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Concord Junior School

Summary
Concord Junior School is a multi-cultural inner-city school educating children from 7-11 years.


Description

In March 2014, Concord became part of the Hinde House Multi-Academy Trust.

In September 2015, Hinde House MAT was renamed Brigantia Learning Trust.

 


Who to contact

Contact Name
Miss Nicola Sherwood
Contact Position
Head of School, SENCO & DSL
Telephone
0114 249 5050
E-mail
enquiries@concordschool.net
nsherwood@concordschool.net
Website
School website

Where to go

Name
Concord Junior School
Address
Fife Street
Wincobank
Sheffield
Postcode
S9 1LR

When is it on?

Time / Date Details
Open Monday to Friday from 8am until 5:30pm
Time of day
Afternoon
Morning
Days
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Yes
Cater for special dietary requirements
Yes
Supports special needs and disabilities
Yes
Special needs and disabilities experience
No diagnosis yet
Social, emotional and mental health needs
Speech, Language & Communication needs
Visual impairment
ADD/ADHD
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Dyslexia
Hearing impairment
Moderate Learning Difficulty
Able to accommodate other cultures/ethnicities
Yes

Other Details

Age Range
7 years to 11 years
Facilities
  • Schools
  • Disabled Facilities
  • Secure setting
Providers who offer pickups from this setting
Abigail Merrill-Dillon, Childminder  Helen Hall, Childminder 

DISCLAIMER: Concord Junior School is not responsible for other childcare providers who are available to pick up from the setting and their inclusion on this list should not be understood to represent a partnership or endorsement. It is the parent or carer's responsibility to check that they are satisfied with the quality of additional providers.


Local Offer

Description

Concord Junior School is a multi-cultural inner-city school educating children from 7-11 years.

In March 2014, Concord became part of the Hinde House Multi-Academy Trust.

In September 2015, Hinde House MAT was renamed Brigantia Learning Trust.

 

At Concord, the admission number is 60 pupils in each year group from Year 3 to Year 6.  There are 2 classes per year group.

Contact Name
Nicola Sherwood
Contact Telephone
0114 249 5050
Contact Email
nsherwood@concordschool.net
Links
Concord Junior School website
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Universal

Schools Extended Local Offer Response

Please state the number of pupils on your roll and your average class size 

At Concord, the admission number is 60 pupils in each year group from Year 3 to Year 6.  There are 2 classes per year group.

September 2019 - 217 pupils on role.  Average class size 27.

  

How does the setting identify learners with SEN? 

All teachers are teachers of pupils with special educational needs or disabilities. It is the responsibility of the whole school to ensure that all learners’ needs are identified through a cycle of planning, teaching and assessing which recognises every child as an individual and takes account of the wide range of abilities, aptitudes and interests of pupils. Those pupils whose overall achievements or attainment in specific subjects fall significantly outside the expected range may have special educational needs. 

 Before entry to Concord, information is obtained about each pupil through conversations with and/or visits to current settings.  For pupils already at Concord, information is shared between previous and current class teachers, the SENCO and from external specialists eg Educational Psychologist.

If the pupil already has an identified special educational need or disability, this information will be transferred and the SENCO and class teacher will use this information to:

  • Identify and focus attention on action to support the pupil within the class
  • Ensure ongoing observation and assessment provides regular feedback about the pupil’s achievements and experiences to form the basis for planning the next steps of the pupil’s learning
  • Provide starting points for the development of an appropriate curriculum (if necessary)
  • Involve parents/carers in implementing a joint learning approach at home and agreeing the provision in school

 

The identification and assessment of the special educational needs of pupils whose first language is not English, requires particular care. Where there is uncertainty about an individual child, teachers will look carefully at all aspects of a child’s performance in different subjects to establish whether the problems they have in the classroom are due to limitations in their command of the language that is used there or arise from special educational needs. It will become apparent within a few months which of these it is.

Assessment:

On entry to Concord, KS1 results are compiled and additional baseline measures are established for every pupil.  Progress is measured from both KS1 and the baseline assessments. 

All pupils undertake half-termly progress reviews in core subjects.  The attainment and progress of every pupil is monitored and discussed during pupil progress meetings.  The meetings promote discussion around groups of pupils as well as focused discussions around individuals who have additional needs.

For pupils who have taken part in an intervention, assessments are carried out at the beginning and end of the programme and the progress of each pupil is monitored and discussed during pupil progress meetings.  Further provision is then planned as required. 

Assessment will include:

  • Attainment on entry (End of KS1 scores)
  • Phonics check / results
  • Half-termly teacher assessments of pupil progress
  • Outcomes of targeted interventions
  • Profiling tools eg SDQ (Strengths and Difficulties Questionnaires)
  • Speech and language profile
  • Specialist reports
  • Work scrutiny
  • Standardised tests (NFER)
  • Observations during learning walks
  • Questionnaires and surveys for parents, pupils, staff

 In addition to the termly meetings with the parents/carers of pupils on SEND Support, all parents/carers receive information about pupils` progress throughout the year.

Referrals

Through a cycle of planning, teaching and assessing, teachers identify children who may have a certain need. After a process of monitoring and being responsive within all areas of the school setting, the class teacher seeks advice and support from SENCO. An initial observation is carried out by the SENCO and if a need is identified, a meeting takes place with parents/carers and (with their permission) a Pupil Profile is created and support may be requested from external agencies.

                                  

External Agency Support and Advice

If our setting cannot meet the needs of a pupil, specialist external agencies provide support and advice. Once contacted (through the means of a referral form), the requested agency visits the school setting, observes the pupil and discusses how the school can meet their needs. This support is provided until the need has changed or the child leaves the school.

 

Parent Involvement

Partnership with parents/carers plays a key role in enabling children and young people with SEND to achieve their potential. The school recognises that parents/carers hold key information and have knowledge and experience to contribute to the shared view of a pupil’s needs and the best ways of supporting them. All parents/carers of pupils with SEND will be treated as partners and supported to play an active and valued role in their children’s education. The school aims to provide user-friendly information for parents/carers.

Parents/carers should have knowledge of their child’s entitlement within the SEND framework.  They must be told when SEND is first identified.  They will be consulted and involved in the review of progress, target setting and planning the programme until the next review.

Permission will be sought from parents/carers before any individual programme is begun or before any external agency works with their child.

Parents/carers will be invited to attend all reviews of students at SEN Support. Reviews will occur each term. These reviews use a person centred approach, which seeks the views of the child and their parents/carers before teachers add their views.  The reviews will usually last about half an hour.  Wherever external agencies are involved, all agencies involved with the pupil will be invited to attend or submit a written report at least once a year.  These meetings may form part of the parent meetings scheduled for every child or may be held as additional meetings where necessary. 

The SENCO will try to ensure that parents are clear about aspects of the SEND Code of Practice and the procedures involved in it.  They will try to liaise closely with the parents/carers of any pupil with SEND who is experiencing difficulties with learning.  This liaison may be managed by letter, phone, meeting or visit.

 

Is your setting physically accessible to all learners? 
    • Concord Junior School consists of two buildings: the classrooms in the main school are on one floor; the other is a mobile that houses two classrooms accessible for wheelchair users.  
    • The main building, although mostly accessible for wheelchair users does not have corridors so mobility can be challenging.
    • Disabled toilet facilities are located in the changing rooms in the hall.
    • Changing facilities are available and accessible for wheelchair users.
    • The school is surrounded by a high fence and entry is restricted for all visitors. 
    • Visual timetables are used and where appropriate communication in print is displayed and used.
    • Our outside environment is suitable for outside learning in a safe, quiet and educational area for learners.
    • Small groups of pupils are withdrawn for extra support with speech, literacy and numeracy
    • Personalised approaches and resources are used eg Communicate in Print, social stories.
    • Personal resources are provided for children with visual impairment and specific learning difficulties.
    • A small number of support staff are used across the school to ensure that children who need small group or 1:1 provision for emotional and social reasons get time to talk, as well as undertaking social/emotional programmes where appropriate.
    • For children who cannot cope eating in the dinner hall, arrangements are made for an alternative location with supervision where necessary.
How does your setting adapt the curriculum for learners with SEND? 
  • All teachers are teachers of pupils with special educational needs or disabilities. 
  • Teaching such pupils is, therefore, a whole school responsibility requiring a whole-school response.
  • Quality First Teaching and Learning is the benchmark for every lesson. 
  • The majority of pupils will learn and progress within the normal curriculum.
  • Teachers are expected to deliver the National Curriculum programmes of study in ways that meet the particular learning requirements of their pupils.

 

For some pupils, it will be necessary to choose work from earlier key stages so they are able to demonstrate progress from their starting point.

The emphasis on language and literacy across the curriculum seeks to achieve consistency in handwriting, spelling, punctuation and presentation.

Wherever possible, students with SEND will not be a separate group.  As far as is appropriate for their own needs, within the school’s finite resources and compatible with the efficient education of other pupils, they will be integrated into mainstream classes and supported within them.

Students will only be withdrawn from mainstream groups on a regular basis:

  • to receive help with literacy, numeracy, emotional, social  or mental health skills
  • to work with Educational Psychologist or other Local Authority Support Teams

 

In partnership, class teachers, support staff and the SENCO will decide on the action needed to help the pupil to progress in the light of their earlier assessment. This may include:

  • Differentiated learning materials or special equipment
  • Some group or individual support
  • Extra adult time to devise the nature of the planned intervention and to monitor its effectiveness
  • Staff development and training to introduce more effective strategies
  • Access to Local Authority support services for one-off or occasional advice on strategies or equipment

 

Pupils will be taught, as far as possible, in classes with their peers where they may receive additional support from teaching assistants.  They may also receive additional support from teaching staff in withdrawal groups.  Support may be offered to groups or individuals and is aimed to answer individual need.

When staff identify that a pupil has special educational needs then interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum are sought, adapted or devised as necessary.  Any programme of intervention is discussed with the pupil and parent/carer before commencing. 

There is a graduated approach to support pupils with special educational needs. If appropriate, pupils will be moved into the SEN Support stage.

The graduated system is a continuous system looking to:

  • Assess needs
  • Plan approaches with clear outcomes and within an agreed time-frame
  • Deliver
  • Review impact and plan for the next steps.

 

Strategies used may include:

  • Teaching assistant support into classes
  • Reading programmes eg Read,Write,Inc, FreshStart, Rainbow Reading
  • Guided Reading
  • Computer-based programmes eg Lexia
  • Thinking and memory skills programmes
  • Multi-sensory support programme (dyslexia)
  • Spelling mastery or spelling workshops
  • Group work on a range of topics e.g. anger management, relating well to others, anti-bullying
  • Study skills programmes outside school hours including holidays
  • Homework club
  • Individual programmes to improve targeted behaviours
  • Personalised timetable
  • Access arrangements to support students in SATs in Y6 

    Individualised provision may include, for example, the pupil working on an intervention programme or spending time out of class with specific and targeted support.

    All interventions will be monitored. The SENCO will arrange for interventions for pupils with learning difficulties, in discussion with class teachers.

    The SENCO will take the lead in:

    • Planning future interventions for the pupil, in discussion with staff
    • Monitoring and reviewing the actions and
    • Ensuring that parents/carers are involved at all stages

     

    Following a graduated approach, if a pupil is not making expected progress from the individualised programmes, then there will be referrals to external agencies with the agreements of parents/carers.  This may include a referral to Fusion Learning Support Team, Speech and Language Therapists and/or to the Educational Psychologist.  Additional or different strategies will then be put in place.

    In contrast, if a pupil makes good progress and ceases to be withdrawn for a specific intervention or if their attainment moves to within a year of the expected level, then they will be removed from the SEND list and parents/carers and staff informed.

What training have your staff received to support learners with SEND? 

To ensure that teachers are aware of progress being made, including that from any intervention programmes where pupils are being withdrawn from classes, a half-termly pupil progress meeting will be held to discuss individual children.  The meetings will also enable discussion about CPD requirements for staff and general discussion about strategies to meet the needs of individual pupils.

A programme of CPD is arranged annually for all staff; information on SEND is included as a standing item in staff meetings and there is information available on individual difficulties in the SENCO office and on the school network. This is extended as more useful information becomes known.

All staff are encouraged to develop their skills in the education and management of pupils with SEND.  Each member of staff receives a copy of the SEND Policy. The SENCO offers advice to staff on strategies to support pupils in lessons and on the production of differentiated materials.

Support staff are used throughout the school to work with teaching staff in meeting the needs of pupils. They may support pupils with SEND by giving support within class, offering smaller group support, working with individual pupils or with parents/carers.

How do you communicate with and involve families? 

Partnership with parents/carers plays a key role in enabling children and young people with SEND to achieve their potential. The school recognises that parents/carers hold key information and have knowledge and experience to contribute to the shared view of a pupil’s needs and the best ways of supporting them. All parents/carers of pupils with SEND will be treated as partners and supported to play an active and valued role in their children’s education. The school tries to provide user-friendly information for parents/carers.

Parents/carers should have knowledge of their child’s entitlement within the SEND framework.  They must be told when SEND is first identified.  They will be consulted and involved in the review of progress, target setting and planning the programme until the next review.

Permission will be sought from parents/carers before any individual programme is begun or before any external agency works with their child.

Parents/carers will be invited to attend all reviews of students at SEN Support. Reviews will occur each term. These reviews have been informed by a person centred approach, which seeks the views of the child and their parents/carers before teachers add their views.  The reviews will usually last about half an hour.  Wherever external agencies are involved, all agencies involved with the pupil will be invited to attend or submit a written report at least once a year.  These meetings may form part of the parent meetings scheduled for every child or may be held as additional meetings where necessary. 

The SENCO will try to ensure that parents are clear about aspects of the SEND Code of Practice and the procedures involved in it.  They will try to liaise closely with the parents/carers of any pupil with SEND who is experiencing difficulties with learning.  This liaison may be managed by letter, phone, meeting or visit.

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

The effectiveness of the school’s policy and practice is reviewed half termly, termly and annually in pupil progress meetings. All staff who support the child attend. Class teachers and support staff evaluate on a daily and weekly basis the effectiveness of their provision and will adapt their planning, resources and pedagogy where required.

 

Pupil progress is monitored and evaluated against success in meeting their targets and also the progress they have made through any intervention program.

 

Numbers of pupils identified as having special needs, their attainment and progress are also monitored and reported through the Annual Report.

 

Directors` Responsibilities include:

  • Ensure that they are fully informed of the school’s SEND provision, including how funding, equipment and personnel resources are deployed
  • Have regard to the Code of Practice when carrying out duties towards all students with SEND
  • Ensure that the SEND policy is updated and fit for purpose
  • Ensure that SEND provision is an integral part of the school improvement plan
  • Ensure that the quality of SEND provision is continually monitored
  • Ensure that the necessary provision is made for any pupil who has special educational needs or disabilities
  • Ensure that teachers in the school are aware of the importance of identifying and providing for those pupils who have special educational needs
  • Consult with other governing bodies and Local Authority ‘where necessary and desirable’ to co-ordinate provision within an area
  • Ensure that a pupil with SEND joins in the activities of the school together with pupils who do not have SEND, so far as is reasonably practical and compatible with the pupil receiving the SEND provision their learning needs call for and the efficient education of the pupils with whom they are educated and the efficient use of resources
  • Report to parents/carers annually on the implementation of the school’s policy for students with special educational needs
  • Ensure that arrangements are in place in schools to support pupils with medical conditions. These arrangements should show an understanding of how medical conditions impact on a child`s ability to learn, as well as increase their confidence and promote self-care
  • Ensure that school leaders consult health and social care professionals, pupils and parents to ensure that the needs of children with medical conditions are effectively supported; staff should be properly trained to provide the support that their pupils needs

Ensure that the appropriate level of insurance is in place and appropriately reflects the level of risk

What support do you provide for the learners' overall wellbeing? 

The school offers a wide range of provision to support the wellbeing of all pupils through school:

  • Personal, Social and Health Education is taught across the school by class teachers. The programme includes online safety, building successful relationships and Fundamental British Values.  Planning and delivery of such lessons is monitored by planning scrutiny and lesson observations by the SLT. 
  • A small team of support staff are available to children who need extra support throughout the school day including unstructured times of the day where they support pupils if they are having difficulties making and keeping friendships and also help when disagreements occur. 
  • The school also runs programmes to support individual pupils with social, emotional, medical and behavioural problems. The SENCO works with pupils who are anxious, angry, lack confidence, are on the autistic spectrum, find it difficult to comply with the school organisation and other difficulties.
  • Support is offered at breaks and lunchtimes for pupils who need this. Supervised structured activities including indoor games, outdoor sports and a quiet room are available each day.

Careful discussions are held with the class teacher, support staff and SENCO about an individual`s needs.  These discussions also involve to parents/carers and pupils wherever possible.

What kind of behavioural interventions do you use? 

School staff provide continuous support for children who demonstrate behavioural difficulties and challenges.

 

    • School behaviour policy takes into account all children and recognises the need for a personalised approach for certain children.  All staff take responsibility for the behaviour of the children throughout school.  This provides a strong basis to support behavioural difficulties and avoid exclusions. School works hard to avoid external exclusions and uses an internal exclusion facility where pupils are supervised but work singly instead of being sent home.
    • Challenging behaviour is dealt with by all staff supported by the Behaviour Lead, SENCO, who is also the Head of School, and Executive Principal where necessary.
    • Extreme behaviour is dealt with by the SENCO, who is also the Head of School,  and the Executive Principal. Every incident is documented and a post incident learning reflection is carried out to educate the child on expected behaviours and provided strategies to cope. If necessary, parents/carers are informed and work collectively to support and address the child’s need.
    • Members of the Trust Inclusion Team have been trained to deliver training to staff across the Trust in the Team Teach programme which is a positive handling approach.
    • As a school we collaborate, as a team, with specialist agencies and parents/carers to avoid exclusions. Exclusion is always the last resort and will only occur if said behaviours become a health and safety risk to the child or others.
How do you ensure learners with SEND are included in non-classroom based activities? 

School is committed to ensuring that pupils with SEND have access to all activities within and outside the school setting. Parents/ carers support school trips where necessary. 

 Before any major trips/ visits, there are meetings with parents/carers and permission is always sought from parents/ carers before any visit out of school.  

 

Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Breakfast Club runs daily between 8:00 – 8:40am

A variety of clubs are available after school and at lunchtime including sports, art, gardening etc.

Study support may be offered to Y6 pupils (including those with SEND).

Easter school may be offered to Y6 pupils (including those with SEND).

How do you consult with and involve learners in their education? 

Children and young people with special educational needs often have a unique knowledge of their own needs and their views about what sort of help they would like to help them make the most of their education will be ascertained. They will be encouraged to participate in all the decision-making processes and contribute to the assessment of their needs, the review and transition processes.

Strategies employed to enable the pupil to progress will be recorded within an Individual SEND Profile. Every pupil at SEND Support will have a separate profile. The profile will include the following:

  • Pen portrait of the pupil`s strengths and difficulties in school
  • Views of the child
  • Views of the parents/carers
  • Views of the teachers
  • Information from previous teachers
  • Teaching strategies to be used
  • Provision in place
  • The date the profile was completed.

 Pupils and parents/carers are asked about their hopes for the future, short-term aims, likes and dislikes, strengths and weaknesses, support needed and their views on ways to improve support for them.

Reviewing the profiles:

The Profile will be reviewed with children, teachers and parents/carers three times a year when parents/carers’ views on their child’s progress will be sought. Wherever possible, the pupil will also take part in the review process, be involved in agreeing outcomes and strategies to reach those and give feedback about any problems they are encountering either with their schoolwork or socially.  This review will include information from class teachers, teaching assistants, parents/carers and pupils.  Outcomes and strategies will be agreed by all at the review.  Parents/carers and pupils are expected to attend each review.

Parents/carers will receive a copy of the updated profile following the review.  Parents/carers are informed that the profile will be circulated to their child’s teachers in order that appropriate strategies for support may be developed.  The overall profile must be agreed by all involved.

During the review, pupils will be encouraged to discuss any barriers to their learning that they are experiencing and what they would like done about these.  Pupil views will also be sought on whether the support provided enables them to fully participate in learning. During the review, the views of the pupil will also be sought about progress made, any problems they may be experiencing and any further support which might be offered.  Sometimes, the pupil will only be present for part of the review meeting if parents/carers feel that this is appropriate.

When planning for transition, parents/carers and pupils should have their views recorded separately if their opinions differ.

My Plans:

Pupils who need more support than a profile will also have a My Plan.  The My Plan is produced during discussions between the pupil, parents/carers, school, any agencies working with the pupil where, together, they all agree on a plan to improve a pupil`s progress in school.  Outcomes will be set and ways to achieve these outcomes will be agreed. The plan will be reviewed at least three times during the year.  Usually, there will be at least two reviews of a My Plan before an Education, Healthcare Plan will be considered.

 

The school also has a School Council with class representatives.

Do you have an online prospectus? Are there open days for families and learners? 

Open evenings take place in July for new Year 3 pupils and pupils currently in the school to meet their new teachers. 

A further open evening takes place in September for Year 6 pupils.

An online prospectus is currently being developed.

Do you offer outreach to home educating families? 

We offer home learning and the Lexia phonics programme.


Last Updated
09/09/2019
Keywords
Disability, Disabilities, School, SENCO, SEN, SEND, Learning Disabilities, schools, education, sheffield
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