SEND Information Report
UNCRC Article 3: All organisations concerned with children should work towards what is best for each child.
St. Mary’s Church of England Junior School is a mainstream school committed to meeting the needs of all our pupils. We aim to enable pupils with Special Educational Needs and Disabilities (SEND) to reach their full potential, to be included fully in our school community and to make a successful transition to secondary school.
Admission of children with special educational needs will be considered in line with the school’s admission policy statement.
This policy has been made in accordance with The Equality Act 2010 and the Public Sector Equality Duty, The Human Rights Act 1998, School Standard Framework 1998. This policy will be administered fairly and impartially. The decision to admit, or otherwise is the responsibility of the Governing Body.
Identification and assessment of Special Educational Needs and Disabilities (SEND):
At St. Mary’s children are identified as having SEND through a variety of ways:
- Liaison with feeder school
- Discussion with parents/carers
- Discussion with teachers
- Assessment: eg.Key Stage 1 results, Reading Age, Spelling age, Basic Number age, Dyslexia screening tool etc.
- Liaison with external agencies
- Health diagnosis
A child will be put on the SEND register if they meet the criteria; they will not be put on the register simply because they are behind in their achievements. A child will only be put on the register or removed following consultation with parents.
At St. Mary’s we believe in building positive relationships with parents. So if you are concerned about your child or the education your child is receiving please contact us. In the first instance we encourage you to talk to the child’s class teacher. You can also make an appointment to talk to the Inclusion Manager about your concerns.
We deal with all complaints according to the procedures laid down by Hampshire County Council.
The Inclusion Manager for St.Mary’s is Miss Jenny Bunkle. It is her role to oversee the support and progress of any child requiring additional support. The class teacher oversees and plans the work for every child in their class with Special Educational Needs or Disabilities. St. Mary’s also has a team of Teaching Assistants (TAs) who work with the class teachers to support the children in their class.Where necessary children will work with the adults in their class individually and/or in a small group.
Every child on the SEND register has an Education Plan which identifies the strengths of the child and uses the assessments undertaken to inform the focus needed to enable progress. The Education Plans are written and reviewed in October, February and May. Parents and children are involved in this process. They clarify the role of all the adults involved, including what parents can do to support the child outside school and what the child needs to do to make progress.
Children on the SEND register are assessed at the end of every term to measure their progress in learning against National and age related expectations. This establishes the effectiveness of the intervention and informs the next steps.
There is an SEND Governor at St. Mary’s who meets on a termly basis with the Inclusion Manager and reports back to the Governing Body.
The Governors agree priorities for spending within the SEND budget with the overall aim that all children receive the support they need in order to make progress.
Matching the curriculum to a child’s needs.
Within the classroom there are usually three different levels of work set to enable all children to access the lesson according to their needs. On occasions work can be individually differentiated.The Assessment for Learning principles are used to tailor the learning experiences for every child to ensure optimum performance.
Discussing children’s progress:
At St. Mary’s we believe that children achieve best when school and home work in partnership. It is important to communicate regularly to achieve this.
The class teachers will meet with parents at least on a termly basis. The Inclusion Manager is also available to meet with parents to discuss the support in more detail.
Parents are welcome to make an appointment to meet with class teachers or the Inclusion Manager to discuss their child’s progress.
Children with complex needs may have an Inclusion Partnership Agreement (IPA), a Statement of Special Educational Needs or an Education, Health and Care Plans (EHCP) which means that a formal meeting will take place annually to discuss your child’s progress and a report will be written.
Any concerns that parents express are taken seriously and followed up appropriately.
Monitoring children’s progress:
We monitor children’s progress in learning:
- Through continual assessment
- Tracking progress from entry through to Year 6
- Against age related expectations
- Through regular review meetings identifying children experiencing difficulty and/ or needing further support.
The Well - being of children
We are an inclusive school who welcome and celebrate diversity. All staff believe that children achieve best when they are cared for and supported.
The class teacher has overall responsibility for the pastoral care of every child in their class. If further support is required the class teacher will liaise with the Inclusion Manager.
The Inclusion Manager provides 1 to 1 support for emotional and social issues. All the Teaching Assistants have undergone social and emotional training to enable them to support children.
We also use Rainbow Groups to enhance children’s learning. The aim of the groups is to enhance and develop listening skills, working memory, emotional intelligence and confidence.
The school has a policy regarding the administration and managing of medicines on the school site.
Parents need to contact the class teacher if medication is recommended by Health Professionals to be taken during the school day.
All staff have regular training and updates of conditions and medication affecting individual children.
Managing behaviour and increasing attendance:
- The school has a clear reward system in place which is followed by all staff and children
- Individual plans for children are put in place where necessary and parents are kept informed of progress
- Attendance and lateness is monitored by the Admin. Department and reported to the Head teacher.
- Support may be provided by the Inclusion Manager and/or the Teaching Assistants
We are an RRR (Rights, respect and responsibility) school with a School Council. Children have the opportunity to express their views on all aspects of school life.
Children with Education Plans have the opportunity to discuss their targets with their class teacher. All children complete an annual questionnaire about friendships in school. There are worry boxes (known to teh children as "Chatter Matter boxes") in every classroom which are regularly checked and acted upon.
A selection of SEND children are interviewed every year for their views. If a child has an IPA, Statement or an EHCP their views are sought prior to any review meetings.
Expertise in school:
- The Inclusion Manager is fully qualified and accredited
- The Inclusion Manager is trained in a range of therapeutic interventions to support emotional and behavioural difficulties
- All Teaching Assistants (TAs) are trained to support emotional well-being
- All TAs have had training in delivering reading, spelling, phonics and maths programmes.
As a school we work closely with any external agencies that we feel are relevant to individual children’s needs. These include:
- Health professionals: GPs, school nurse, clinical psychologists, paediatricians, speech and language therapists, occupational therapists, physiotherapists
- Local Authority: Educational Psychologists, the Early Hub, Social Workers, Ethnic Minority and Traveller Achievement Service (EMTAS)
The SEND budget is allocated on a needs basis. Our team of Teaching Assistants are partly funded from the SEND budget. We ensure that special educational needs are met to the best of the school’s ability with the funds available.
Off site activities:
All children are included in all aspects of the school curriculum and we aim to include all children on educational visits. A risk assessment is undertaken prior to any off site activity to ensure everyone’s health and safety will not be compromised. If it is considered unsafe for a child to take part in an activity alternative activities will be provided in school.
The majority of Year 3 pupils entering St. Mary’s are from Old Basing Infants School. There is an excellent working relationship between the two schools. The Year 2 and 3 staff of the two schools work closely together and there are visits between the two schools. The SENCo of the Infant School and the Inclusion Manager from St. Mary’s meet to discuss pupils moving up to the school both those on the SEN register and any pupils causing concern. The ELSA from the Infant school meets with one of the Year 3 TAs and they work together with vulnerable children providing extra visits to the school and booklets to support the process. The Infant school invite The Inclusion Manager and appropriate TA to Annual Review meetings and IPA meetings held during the summer term to ensure a smooth transfer.
At secondary level our main feeder school is The Costello School. Year 5 children visit the school during the summer term for a taster day. During Year 6 a member of Costello staff visits the school regularly to meet the children and work with small groups. Information about SEND pupils and other vulnerable pupils is passed on to secondary colleagues and extra visits to their new school arranged as appropriate.
When receiving and transferring children to and from different schools we liaise closely with staff and ensure that all relevant paperwork is passed on and all needs discussed and understood.
IPA, Statement or EHCP review meetings are used as transition meetings and staff from both schools will be invited.
- Look at the school SEND policy
- Contact Parent Partnership – www3,hants.gov.uk/parentpartnership
- Contact IPSEA (Independent Parental Special Education Advice) – www.ipsea.org.uk
If you are concerned about your child your first point of contact is your child’s class teacher.
You can also arrange to see Miss Bunkle, the Inclusion Manager.
If you are considering whether to send your child to St. Mary’s please contact the school Admin. Office to arrange a meeting with the Head teacher, Ms Welch, the Deputy Head teacher, Mrs Lillywhite or the Inclusion Manager, Miss Bunkle to discuss how the school could meet your child’s needs.
For information about the Hampshire Local Offer for SEND, click on: