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SEN REPORT

At Hallam Fields Junior School we are committed to offering an inclusive curriculum to ensure the highest possible progress for all of our pupils, whatever their needs and abilities. We value the contribution that every child can make and welcome the diversity of culture, religion and ability. The school seeks to raise achievement and remove barriers to learning. The needs of pupils requiring special education are met primarily through providing a differentiated and appropriately planned, inclusive curriculum within the classroom. Assessment forms an integral part of the planning, teaching and learning process at Hallam Fields Junior School. It provides information for teachers to enable them to identify children with Special Education Needs, evaluate their strengths and weaknesses and so plan the next step in their learning. This ensures effective, quality learning through meeting wherever possible; all of the needs of children with Special Education Needs both intellectually, socially, emotionally and physically.

Contact Details

If you require any further information or wish to discuss any matter please speak to our school's Special Needs Coordinator Mrs Sibley (Assistant Headteacher), or Mr Brown (Headteacher), our named governor for SEND is Mrs Flint.

Mrs Sibley, Mr Brown and Mrs Flint can be contacted on 0115 9322568, enquiries@hallamfields.derbyshire.sch.uk or by calling into school.

This Policy Complies with the statutory requirement laid out in the SEND Code of Practice and has been written in with reference to the following guidance and documents:

IDENTIFICATION OF PUPILS NEEDS

At Hallam Fields Junior School all of our pupils are treated as individuals and are supported by their class teacher and other support staff. Teachers ensure that high quality planning, assessment and differentiation ensure that the needs of all learners are met on a day today basis; clear targets, assessments are planned and reviewed regularly. Progress, target and plans are evaluated with the children to inform their next steps.

A Graduated Approach:

The 7 stages of the Graduated Approach leading to the identification of SEN

SUPPORT

Where it is determined that a child does have SEN, it will be discussed with the parents of the child and they will be added to the school SEN register. The aim of formally identifying a pupil with SEN is to help the school ensure that effective provision is put in place and therefore remove barriers to learning. In line with the new SEN Code of Practice, this will follow the four part process of:

  • Assess
  • Plan
  • Do
  • Review

This is a cyclical process which enables the provision to be monitored, the impact of intervention to be assessed and to alter provision as the child’s needs change.

A STUDENT CENTERED PROCESS

Assess

  • Class teachers will assess and monitor the progress of all children in their class, additionally using their understanding, experience of working with the pupil, details of previous progress and attainment, comparisons with peers and the views of parents, pupils and outside agencies.
  • Regular reviews will ensure that support and intervention is matched to the child’s need and that barriers to learning are identified and overcome.
  • Following agreement with parents, external agencies may be contacted to be a part of the assessment procedures where required.

Plan

  • Planning will involve consultation between the teacher, SENCO and parents to agree the interventions and support that are required; the impact on progress, development and /or behaviour that is expected and a clear date for review will be set. Targets will be shared with pupils and parent/carers.
  • All staff working with the child will be informed of their individual needs (including medical), strategies that the child responds to and intervention programmes that are put in place.

DO

  • The class teacher remains responsible for working with the child on a day to day basis. Class teachers have responsibility for planning, monitoring interventions and liaising with support staff. Teachers will support Teaching Assistants with assessing and reviewing the impact of support.
  • Additional support and assessment of a pupil’s needs, will be provided by the SENDCO. The SENDCO will seek advice from external agencies if appropriate.

Review

  • A child’s progress will be regularly reviewed and the impact of support will be monitored and reviewed regularly.
  • Children and parents views will be taken into account, in conjunction with the class teacher and SENDCO. As a result of this, support and outcomes will be revised based on the pupil’s progress and development, making any necessary amendments to move forward.

INTERVENTION PROVISION MAP

Interventions operating at Hallam Fields Junior School

FAQs

How does Hallam Fields Junior School know if children need extra help?

At Hallam Field Junior School children are identified as having a special education need (SEN) through a variety of ways:

  • Liaison with Infant School / previous schools
  • Concern raised by teachers
  • Concern raised by parents or carers
  • Evidence collected through regular assessments and monitoring arrangements.
  • A diagnosis from a qualified paediatrician
  • Involvement with external agencies such as Educational Psychologist, Speech and Language Therapist, Physiotherapy and visual and hearing impairment.

What should I do if I think my child has special educational needs?

Hallam Fields Junior School has an open door policy and we welcome parents/carers approaching us with any concerns that they have.

Firstly contact your child’s class teacher or SENDCo (Mrs Sibley), then Head teacher (Mr Brown).

Additionally, we offer drop in appointments on a Wednesday afternoon if you require a meeting with the SENDCO.

How will Hallam Fields Junior School support my child and who will explain this to me?

Your child’s class teacher and the SENDCo will oversee and plan your child’s education programme, however you and your child will be consulted

Once identified as having a SEN the class teacher and SENDCo will devise the most appropriate intervention to address your child’s needs.

You will be invited to a termly Individual Education Plan (IEP) meeting with your child’s teacher where the needs, provision and targets for your child will be discussed.

The IEP will be shared with you at these meetings and will highlight the support your child will receive and the individual targets that they will be working on and explaining how you can help to support your child at home.

The class teacher plans differentiated work for each child to address their specific needs. There are autumn and spring Learning Consultation meetings where your child’s class teacher will share with you the progress your child is making across the curriculum.

How the decision is made about what type and how much support my child will receive and how are targets set?

The class teacher alongside the SENDCo will discuss your child’s needs and what support is appropriate in order to address their needs.

Different children will require different levels of support in order to bridge the gap to achieve age expected levels.

Parents will be informed of the support their child will receive at our termly IEP meetings.

If it is believed your child requires more intensive support then the school, in discussion with you, may suggest the need to apply for an Education Health Care Plan (EHCP) / statutory assessment. Decisions for whether an EHCP is issued lies with the local authority.Targets are set by the class teacher and reviewed by the SENDCo as a result of pupil progress meetings and discussions with parents. These targets are child centred and outline the small steps that the child needs to make in order to progress. Once achieved these targets will be reviewed and changed in line with National Expectations and curriculum requirements.

How do we know if the support has had an impact?

During the meeting to review your child’s IEP, you will be informed about their progress against their individual targets and agreed outcomes.

Your child’s teacher will also report on your child’s progress at the Learning Consultations in the autumn and spring term.

In the summer term, you will receive a written report from your child’s class teacher.

How will the school curriculum be matched to my child’s needs?

All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically, this might mean that in a lesson there would be several levels of work set for the class however, on occasions this can be individually differentiated.

Teachers plan lessons to address the different learning styles within their class and provide appropriate resources to support learning.

The benefit of this type of differentiation is that all children can access a lesson and learn at their level.

How are the school’s resources allocated and matched to the children’s SEN needs?

The local authority provides funding for schools to meet the needs of all children with SEN.

The SLT and SENDCo allocate support across the school according to need.

If your child has an ECHP / Statement of SEN, we ensure that the provision specified is provided.

How will I know how my child is doing and how will you help me to support my child’s learning?

We have an open door policy at Hallam Fields Junior School. You can book an appointment to speak to your child’s teacher or the SENDCo at any mutually convenient time.

There are Learning Consultations in the Autumn and Spring Terms. In addition, there are termly IEP review meetings for children on IEPs.

In the Summer Term, you will receive a written report from your child’s class teacher noting academic, social, behavioural and emotional progress and areas of development.

For children with an ECHP / Statement of SEN, an annual review is held.

We will ask to see parents if we have any concerns about your child’s progress or behaviour.

How does the school know how well my child is doing?

As a school we regularly measure children’s progress in learning against National expectations and age related expectations.

The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we rigorously track children’s progress from entry at Year 3 through to Year 6, using a variety of different methods referencing age related expectations, reading, number and spelling ages.

Children who are not making progress are identified through pupil progress meetings and teachers tracking data. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. Information from these review meetings are then shared by the SLT team.

For children on an IEP, their individual targets and progress towards agreed outcomes are regularly reviewed by the Class Teacher and evaluative comments are recorded on the document. If the child has not met the target, then the target is rewritten into smaller steps or a different approach may be tried to ensure the child continues to make progress.

Parents are regularly informed of their child’s progress at the Autumn and Spring Learning Consultations and termly IEP meetings.

What support will there be for my child’s overall well-being?

We are an inclusive school; we welcome and celebrate diversity. At Hallam Fields Junior School we have a caring, understanding team looking after our children.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENDCo for further advice. This may involve working alongside outside agencies such as Health and Social Service, and / or the Behavioural Support Team.

At Hallam Fields Junior School, we also have a nurture group for children with specific emotional, social and / or behavioural needs.

What support is there for behaviour, avoiding exclusion and increasing attendance?

At Hallam Fields Junior School, we have a very positive approach to all types of behaviour with a clear reward and sanction system that is followed by all staff and pupils.

After any behavioural incident, we expect the child to reflect on their behaviour with an adult. This helps all parties to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.

Attendance of every child is monitored by the Attendance Officer. Lateness and absence are recorded and regularly reported upon to the Head Teacher. Perfect attendance is celebrated and the class with the highest attendance each week is displayed on the display board by reception.

What training have staff had in order to support children with SEN?

All teaching and non-teaching staff are trained to support children with SEN. This training maybe internal, from the Local Authority or external courses and programmes.

Our SENDCo has completed her National Award for SEN coordination and has a Postgraduate Diploma in Inclusive Practice.

All staff receive regular training and SEN updates, and there are regular updates on Child Safeguarding policies.

The school nurse provides epi-pen training for all staff and has also provided Diabetic training.

How will my child be included in activities outside the classroom including trips?

Hallam Fields Juniors is an inclusive school and all children take part in off-site educational visits.

A risk assessment is carried out prior to any off site activity to ensure that everyone’s health and safety will not be compromised. When we carry out the risk assessment we also consider the accessibility arrangements for our children with SEN and disabilities. Alternative arrangements for access round the site can be planned or relevant provision put in place for individual children.

Trips are carried out in accordance with the Local Authority’s guidelines on off-site visits.

How will my child be able to contribute their views?

At Hallam Fields Junior School we value and celebrate each child being able to express their views on all aspects of school life.

The School Council meet regularly and this has an open forum for any issues or views to be raised. Each class has a School Council Representative who has been elected by their class.

Each Subject Leader in the school undertakes regular pupil conferencing across the school in order to gather the children’s views about the curriculum and their specific subject.

Children who have IEPs discuss and set their targets with their class teacher.

If your child has a Statement of SEN their views will be sought before any review meetings.

How does the school manage the administration of medicines?

The school has a policy regarding the administration and managing of medicines on the school site.

Parents need to contact the school office if medication is recommended by Health Professionals to be taken during the school day.

On a day to day basis the Admin Staff generally oversee the administration of any medicines.

As a staff, we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.

How will the school prepare and support my child when joining and transferring to a new school?

If your child is joining us in Year 3, we hold transition meetings, where key information is passed on from your child’s previous school. The children also have the opportunity to attend the school for a transition day.

Information regarding children with SEN is transferred between SENDCos. Children with SEN may require additional visits and / or transition meetings which involve parents and carers.

At the end of the Summer Term, we hold a Year 2 Information Evening where parents and carers get the chance to meet our staff and become familiar with the school building and procedures.

Year 6

Year 6 staff and the SENDCo liaise with the receiving secondary school; for the majority of our pupils this is either Kirk Hallam Community Academy or Ormiston Ilkeston Enterprise Academy.

Extra transition visits are organised and arranged as necessary.

How school governors involved and what are their responsibilities?

Learning Walks

Named Governors for key areas including SEN

Involvement in analysing data including looking at groups of children’s progress; SEN, Free School Meals, Gender etc.

Policy creation

Meeting with Subject Leaders

Analysis of progress in School Improvement Plan and Subject Action Plan

How will I raise concerns if I need to?

Your first point of contact if you want to discuss something about your child is your child’s class teacher.

If you are still concerned, you can contact Mrs Sibley, the SENDCo.

Look at the SEN policy on the website.

Follow the Complaints Policy for HFS.

Who should I contact if I am considering whether my child should join the school?

If you would like to apply for your child to join Hallam Fields Junior School, please contact the school office. We will be happy to take you on a tour of the school where we will willingly answer any of your questions. There is a School Admissions policy on the school website.

Who can I contact for further information about services for my child?

Derbyshire’s Local Offer will outline all services and support available across health, education, social care and leisure services and will improve choice and transparency for families.

How is Hallam Fields Junior School’s Special Needs Report reviewed?

This report will be reviewed annually by the SENDCo and school’s governors, and a report presented to the Curriculum Committee.

Glossary of Terms

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