Welcome to Costessey Junior School

Special Educational Needs and Disabilities

Special Educational Needs and Disabilities

Welcome to our information about provision for learners with Special Educational Needs (SEN). All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN.  The information published must be update annually.

SEN changes:

The 2014 Special Educational Needs code of practice aims to put each young person and their family at the centre of discussions about the support offered to them. The changes fall under two main categories:

1)     The introduction of a new Children’s and Family Act

2)     A revised SEN Code of Practice

The Children’s and Family Act 2014:

This Act was passed in March 2014. The act extends the SEN system from birth to 25, giving children, young people and their parent’s greater control and choice in decisions and ensuring needs are properly met. Some of the key changes include:

  • replacing old statements with a new birth- to-25 education, health and care plan;
  • offering families personal budge
  • improving cooperation between all the services that support children and their families, particularly requiring local authorities and health authorities to work together.

The revised Code of Practice:

The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN. The code encompasses the Children’s and Family Act and some of its aims are to ensure:

  •    There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels
  •    There is a stronger focus on high aspirations and on improving outcomes for children and young people
  •  It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care
  •    It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities
  •   There is new guidance for education and training settings on taking a graduated approach to identifying and supporting pupils and students with SEN (to replace School Action and School Action Plus)
  •    For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)
  •   There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood.

Local Offer

What is the Local Offer?

 The Local Offer is published as part of the SEND reforms under the Children and Families Bill.

It explains how the local authority will work with parents, local schools and colleges, as well as other services such as Health and Wellbeing Boards. This will encourage a more joined-up process when delivering services for disabled children and should make the system less stressful for families. It aims to give parents more information about the services and expertise available locally, and increasing their choice. It should also:

  •  Give you information about education, health and care services
  •    Give you information about leisure activities and support groups
  •  Hold all the information in one place
  •  Be clear, comprehensive and accessible
  •    Make service provision more responsive to local needs and aspirations
  •    Be developed and reviewed with service providers and service users

Norfolk’s Local offer can be found on the website below, under SEND changes:
http://www.norfolk.gov.uk/Childrens_services/Special_educational_needs_and_disabilities/index.htm

 

 

 

Special Educational Needs Information for C.J.S

Ms Hall has responsibility for Special Educational Needs and Disabilities within our school. She is responsible for managing the provision for all children who require additional support.

Our Approach to Teaching Learners with SEN

 Our School Aims are: 

  • To stimulate intellectual growth by encouraging enquiry and a love of learning.
  • To teach children how to communicate effectively and to provide challenges and opportunities for each child’s social, intellectual, emotional and physical development.
  • To provide equal opportunity for each pupil to achieve their true potential.
  • To provide for pupils a sensitive and stable community in which to work so every child can have the confidence to develop both as an individual and as a responsible member of society.
  • To provide a secure and ordered environment in which pupils will be encouraged to respect themselves, others and the environment.
  • To prepare them to cope with the demands and rapidly changing circumstances of our modern world.

Costessey Junior School is committed to ensuring maximum inclusion of all children (including vulnerable learners) whilst meeting their individual needs. We have a high regard for pastoral support and strive to promote independent and happy learners.

 

How we identify Special Educational Needs

Early identification is key to ensuring children receive the appropriate help they need. We work closely with our local infant schools so that any need which has already been identified can be catered for through transition from infants to juniors.

Throughout a child’s time here at Costessey Junior School, a trigger for additional support may be highlighted through teacher observation & assessment or by the progress a child makes from one half term to the next.

Once identified appropriate action will be put in place. This often takes the following steps:

  • A discussion with the child
  • Support materials in class to assist with learning
  • Attending an intervention group to close the gap in the child’s learning
  • Continued tracking and monitoring to identify successes and measure impact of support

Sometimes the difficulty the child has is due to the way they like to learn (visually, auditory or kinaesthetically) and at this point adjustments are made and progress is seen without them being considered as having a Special Educational Need.

If concerns remain after addition support is put in place, a child may be considered to have Special Educational Needs.

The definition of special Educational Needs (SEN)

 A child or young person (aged 0-25) has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

(a) have a significantly greater difficulty in learning than the majority of others of the same age; or

(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

(Code of Practice 2014, 1.8)

In accordance with the code of Practice, children’s needs will primarily fall under one of four areas:

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

In many cases, for children who have multiple or complex needs, these areas overlap. This is taken into consideration.

When a child has Special Educational Needs:

 Once a child has been identified as continuing to require addition support, following in class support and intervention, a number of things may happen:

–        A discussion with parents will take place and the child is likely to be put on the Special Educational Needs register.

–        The Special Educational Needs Co-ordinator (SENCO) for the school will be informed and may carry out their own assessments and provide addition support, resources or strategies around the child. The assessments that may be used are:

  • Ravens Progressive Matrices
  • Bristish Picture Vocabulary Scale (BPVS)
  • Dyslexia profile
  • Salford Reading Test
  • Catch up Literacy assessment

–        Following this input, additional targets or support may be put in place to support the child in and around school.

–        Regular tracking and monitoring will continue

–        Year group teachers, SENCO & the senior leadership team may plan together to best support the child.

Education & Health Care plans:

Education & Health Care plans are considered when it is established that a child may have a considerable need which requires ongoing additional support in order to learn and be the best that they can be. The likely process of this is as follows:

–        With parental consent, the SENCO may seek help from external agencies to gain a greater insight into the child’s needs. This could include the help of an Educational Psychologist, an Advisory Support Teacher, the school nursing team, a speech and language therapist, an occupation therapist, the community paediatrician, the Children and Adolescent Mental Health Team (CAMHS), parent support agencies or other local NHS or support services.

–        Any given agency may choose to carry out further assessment or provide their own intervention to either investigate further or support the needs of the child. Often they liaise with parents and school staff to ensure their expertise and ideas are shared, this may be in the form of a report, a phone call or a face to face meeting.

–        In a meeting with parents, it may be discussed that a formal process of identification and support is needed. This would be the beginning process to apply for an Education, Health & Care plan (EHCP). At this point, the Additional Needs Co-ordinator for Norfolk will be informed and a meeting will take place with multi agencies, including the parents and the school, to look at how the school can offer a collaborative approach to meet the child’s needs. At the meeting, parents and professionals may suggest that additional funds are required and an application for this could be requested.

When considering granting a child with an Education, Health Care plan and/or funding, the local authority may want to consider:

  • evidence that the school has responded appropriately to the requirements of the National Curriculum, especially the section entitled “Inclusion: Providing effective learning opportunities for all children”
  • evidence provided by the child’s school, parents and other professionals where they have been involved with the child, as to the nature, extent and cause of the child’s learning difficulties
  • evidence of action already taken by the child’s school to meet and overcome these difficulties
  • evidence of the rate and style of the child’s progress
  • Evidence from external agencies working with the child

What we do to support learners with SEN

Intervention and provision:

Children receive a broad and balanced curriculum which is already differentiated many ways to meet the needs of all learners. In some classes additional adult support is given to support those children with additional needs. In addition to this all children requiring additional support attend structured and timed interventions on a weekly basis. These include:

–        Maths intervention: Targeted support, Maths Whizz, Dynamo Maths or mental maths support.

–        Reading intervention: Targeted support, Lexia, Read Write Inc. groups, 1-1 reading

–        Writing intervention: Handwriting, spellings or grammar, catch up literacy, Rapid Writing

–        Development of fine or gross motor skills

–        Support to increase memory skills

–        Social and emotional support or friendship groups.

–        Support to manage behaviour

–        Support to develop a positive attitude to learning and independent skills.

The school works closely with the child, parents and other professionals to provide appropriate adaptations where necessary. Some children may require additional resources such as writing slopes or pencil grips to aid them with their work. Others may require a behaviour & incentive plan to support them in situations they find difficult. At all times we work in the best interest of the child with consideration to other’s safety.

Children at Costessey Junior School know many ways in which they receive help at school. In recent class discussions led by our school council, children listed over 25 strategies or interventions that support them with their work.

How we find out if this is Effective

All interventions are reviewed half termly, children may continue with an intervention or have an intervention discontinued if adequate progress has been made or it is deemed no longer suitable to meet the child’s needs. Each child who has, at present or in the past, been considered to require addition support is recorded on our working provision map document.

Preparing for the Next Step

Costessey Junior School works very closely with Ormiston Victory Academy and other local high schools to ensure smooth transitions take place for every child when they leave us in year 6. Where possible, intra school activities are built into the curriculum to give children a feel for life in year 7. Transition days and open evenings are put in place for all children and following discussions between the SENCOs and teaching staff, additional sessions are put in place for those with additional needs. Norfolk Education Admission’s Services manages the placement of children going to mainstream schools.

For some of our learners with Special Educational Needs, alternative provision is chosen whether that is at the end of year 6 or earlier in their time at Junior School. Parents and children may choose to attend a Specialist Resource Base (SRB) which caters for specific additional needs or a Special School, which will cater for moderate to complex needs of a wide variety. In both cases, parents can state their wishes at an upcoming annual review or mid-year. The SENCO will liaise with the additional needs co-ordinator and a meeting will be held to amend a child’s statement or Educational Health Care Plan. At this point the additional needs co-ordinator will advise the school to apply for a place at an SRB or they will begin procedures to apply for a place at a Special School.

With any type of transition, if parents are not happy with a placement, appeal processes are in place through Norfolk admissions or Norfolk’s SEN team.

Other Opportunities for Learning

Throughout a child’s schooling with us, a number of opportunities are given to broaden their learning and understanding, including:

–        Inter school activities

–        Swimming lessons

–        Sports lessons with CSF trained staff

–        School trips

–        Sports clubs

–        Homework club

–        Cooking club

–        Gardening club

–        ICT club

–        Pupil choice workshops

–        Visitor workshops

–        Instrument lessons

 

Out of school our children report they attend some of the following clubs:

–        Street Dance at City Academy

–        Brownies at Bowthorpe Church-        ESKA Karate at OVA sports hall.

–        FDC football at Longwater Lane

Have Your Say

We welcome any comments and suggestions regarding our Special Educational Needs information. The Special Educational Needs Coordinator (SENCO) for the school is Mrs Hall who can be contacted via email: mrshall@costesseyjunior.co.uk or telephone: 01603 742203.

Advice and Support

If you have any concerns about your child please come and talk to us. Alternatively if you would like to talk to someone and get impartial advice and support you can contact Norfolk SEND Partnership.