training – Level 2.

The Assistant Principal Becky Dear has the National Award for SENCO’s qualification (Masters Level)

What training have staff received recently?

Effective Questioning in the classroom

Attachment difficulties within children

Safeguarding training

STEPS training

Staff training for specific health needs

Talk for writing

Staff CPD cycle incorporates training for meeting the needs of all learners, refining questioning for pupils with SEND and making reasonable adjustments to ensure all children can succeed

All teachers undertake termly book scrutinies with leaders to ensure that there is consistency in marking and high expectations for all