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John Rankin Junior School

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John Rankin Federated schools are located in the South of Newbury within beautiful grounds on the same site.  The two schools share a single governing body responsible for the strategic leadership for the two schools, Executive Head teacher, Inclusion Manager and School Business Team . Both schools are 3 form entry.   The vast majority of pupils are of White British heritage and the remainder come from a range of backgrounds, and although only a small number of pupils speak English as an additional language, this is a rising. The proportion of pupils known to be eligible for free school meals is below average. The proportion of disabled pupils and those with special educational needs supported at SENS, or with EHC plans, is in line with the national average. Pupil’s needs mainly relate to ASD, social or emotional difficulties or speech, language and communication needs.

Mission statement: “Growing together; striving for excellence; We are all different, we are all special; Together we are one community.”

The two schools has a positive ethos that values each child as an individual and believes that every child can make progress, is challenged and encouraged to achieve their full potential in every aspect of school life. We endeavor to identify and provide support for the wide spectrum of needs that make up an individual’s profile; whether cognitive, social and emotional, sensory or physical. Pupils with SEND are taught inclusively with their peers through targeted and rigorous differentiation or scaffolding and resources. They access short and precise individual and group intervention from our Learning Mentors , where appropriate, building from a point of confidence.

We believe every child has a right to feel safe, respected and able to progress with their work. Our ethos is underpinned by our core values: RESPECT; EQUALITY; TRUST; HONESTY; RESPONSIBILITY; COURAGE; THOUGHTFULNESS.

 

Who to contact

Contact Name
Mrs Tina Allison
Contact Position
Deputy Head Teacher - Inclusion
Telephone
01635 42376
E-mail
office@jrs.w-berks.sch.uk
Website
John Rankin Junior School

Where to go

Name
John Rankin Junior School
Address
Henshaw Crescent
Newbury
Berkshire
Postcode
RG14 6ES
Notes

We are connected to the Infant School and Nursery as one site. 

Time / Date Details

Time of day
Afternoon
Morning

Inclusion Information

Wheelchair Access

Has Provision
Yes
Details
Ramps to all three main offices and a number of further ramps to access other parts of the schools.

Special Needs

Has Provision
Yes

Dietary Needs

Has Provision
Yes

Cultural Provisions

Has Provision
Yes

Local Offer

Contact Name
Mrs Tina Allison
Contact Telephone
0163542376
Contact Email
office@jrs.w-berks.sch.uk
Local Offer Age Bands
7 to 11

Mainstream

1. Identification of SEND
1.1: How does the school identify children/young people with special educational needs and disabilities?

Pupils with SEND are pupils who have a diagnosis or are significantly below age related expectations.  These pupils are identified through pupil progress meetings each term by teachers and the SEND team.

Pupils are identified in a range of ways:

  • Early identification and intervention.
  • Early Years referral from medical professional
  • Parental Concern
  • Teacher Identification
  • Professional diagnosis
  • Involvement of outside agencies including: Speech and Language Therapy, Educational Psychologist, Hearing Impairment Teacher, CAMHs, CALT.
  • Through data analysis and continued monitoring of progress (Pupil Progress Meetings)
  • Impact of school based interventions.
  • Persistent, complex and severe learning difficulties.
  • Use of interpreters to support pupils with EAL and potential SEND.

In addition to this, the SENDCo is involved in Pupil Progress Meetings with each teacher as part of the Senior Leadership Team to identify and plan for pupils whose progress and/or attainment is a concern.  At John Rankin Schools we track the progress and attainment of all pupils with SEND, including non-SEND pupils who are underachieving, in order to prevent them from becoming significantly below age related expectations.

Teachers who have concerns about pupils will complete a Graduated Approach Plan for the SEND team, which will then be discussed by teacher, SEND team and parents/carers.  The decision will either be made to monitor progress, provide intervention or request outside professional support. 

Pupils are added to the SEND register in consultation with parents/carers.  Teachers will also use the school's identification criteria and SEND categories to decide where pupils should be placed on the register. 

The government states that all pupils, including those with a special educational need and disability should make expected progress by the end of each academic year.  The SEND team provides governors and the Head Teacher with a data analysis report outlining progress made by the SEND cohort and in comparison with their peers. From this a new whole school SEND foci are established.   The school monitors pupil attainment and progress in relation to vulnerable groups and evaluates results to identify trends and patterns of underachievement and of success. Pupils making little or no progress may be assessed by the SEND team or other relevant professionals in consultation with parents to establish specific need and provide support to accelerate progress. 

We take note of the 6 broad areas of need.

  • Communication
  • Learning and Development
  • Behaviour and Emotions
  • Health
  • Everyday Life
  • Family and Community

The majority of pupils will be assessed with the rest of their peers (see assessment policy) although those pupils working below, working towards or pre-Key Stage statements will be monitored through the school’s 'small step programme' and data system, that has replaced P-scales assessment. 

 

 

 

1.2: What should I do if I think my child has SEND?

Parents are encouraged to:

  • Contact class teacher
  • Contact the school SEND team
  • Contact their GP

 

  • If your child has already been identified with SEND, you will also be provided with opportunities to discuss your child through SEND parent meetings (SAP meetings are 3 times per year) in addition to regular parent evenings.
  • All parent/carer concerns are taken seriously at John Rankin Schools.  We believe that, as parents, you hold expert knowledge about your children.  Parent partnership is the key to consistent and successful support for all pupils and we will happily discuss any concerns, identify causes and provide advice on how best to support your child.
2. Support for children with special educational needs
2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

Every Teacher is a teacher of children with SEND.  High Quality teaching, scaffolding and differentiation will meet the needs of each child on a daily basis. 

Your child's SEND needs will be overseen by the Deputy Head Teacher - Inclusion and SENDCo (Mrs Allison), who will assess and help plan opportunities for them to access the curriculum and other aspects of school life through high quality teaching and, where necessary, intervention.  The SENDCo has responsibility for monitoring the support of pupils with SEND and this is carried out through; pupil progress meeetings, SAP (Support and Achievement Plans), reviews with teachers and parents/carers, book and planning scrutiny, pupil conferencing and observation of pupils within their class setting.  The SEND team (Sendco and Sendco assistant) will provide support to teachers and Learning Mentors through regular training meetings, monitoring and feedback.

The SEND team will support teachers to co-ordinate the provision for SEND pupils in their class and plan personalised support and, if necessary, intervention that will support pupils.  This will be recorded and evidenced over time on a 'Class Needs Analysis Provision Map' produced for each class by the teacher.  The focus of provision will be determined through discussion with teachers, senior leaders and parents/carers.

The SEND team follows an 'Assessment, Plan, Do, Review' cycle that plans careful and precise support for pupils through rigorous assessment and review.  Provision for pupils all feeds into the School Development targets, monitoring, data analysis, Learning Mentor appraisal and training.

The SEND team has a duty to report and share the strategic management of SEND with Senior leaders and the designated SEND governor in the school.  This happens at termly SSR meetings where the Inclusion report to governors is shared and discussed.  The SEND team meet with the designated governor at other times also.

Class Teachers have a responsibility for day to day provision.

  • Class Teacher in collaboration with School SEND team will discuss a child’s areas of need, agree and plan a SAP (Support and Achievement Plan).
  • Parents are involved in agreeing and setting targets for SAPs.
  • SAPs are reviewed termly or more frequently, if appropriate.  Where appropriate, children are involved in the review process with teachers and SEND team.
  • SEND team and class teachers liaise with outside agencies and professionals to ensure the best provision is in place.
  • Parents are involved in some outside agency meetings and have the opportunity to discuss their child and their needs as a family.

 

 

2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • Prior to a child joining JRI/JRJ parents and professionals are invited to a transition meeting to plan a joint approach.  Where necessary, additional school visits and meetings with the class teacher and SENDC team will be arranged.
  • Termly or more frequent meetings to discuss a child’s progress can be arranged.
  • Informal meetings with teachers are supported at an agreed time to discuss needs.
  • Termly review and planning meetings for SAPs (Support and Achievement Plans).
  • Pupils with an EHCP will have an annual review/transition meeting at key points in the year.
  • Child friendly SAPS are shared with parents/carers and they are asked to contribute to this by completing a 'Pen Portrait' of how their child presents at home
2.3: How will the school balance my child's need for support with developing their independence?

John Rankin Federated Schools are committed to providing inclusive practice in a main- stream environment.  Reasonable adjustments are made to include all children.

The school makes independence and learning behaviours, of all pupils, a priority and actively plans for independence within SAPS and high quality teaching.  Teachers and TA's are trained in ways in which to develop independence through mind mapping and effective questioning and this is a focus of our school priorities for SEND, featuring in the monitoring criteria. Pupils from Y2-Y6 have may have access to a ‘Target Review’ intervention (that supports independence) to support pupil’s learning behaviours and achieve their SAP targets.

In addition to child friendly SAP passports, that provide strategies for teachers to plan for pupils to access the curriculum independently, pupils with highly differentiated curriculums may be provided with 'Independent Learning Boxes' or 'Independent Learning Packs' which are related to their SAP targets.

Independent Learning Boxes may provide the pupils with educational activities that they can complete without support but are tailored to their individual learning styles.  Time is provided within their learning to access these.

Independent Learning Packs provide pupils with visual cue cards that cover academic/social and communication aspects of their learning.  Pupils are encouraged and prompted to use these in order to work independently within class.

Learning Mentors are provided with a 'Toolkit' which contains resources and training materials that can be used with pupils to encourage independence, such as; mind maps and effective questioning techniques. Learning Mentors receive regular training and this is also part of the induction process. The SEND team monitors the performance of Learning Mentors through High Quality Teaching and intervention with a specific focus on good learning behaviours and pupil independence.

2.4: How will the school match / differentiate the curriculum for my child's needs?

Teachers show how they have scaffolded for individual pupils in their weekly and medium term planning and teachers are expected to incorporate SAP targets into everyday learning.  The SEND team liaises with subject leaders and phase leader to oversee the scrutiny of plans and observe lessons where appropriate to support individuals. 

Child friendly SAP outcomes (that also incorporate professional recommendations) provide strategies for teachers to scaffold the curriculum to match to individual learning styles and these are also used by other staff members who provide intervention or additional support.

2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

We are an inclusive Federation and have a range of resources we can draw from.  However, should we need something we do not have we can seek advice from outside agencies.  For Example:

  • Pupils with ASD could have an individual visual timetable, choosing board, task strip, visual cues and opportunities to develop social communication through the use of social stories.
  • Pupils with Speech and Language difficulties may be visited by an NHS Therapist and recommendations are made.  The school will implement these recommendations but the main focus is with High Quality Teaching strategies that are integrated within the curriculum.
  • Pupils with Sensory impairments and difficulties may be visited by an NHS Therapist and recommendations are made.  The school will implement these recommendations and may provide additional proprioceptive opportunities through whole class or small group exercise breaks, ‘Sensory Circuits’ or a bespoke sensory diet.

At John Rankin Schools we focus on using different learning styles and are consistently analysing and planning for individuals in this way to suit personalised learning. The school works closely with outside professionals and, where possible, these professionals provide staff with holistic training in order to improve outcomes for all pupils through high quality teaching.   

2.6: What additional staffing does the school provide from its own budget for children with SEND?

We encourage children to be independent learners and will make reasonable adjustments to a child’s provision to support this.  Additional staffing could be provided if:

  • Education Health Care Plans (EHCP) outline a need for additional adult support and hours are funded by SEND. Additional support for these pupils is decided by the Head Teacher, SEND team and teachers in consultation with parents. Learning Mentors are deployed according to their skills.
  • All Learning Mentors are trained in delivering High Quality support in class and interventions across the school and children with Special Educational Needs may take part in these school based interventions.
  • The Inclusion Lead/SENDCo has a full time position within the schools, with an assistant SENDco supporting
  • In addition to this, we have a qualified Pastoral Support Worker (also a qualified and practicing ELSA) that supports vulnerable pupils or those with Social and Emotional difficulties across the schools.
  • The school also has a Family Support Worker (3 days per week) who works exclusively with John Rankin School families to support any needs.
  • The ELSA and Family Support Worker are part of a larger Pastoral Support Team made up of the Deputy Head Teachers, Inclusion Lead, Executive Head (within the Federation) who meet regularly to discuss needs and plan support for pupils in need of Pastoral support. Teachers feed into this system by completing Pastoral Care Referral forms for pupils they have concerns about.

 

 

2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / TitleIntervention Type
Catch-Up for Reading One to one
Talking Partners Small group
SNAP maths Small group
Precision Teaching One to one
Proprioception One to one
ELSA One to one
Sensory Circuits Small group
Social Groups Small group
Positive Behaviour Programme One to one
Draw and Talk One to one
Group Spelling Programme One to one
Fine Motor Skills One to one
Target Review (Learning behaviours) One to one
Writing and Grammar building One to one
2.8: What resources and equipment does the school provide for children with SEND?

We are an inclusive school and have a range of resources we can draw from.  We aim to carefully match provision to individual children's needs.  The SENDCo will provide equipment for individuals that is recommended from professional reports and also has invested in a number of 'Closing the Gap' schemes and materials.

The SENDCo manages the budget for SEND resources and links the spend to identified needs for SEND pupils and as recommendations from outside professionals, and related to the School Development Plan, where possible.

We may offer:

  • CALT Team services (school funded)
  • Educational Psychologist Services (school funded)
  • Proprioceptive equipment and breaks
  • Visual timetables, choosing boards, task strips and visual cues.
  • Interventions if suited to a child’s needs – Talking Partners, SNAP maths etc.
  • Plan, do, review process suited to individual children’s needs.
  • Additional opportunities to target gaps in learning.
  • Social Communication and skills sessions based on recognising feelings and managing feelings.
  • If relevant, a Family School Support Worker and Learning Mentor (school funded
  • Writing slopes, cue cards, wobble cushions, specialist seating
2.9: What special arrangements can be made for my child when taking examinations?

Pupils with SEND may have special arrangements for examinations, where appropriate.  This could include adult prompts, small groups or one to one provision in a quiet area.  They are provided with movement breaks, if necessary, and examinations may be carried out in stages to aid concentration. The school may apply for 'extra time' also. Applications are reviewed and decided by an outside body.  All other examination requirements remain the same.

In Year 6, teachers and the SEND team may apply for extra time (25%) in special cases.  This provision is authorised by the Local Authority via a questionnaire application process online.

 

 

3. My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?

At John Rankin Schools we operate an open door policy.  Parents are informed of progress through parent’s meetings, SAP meetings and pupil school reports.

All pupils are assessed in a number of ways through; formal tests, the schools’ teacher assessment process and through everyday ‘Assessment for Learning’ tools.

Pupils who are working below Working Towards are assessed through pre-Key Stage assessment statements or small step progress targets.  Teachers will record evidence related to their achievement within these small steps.  This could include written observations, photographs and photocopies of work that evidences progress.

Within each long term, teachers meet with Senior Management to discuss pupil's progress (Pupil Progress Meetings - which the SENDCo attends).  During this process, teachers and senior leaders assess the impact of intervention and class support and plan for 'Closing the Gap' for individual pupils and cohorts. 

Where possible, intervention data for pupils with SEND is analysed by the SEND team and pupils who have not made sufficient progress are put on 'alert' and may be part of a focus group for monitoring. This information feeds directly into the monitoring cycle and is used to create GAP/SAP outcomes and may trigger a request for support from outside professionals.  Findings also form new school based targets for the School Development Plan.

Pupils without SEND who are making less than expected progress are monitored through a ‘Graduated Approach Plan’ (GAP) and may be placed in short term targeted groups to make accelerated progress, where appropriate.

The school provides 3 opportunities per year to review pupil progress with parents and discuss ways forward.  Parents are informed if their child is not making progress over time. These meetings are a forum for staff and parents to jointly plan precise support for progress to take place. Parents are also offered regular parent evening appointments.

All pupils with SEND have Child Friendly Passports that show strategies for staff to use within the class at High Quality Teaching.  These are a working document that are reviewed throughout the year in parent SAP and outside professional meetings and are reviewed once a year during transition time for the new teacher. 

Progress from interventions is measured where possible using age related or standardised scores.  This is generally measured as a baseline at the start of the intervention and again at the end.  Salford Reading and Comprehension test, Hodder spelling assessments and PUMA maths assessments are used to measure intervention progress, where appropriate.

 

3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

SEND pupil progress is also monitored by SAP outcomes.  Teachers, SEND team and parents meet initially to start the SAP process.  At the end of each long term teachers meet parents to review pupil's progress against each target and set new SMART targets for the next term.  Parents receive a copy of the reviewed and new targets at the beginning of Autumn, Spring and Summer term (with an opportunity to discuss these).  Where possible, measurable progress is included in the review.

3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?
  • Additional time to meet the class teacher and or SEND team can be arranged at any time by parents.  Usually, this would be either before the start of the day or at the end of the day with class teachers and at other times during the day with the SEND team.
  • Parents are asked to phone and make appointments so that teachers and SEND team can prepare relevant paperwork and notes.
3.4: What arrangements does the school have for regular home to school contact?
  • Pupils have a reading diary that parents and pupils can record their reading and or other learning needs.  Parents can also use this book to inform staff if there has been a difficulty at home e.g. a child has not slept, has not taken medication etc.
  • Teachers sometimes send home brief notes to say how well a child has achieved or contributed in class.
  • Some children may occasionally bring home certificates to reward good choices and achievements.
  • Parents are invited into school to meet with outside agencies and professionals that are involved in their child’s care. This would be by letter, email or phone call.
  • Copies of all reports made by outside agencies and professionals are kept centrally, sent home and passed on to teachers and other professionals to ensure quality of support (this excludes safeguarding records).
  • Where appropriate, home/school communication books can be set up.
3.5: How can I help support my child's learning?
  • Parents/carers can support their children by reading daily, practising spellings and multiplication tables.
  • Parents can support their child to complete homework/learning logs.
  • The schools offer an open evening/ morning in the Summer term for pupils’ transitioning at key transition points.  At this meeting, booklets on how parents can support with reading, writing and maths are offered.  There are also additional ‘Meet the Teacher’ meetings in the Autumn term.
  • At the start of every term, the schools send out a curriculum map which is also on the schools’ website.  Parents/ carers can support pupils learning by taking them to historical or cultural places of interest to support their learning.
  • SAPs suggest opportunities and ideas for parents on how to support their child’s individual and on-going needs.
3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
  • Curriculum evenings could be offered to support parents/ carers to support their child’s learning.
  • The federation’s family support worker may work alongside parents to identify training needs and signpost suitable courses. The FSW offers parenting courses.
  • Parents can be given information on useful websites or support groups they can access.
  • The SEND team provides some training workshops for parents.
  • SAP documents are a way to discuss how parents can support their child at home - these are agreed and resourced on an individual basis.
  • Within these meetings, outside professionals may be requested to deliver training. 
  • Learning events led by professionals outside school are signposted to parents via the SEND team or Pastoral team.
  • The strategy document, shared with parents on request, contains a number of games to help pupils learn effectively.

 

3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • The view of the child is important to us as a federation. Depending on the age and ability of a child, their opinion is asked for at SAP and EHCP reviews.
  • Children are encouraged to be independent and to self-assess, share success and suggest next steps.
3.8: What accredited and non accredited courses do you offer for young people with SEND?
  • N/A
3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?
  • Termly Pupil Progress Meetings  (PPM) with class teacher/ And Executive Leadership team – pupil achievement is evaluated by a number of progress measures – parents do not participate in this meeting as a range of pupils are discussed. 
  • The SEND team monitors the effectiveness of High Quality Teaching and interventions at regularly intervals.
  • Pupils with a statement or an EHC plan will have an annual review meeting with agencies working with pupils with the pupil.
  • The SEND team is responsible for tracking the progress of children with SEND and assessing the impact interventions have across the schools.
  • The SENDCo/Inclusion Lead is part of the ESLT and monitors SEND provision and resources across both schools.
  • The SEND team reports to the governors on the progress of the SEND cohort through a data report that is reviewed termly.
  • Parents are asked for their views through school questionnaires over the year.

Pupils are asked to reflect on their learning on a regular basis within the class

 

 

4. Support for my childs overall well being
4.1: What support is available to promote the emotional and social development of children with SEND?

The school have a Pastoral Care Support Team consisting of; Executive Head, D, Inclusion Lead, Deputy Head Teachers, Family Support Worker and Pastoral Support Worker (ELSA). The majority of Social and Emotional support is triaged through regular meetings with this team.

We also have 4 internally trained staff that support groups of pupils with specific emotional need through short term measurable programmes. 

Our Family Support Worker works with families to set short term goals that enable pupils to overcome social difficulties that may have an impact in school and at home.  Parents can ask for this service or may be signposted by Senior Leaders or the SEND team.

The SEND team supports other pupils with social and emotional needs through 1:1 and small group intervention of social skills, Draw and Talk (a child initiated anxiety programme) or mentoring sessions to equip pupils to overcome difficulties with anxiety and social communication within school and at home. 

A referral to other agencies such as; The Emotional Health Academy, BIT Team or CAMHS may also be necessary and this will be done in consultation with parents.

 

  • Pupils with SEND may use social stories to develop their emotional social development.
  • They could also be part of a small social group supported by an adult at break times.
  • A play time plan or Positive Behaviour Plan could be written to agree targets and activities and play mates for break times.
  • Some pupils may take part in a ‘Circle of Friends’. A whole class intervention to support one child with particular difficulties.
  • The Boxhall profile may be used to assess and plan for children with SEND’s individual social, emotional and behavioural needs.

 

4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

All pupils are expected to follow the school's Behaviour Policy but we understand that this is difficult for some children and they may need additional support to manage their behaviour. 

Pupil's behaviour is monitored through high quality teaching and concerns are raised to the SLT, if necessary.

Incentives and reward charts offer a scaffold to pupils who find it difficult to conform to the school's behaviour policy and children are actively taught about 'Good Learning Skills'.

  • At John Rankin Federation we aim for all children to be included in class activities but, where a child finds it difficult to comply, they could be removed from class to work in isolation in a small teaching room with adult support.  This would only happen when all other strategies have been used.  A pupil will usually be given reflection time and suitable alternatives to their choices.
  • The school operates a language of choice policy and uses restorative practices to support pupil’s understanding of appropriate conduct towards others.
  • In order to avoid exclusion a pupil may be taught outside the classroom by a Learning Mentor, overseen by class teacher or a member of SLT.  Parents are informed if a child has been given a ‘red card’ for their behaviour and this is recorded on SIMS so that incident data can be reported on

Some pupils who need additional support with behaviour may need a 'Positive Behaviour Plan' which highlights their needs and has specific targets and rewards for small steps of progress.  These pupils are given opportunities to reflect on their behaviour daily (through an attached intervention programme) and are involved in setting new targets to help them to access the behaviour policy.  This could mean talking about triggers to poor behaviour or strategies of controlling behaviour.

The SEND team or Senior Leaders may also seek advice from outside professionals such as; Behaviour Intervention Team, Family Support Worker, CAMHS, Specialist Inclusion Support Service or the Pupil Referral Unit.  Parents are informed and included in each stage of the process.

 

  • Exclusion is the last resort and will only occur with persistent and challenging behaviour or a serious incident.

 

 

4.3: What medical support is available in the school for children with SEND?
  • We have members of staff that are first aid trained and are able to support pupils with medical needs.
  • They are able to support pupils who are ADHD and need to take prescribed medication at lunch time or other times of the day.
  • The school is able to seek advice from the West Berkshire school nurse service for further advice or training should we need to.

 

 

4.4: How does the school manage the administration of medicines?
  • The school follows the West Berkshire Medical guidelines.  All medicines are locked in the school's medical room and controlled substances are double locked.
  • Parents must sign a disclaimer form and school completes a form when medicines are administrated (with the date and time/parents must sign this).
  • The school are unable to administer Ibuprofen based medicines in line with West Berkshire guidelines.
  • Parents can administer medicines themselves but must sign in and out of school to do this.
  • When specific cases arise, teachers and Learning Mentors have relevant training from outside professionals, organised by the SEND team or Admin team.  These may include; Epilepsy, hearing impairment or nutritional training.
  • Parents complete a medical form that is kept on file in the office.  The form clearly indicates when and how much medication is to be taken.  Parents/ carers must sign the form in order for medication to be administered.
  • First aiders and admin team are aware of medications that pupils need to take and monitor the administration of them.  It is always recorded in a log in the office.
  • Schools have an Administration of Medicines Policy to support children with medical conditions.
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • Both schools are willing to discuss with parents any additional toileting and dietary needs a child may have.  Where possible both schools can implement an agreed plan.
  • Advice can be sought from the West Berkshire school nurse service or other professionals involved in a child’s care
  • A relevant Individual Health Care Plan (IHCP) can be created in partnership with the family and colleagues in school
  • We consider advice provided by GP's, Paediatricians, and other health professionals in line with safeguarding regulations.
  • It may be necessary for us to carry out toileting, nutritional or functional skills programmes with advice from outside professionals and this will be reflective in pupil's care plans.
  • We make sure that all staff are aware of specific personal care needs of children by including this in their pupil passport.
  • Risk assessments will be carried out where necessary.
  • All teachers have Severe Allergic Reaction training annually and this is statutory.
5. Specialist services available / accessed by the school
5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

The schools can access the following services.  Need is assessed on a child-to-child basis:

  • Educational Psychologist Service (school funded)
  • Cognition and Learning Team (school funded)
  • ASD Advisory Service (LA funded)
  • Sensory Consortium Service (LA funded)
  • Speech and Language Therapy (LA funded)
  • Occupational Therapy (NHS funded)
  • Specialist Inclusion Support Service (LA funded)

 

5.2: What should I do if I think my child needs support from one of these services?
  • Contact the class teacher in the first instance and the teacher can discuss with the federation’s SEND team to discuss your concerns.  They can signpost you in the right direction or make the necessary referrals.
  • Contact your local GP.  They can signpost you in the right direction or make the necessary referrals.
  • ELSA (Emotional Literacy Support Assistant) and FSW (Family Support Worker) services can be sought through the school.
5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?

Referrals to these services are made by a GP or by the school SENDCo with parental permission and input. Pupils needing to access the Occupational Therapist will have to be referred by a GP. Once referrals have been triaged:

  • Parents and Class Teacher/SEND team may be signposted to relevant information on the CYPIT or CYPF website.
  • Over the phone advice may be given by a professional in that field.
  • Pupils can be seen either in school or clinic by one of the above services following successful referral from either the school or the GP.
  • A report of findings and recommendations is sent to parents/ carers and the school.
  • Recommendations by the above services can be implemented by class teachers, Learning Mentors and or SEND team where possible.
  • If implemented by Learning Mentors it is under the direction of class teachers and SEND team.
5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

If you feel that your child needs to be seen by any of these specialists you must initially speak to your GP and/or inform the federation SEND team that you have done this.  The more information the federation has, the better equipped they will be in being pro-active to pupil need.

Some services allow the school to make a referral but others must be referred via your GP.  Please see the guidelines for referrals on the CYPIT website.

 

  • Make an appointment to see the school SEND team or your GP to discuss you concerns.
  • Together you can complete the referral form
5.5: What arrangements does the school have for liaison with Children's Social Care services?

The school liaises closely with Children's Social Care services. 

The Executive Head Teacher or Deputy Head Teachers (these members of staff are the Designated Safeguarding Leads across the Federation) attend all PEP/LAC/CIN or other meetings with regards to social care.  Some of these meetings also take place in school.

The federation provides up to date reports for these meetings.

The federation complies fully with the Safeguarding Policy and all staff members receive up to date training in this area. The Inclusion Lead/SENDco is also one of the DSL's within the Federation.

6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • Teachers access training either on site or at other venues. 
  • It may be delivered by outside agencies and is linked to the needs of the staff and school.
  • The SEND team identifies training needs through data analysis and monitoring of high quality teaching throughout the school.
  • The SEND team delivers appropriate training linked to school SEND targets within staff meetings and Inset days. 
  • Specialist training is offered to teachers who are teaching pupils with hearing or visual impairment and pupils with a specific diagnosis.
  • Training needs are linked directly with performance management for teachers and appraisals for Learning Mentors and also to the school’s current priorities. Our Learning Mentors welcome the chance to observe each other’s practice to support pupils in particular areas.
6.2: What SEND training is provided for teaching assistants and other staff in your school?

At John Rankin Schools we aim to train all our Learning Mentors in as many different areas as possible.  Training is provided by the SEND team on a variety of different aspects of SEND and these are linked to the priorities of the school and SEND targets. Training is regular and targeted.  The impact of all training is monitored through intervention provision and Learning Mentor provision within class.  The SEND Training Log outlines this.

At their induction to the school, Learning Mentors are provided with a Toolkit pack containing strategies and resources to aid working with individuals and small groups within all the year groups.  They have initial Toolkit training and then are trained with the full complement of Learning Mentors on a regular basis.  Training needs are determined through appraisal, staff interest and specialism and also through the monitoring cycle.

Through the Appraisal process, training needs are identified by staff and SEND team and included in the actions for individual staff.  This is linked to the support that they are currently providing and their job role.

The Federation sends Learning Mentors on specific training delivered by the local authority and outside professionals and, in some cases, outside professionals deliver bespoke training to smaller groups of Learning Mentors within both schools.

6.3: Do teachers have any specific qualifications in SEND?

The SENDCo/Inclusion Lead at John Rankin Schools completed the SENDCo qualification in 2012.  She is an experienced teacher who has been a Senior Leader for over 12 years. The Assistant SENDCo is also an experienced teacher.

6.4: Do teaching assistants have any specific qualifications in SEND?

We have highly trained Learning Mentors in Speech and Language, ASD and some members of staff have attended the OTTAS training to support pupils with sensory processing and motor skill difficulties.

We have 1 trained and practicing ELSA within the school and 1 Family Support Worker (3 days per week).

Learning Mentors who have these specialisms are encouraged to share their expertise with other members of staff and provide advice on how to support pupils. This can be through leading training, observing or being observed for good practice.  They are also invited to join multi-professional meetings where appropriate.

One Learning Mentors works across both schools with pupils with Speech and Language difficulties and is ELKLAN trained. Another is ECAT (Every Child A Talker) trained.

7. Activities outside the classroom including school trips
7.1: How do you ensure children with SEND can be included in out of school activities and trips?
  • Risk assessments are put in place to ensure that, where possible, all children with SEND can participate in all out of school activities.
  • Teachers and Learning Mentors help prepare specific pupils for these events with photos, information about venues and sometimes itineraries.  Parents are consulted about these processes and asked to help children to prepare at home.
  • Parental support is sometimes requested on some visits.
  • We try to ensure that trips are inclusive for all.
  • Pupils who need additional preparation for visits and visitors have this available to them
  • Additional adult support is available if the risk assessment requires it.
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • Class teachers discuss activities and trips with parents prior to the event – where necessary, parents accompany children on day trips but not on residential trips.
  • Parents, SEND team, SLT and class teacher meet well in advance of residential visits to make arrangements for support.
  • Risk assessments are put in place, where necessary, and shared with all members of the team and social stories shared
  • Where necessary additional adults can be sent on a residential visits.
8. Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
  • The schools are laid out on one level and access to all parts of the school is possible using ramps, lifts and alternative entrances.
8.2: Have adaptations / improvements been made to the auditory and visual environment?
  • To support a child with auditory and visual difficulties the school could look at the sound quality of a room and where a child can sit to have the best access to visuals.
  • Specialist support teacher’s advice can be sought and, where possible, adaptions could be made to the main stream school environment.
8.3: Are there accessible changing and toilet facilities?

There are accessible toilets in both schools.

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
  • The schools are laid out on one level, access to all parts of the school is possible using ramps, lifts and alternative entrances.
  • Regular health and safety walks are carried out by the Operations team, governors and advisors from West Berkshire.  The school updates its School Accessibility Plan and this is shared with all staff.
  • Regular updates of risk assessments are done for individual pupils and the SEND team and teachers have responsibility for this.
8.5: How does the school communicate with parents / carers who have a disability?

The school will make access arrangements for parents who have a disability. There is wheelchair access through all the main parts of the school and ramps to all of the outbuildings.

  • There is a disabled parking space at the entrance of the school, with close proximity to the office.
  • The federation will communicate with all parents, regardless of ability, in a variety of ways; letter, phone call, email and text.
  • The schools hold termly meetings with class teachers with parents of all children in the school.
  • Additional meetings can be arranged with either the class teacher, SEND team or SLT at either the schools’ on parent’s request.
  • The schools ensure that parents’ needs are met where possible by inviting relevant professionals involved in the adult and child’s care to meetings.
  • Where possible and appropriate, the Federation arrange interpreters for the deaf and blind.
  • Any special requirements will be realized on an individual basis. Please speak to the Admin team or SEND team if you need to discuss this.
8.6: How does the school communicate with parents / carers whose first language is not English?
  • School can access support through the EMTAS service when an interpreter is required.
9. Preparing my child to join a new school / next stage of education
9.1: What preparation will there be for both the school and my child before he or she joins the school?

At John Rankin Federation, we believe that the key to a smooth transition for pupils and families is preparation.  Our transition schedule starts after the Summer half term and involves the pupils, parents and staff in a number of workshops, meetings and activities to aid different transitions across the schools.

  • New parents and pupils are offered a tour of the schools, transition taster days with their new class, a photo book to support the new environment and new staff.  If there is need for additional support the school will arrange this on an individual basis. 
  • There are a number of parents welcome meetings and a parent pack for pupils entering the school from FS1 to FS2.  They are also offered a number of visits to the school and a photo book nearer to the time that they arrive.  Additional visits and visits with outside professionals will be sought on request.

 

  • Other transition opportunities can be made according to the needs of a child.
  • A personaltransition plan can be put in place according to the needs of a child.
  • Additional visits could be arranged according to the needs of a child.
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

At John Rankin Federation, we believe that the key to a smooth transition for pupils and families is preparation.  Our transition schedule starts after the Summer half term and involves the pupils, parents and staff in a number of workshops, meetings and activities to aid different transitions across the schools.

The following parent transition evenings are available to support pupils transition from year to year;

  • FS1 to FS2
  • FS2 to KS1
  • Y2 to Y3
  • KS2
  • Y6 to Secondary - a number of visits and activities will be planned by the secondary schools for pupils moving on to secondary provision

In addition to this the pupils in each year group partake in a number of transition activities such as; angel visits (guides from the pupils in the year above), mixed playtimes, visits to new areas, making of class photo books, transition homework (info profile for new teacher).

Individual or group transition plans for some pupils with SEND or high anxiety are put in place if necessary.  These plans are evaluated in the beginning of the Autumn term.

In addition to this;

  • The SEND team and SLT coordinate the different key stages hand over of information at the end of the year.
  • Class teachers from different key stages and classes meet to discuss the needs of the children.
  • Class Needs Analysis and SAPs are updated and passed over to the new teacher in order for continuity of support
9.3: How will my child be prepared to move on to his or her next school?

As above;

  • Transition plans for pupils with SEND are put in place for pupils moving up to the next key stage.
  • SENDCOs from different key stages or schools meet to hand over information.
  • Class teacher from different key stages are able to meet to discuss the needs of children.
  • Pupils with SEND are offered additional opportunities to visit the next school to familiarise themselves with people and places.
9.4: How will you support a new school to prepare for my child?
  • Class teachers from different schools meet to discuss the inividual needs of children.
  • New teachers also have other opportunities to meet the privious class teachers, teaching assistants and spend spend time with their new class. 
  • Records will be sent promptly to the new school
  • New children are encouraged to visit the school prior to starting to meet their new teacher and peer group.
9.5: What information will be provided to my child's new school?
  • Assessment information is passed on to the new school.
  • Current books and test papers are passed to the new school.
  • Relevant notes from SENDCO will be passed to the new SENDCO
  • Reports from outside agencies and professionals can be passed to the new SENDCO.
9.6: How will the school prepare my child for the transition to further education or employment?

N/A

10. Who can I contact to discuss my child?
10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
  • Class teacher who can refer to SEND team if appropriate.

 

10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

Family School Support Worker (FSW - Part Time)

Emotional Literacy Support Assistant (ELSA - Part time) 

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

SENDCO and FSW can signpost parents/ carers to external agencies either face to face, via email, newsletters or fliers.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • If you have a concern about your child's provision at school then the SEND Dept encourage you to discuss this with them promptly so that any issues can be resolved.  However, any serious complaints can be forwarded to the Executive Head Teacher through the office.  In this instance the School's Complaints Policy will be consulted.

 

  • The school regularly seeks feedback from parents.  Compliments are welcomed and complaints are addressed. 

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