2 form entry junior school Years 3 – 6 (7-11yrs)
At Carterknowle Junior School we support children with these areas of needs: Communication and Interaction, Cognition and Learning, Social Emotional and Mental Health Difficulties, Sensory and Physical Needs. We provide for children with these needs by:-
- Quality first teaching by class teacher For your child this would mean:
- The teacher has the highest possible expectations.
- All teaching is based upon building on what your child already knows, can do and can understand.
- Different ways of teaching (for example, practical activities and visual supports) are in place so that your child is fully involved in learning in class.
- Specific strategies (which may be suggested by the SENCO or outside agencies) are in place to support children to learn.
- Progress is formally assessed and recorded 3 times throughout the year. Targets are set for your child to ensure that gaps in their understanding and learning are addressed.
- Some additional individual or small group support may take place, either in the classroom during class time, or outside of whole-class learning.
- Targeted interventions (Targeted Support)
- These may be run in the classroom or in sessions outside of whole-class learning.
- They may be delivered by a Teacher, a Teaching Assistant (TA), and a Higher Level Teaching Assistant (HLTA) who has had specific training to run these groups.
- Our SENco works across the school to support children with behavioural or emotional needs.
- Children will engage in group or individual sessions with specific targets to help them to make progress.
- All interventions are planned under the guidance of the SENco and class teachers.
- All interventions are monitored and reviewed by the SENco and class teachers.
As part of the graduated response to needs such support for pupils is tailored to meet need. This may be from Local Authority central services or traded services such as
- Service for Deaf and Hearing Impairment
- Service for Visual Impairment (VI)
- Autism Service
- Speech and Language Therapy service (NHS service) (SALT)
- Sheffield Educational Psychology service
- Occupational Therapy (OT)
- School nurse
- Multi Agency Support Team
- Social Care
- CAHMS (Child and Adolescent Mental Health Services)
For your child this would mean:
- You will be asked to give your permission for the school to refer your child to an outside agency e.g. a Speech and Language Therapist or an Educational Psychologist (EP). This will help the school and yourself further understand your child’s particular needs and be able to support them more effectively.
- The specialist professional will work with your child to understand their needs and make recommendations, which may include:
- Making changes to the way your child is supported in class e.g. individual support from a member of staff or changing some aspects of teaching to support them better.
- Setting clear targets which will be reviewed and used to evaluate progress.
iii. Running an intervention group led by school staff under the guidance of the outside professional.
- Running an intervention group or individual work directly with the outside professional.
- If a child does not respond to the above support and to interventions over time, they will receive a SEN support plan. This document will outline the child’s needs, and targets will be set along with parents and external agencies, using the graduated approach of ‘Plan, Do, Assess, and Review’.
Specified Individual support (Specialist Support)
- This is provided for children via an Education Health and Care Plan (EHCP). EHC plans will come into action from September 2014. EHC plans are given to children who need additional support above and beyond the support outlined in the above categories. This support is available for children whose learning needs are requiring support beyond what a school would typically expect to provide.
- Children will continue to receive
- Quality First Teaching
- Targeted Interventions
iii. Support from outside agencies such as SALT, EP, and OT
In addition to this:
- Children with a diagnosis of Autistic Spectrum Disorder (ASD) may receive support from the ASD Outreach Team
- The EHC Plan or Statement will outline the number of hours of individual or small group support your child will receive, and how the support should be used.
- An individualised curriculum where appropriate.
How will we support your child with identified SEND starting at school?
As part of the transition process from Key Stage 1 and 2, we ensure that your child’s needs are planned for. If a child joins mid-term or from another school, having had their SEND needs identified we ensure their needs are planned for. You will be invited to visit the school with your child to have a look around and meet the SENco.
- You will also be invited to a meeting in which details of about Special Educational needs are discussed, and in which you can ask questions relating to the school.
- If other professionals or outside agencies are involved in supporting your child, a Multi-Agency Team (MAT) meeting may be held to discuss your child’s needs and to share strategies that are used.
- Staff may wish to make a home visit.
- The SENco and class teacher may wish to visit the current setting your child attends if applicable.
- We may suggest adaptations to the transition period to help your child to settle more easily.
- The staff will closely monitor the progress the child makes and discuss this with you