St John the Evangelist C.E. (VA) Infant & Nursery School

The school uses the definition of Special Educational Needs from the Special Educational Needs and Disability code of practice: 0-25 Years

‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

·         Has a significantly greater difficulty in learning than the majority of others at the same age, or

·         Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions’

Children may have special educational needs either throughout, or at any time during, their school career. These children can be highlighted by the continuous cycle of planning, teaching and assessment.

Alongside this continuous cycle we identify children with Special Educational Needs in different ways.

·         If identification is made early in the child’s life experience then liaison with pre-school could highlight a need

·         Mobility children (children who join later than September of Year R) could be highlighted as having a Special Educational Need through liaison with a previous school

·         Identification could be identified by concerns raised by parents

·         Class teachers could raise a concern during Pupil Progress Meetings at which the Senior Leadership Team are represented by The Head of School, and The Inclusion Manager

·         The results shown in the assessments could highlight children working at less than chronological age expectation

Liaison/diagnosis through an outside agency e.g. Speech & Language Therapist could be the trigger for other needs to do with SEN.

As a school we recognise the fact that children have different educational, behavioural needs and aspirations and require different strategies for learning, as a school we are fully inclusive and we welcome all children. 

Either prior to or once your child has started at St Johns or St Nics, we ask you to alert the school to any concerns you have about your child, or any changes that may occur at home, which may have an impact on your child within the school setting.  The first point of contact will be with your child's class teacher, if it is felt necessary, you can then meet with the Inclusion Manager and/or Head of School.

The school Inclusion Manager can be contacted via the School Office.

Any child in school whether they are a child of SEND or not will be the responsibility of their class teacher. Where a child has a particular need, for example in SEND, then The Inclusion Manager will support the class teacher to ensure provision for that child is in place within the main class room.

The Inclusion Manager will liaise with outside agencies and will closely track progress of your child.

In addition to the normal reporting arrangements, we build a firm partnership with parents of children with SEN, actively working with parents- half - termly meetings (this can be as part of parents' evening), if appropriate with additional members of staff, such as The Inclusion Manager, and where appropriate outside agencies.

The school has an 'open door' policy, where you are welcome at any time to make an appointment to meet with your child's class teacher, and if appropriate The Inclusion Manager or Head of School, to discuss how your child is getting on in school.

We encourage all children to be independent learners. Often children with SEND struggle to be independent within the learning environment so we provide scaffolding to support them. Where necessary interventions are put in place to support the children to become independent within the classroom. As well as being independent in the classroom we make it a priority to ensure the children learn transferable independence skills to use in everyday life situations.

All children are different and learn differently. At St Johns and St Nics Federation we try to cater for all children and their diverse needs. Our teachers plan an interesting and challenging curriculum, which recognises individuals' needs, and offers all children a variety of different teaching approaches to ensure that they reach their full potential.

 For those children with SAPs (Support and Achievement Plans – this is a plan that is put in place for children with SEN in collaboration with the child, the class teacher, the inclusion manager and parents), if a child has not met a target on the SAP, this will be discussed with parents, offering appropriate adaptations, for example smaller steps, different teaching methods, materials or approaches.

Where it is necessary for teaching styles to be adapted for differing specific needs we seek advice from professionals in this area. Together with the professionals and the parents the Class Teacher and the Inclusion Manager work together to ensure the individual’s needs are met within the classroom.

Each class has at least one Teaching Assistant and additional support is put in classes where it is needed. Class TA’s don’t work solely with the SEN children as we try to encourage independent learning but they are always there to ensure children are working towards their individual targets. We have Higher Level Teaching Assistants who work across the schools with many of our vulnerable children including some of those with an SEN need. We also have an Emotional Literacy Support Assistant on each school site.

We are an inclusive school and treat each child with SEND as an individual. We seek advice from outside agencies and professionals and put resources in place specific to a child and their needs

As we treat each child’s needs as individual we seek advice from professional agencies and also refer to National Guidance for Key Stage 1 and 2 SATS and The Phonic Screening Test for Year 1 children.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/312053/2014_KS1_assessandreportingarrangementsARA_web.pdf

Each long term, class teachers collate and analyse progress data. This is then discussed in Pupil Progress Meetings with the Senior Leadership Team. This process aids us in identifying a child's strengths and weaknesses, and find a way forward on the basis of accelerating areas of strength, whilst supporting the areas of difficulty.

Progress of all children with SEN will be monitored half termly by the class teacher and also the Inclusion Manager. Interventions put in place will be reviewed half termly to ensure they are having an impact on the child’s learning , the majority of our interventions happen inside the classroom. Where progress is or isn’t being made class teachers will ensure all children and parents are aware of next steps – usually this will be through the use of a Support and Achievment Plan (SAP).

As stated in section 2.2 the school has an 'open door' policy, where you are welcome at any time to make an appointment to meet with your child's class teacher, and if appropriate The Inclusion Manager or Head of School, to discuss your child’s progress in school.

If your child is on the school's SEN register, s/he will have a Support and Achievment Plan (SAP), with individual targets; these will be SMART targets i.e. Specific, Measurable, Achievable, Realistic and Time scaled.  These are discussed and reviewed on a termly basis by your child’s class teacher with your child, you and The Inclusion Manager. A ‘small steps’ approach, will ensure that your child will experience real and measurable success.

SAPs are written formally termly. Targets however, are reviewed and reset as appropriate throughout the term. As targets are met and your child is set a new target you will be informed by your child’s class teacher.

We are aware of children’s diverse needs, particularly children of SEND. Our Open Door Policy is of paramount importance to parents of children with SEND. The Inclusion Manager is in school most days and is happy to meet with parents. Class Teachers can be contacted via the school office and appointments to meet with them can be made usually within a few days of being requested by the parents.

A member of staff is always available first thing in the morning to pass on any messages to your child’s class teacher and where appropriate they will contact you to discuss your queries. The school office is also a way of getting messages to your child’s class teacher in the morning. Teachers are available after school to discuss any urgent worries you may have. Appointments can be made for any non-urgent concerns and this can be done via the school office.

During SAP meetings or before any new provision is put in place for your child we will provide support in relation to how and what your child is learning for example teaching methods, so the intervention is fully understood, and can be supported at home, if appropriate.

The SAP has a section for parents to fill in and is a place where any queries or worries you have about how you can support your child can be recorded. The teacher will also put ideas and helpful links on the SAP for you to use with your child at home to support their learning.

Each academic year we host learning evenings for parents to attend to see how different teaching methods are approached by staff. These evenings include Reading and Phonic sessions, Maths evenings and Assessment Evenings

Our Family Support Worker offers Positive Parenting Sessions and these are usually fully booked by parents of all the schools in our Family Support Workers cluster. These sessions cover many areas including how to support your ‘reluctant learner’ at home.

All children with SEND will receive a SAP which will be put together by the child’s class teacher. The targets will be agreed by the class teacher, the Inclusion Manager, the parents and most importantly the child. The class teacher will regularly discuss with the child the targets that they are working towards and progress that they may or may not be making. Each child will be asked to sign their SAP to ensure they agree to work towards these targets.

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Each year we seek the views of all of our parents of children with SEN in the form of a questionnaire. This is how we measure outcomes and make any necessary improvements. This is in line with the changes to the SEN Code of Practice.

Each school has an ELSA on site who works with children who have difficulties in Emotional Literacy. Often this is related to an SEN need where self- esteem and lack of confidence is an issue. We also offer a lunchtime clubs to help children to manage the long lunch break with their peers. Personal circumstances are taken into account when monitoring progress of children with SEND and where we feel there is a need for support we try to work with the child, the teacher and the parents to implement this promptly.

As a school we are part of The Mental Health Support Team programmer and therefore we can refer any children with Mental Health difficulties for programmes of work with their professionals.

We have a consistent Therapeutic approach to behaviour and our Therapeutic Behaviour Policy is used by children from Nursery through to the end of Year 6. Please visit our school website to view this or any other policies. 

https://www.stjohnandstnicolasschools.org.uk/topic/key-information

We accept that some children do need slightly modified systems as some children’s needs are different. In these cases we ensure that individual systems are in place. Most children who are the exception to the norm in terms of behaviour have an Therapeutic Behaviour Plan in place. This plan is put together by the inclusion manager and is agreed with parents, the child, the class teacher and the head of school.

The school has a Medical Conditions Policy (which as with all policies can be seen on our school website https://www.stjohnandstnicolasschools.org.uk/topic/key-information which states that all staff are Epipen trained and Asthma Trained by the School Nurse Team. Where individual children need specific types of medication this is agreed on a 1:1 basis with the head of school.

Prescribed medicine, Epipens and Asthma medication are the only medications that our school policy allows members of staff to administer. All medication is kept in the School Office in named individual boxes with photographic identification of the child.

If a child has specific needs that are a medical issue then we work with the parents to ensure that personal care needs are met. This is usually a provision we provide in school where a member of staff (and where appropriate two members of staff) will support a child. If a child consistently needs support with personal care issues then the school nurse or the Family Support Worker will become involved.

We seek advice from SEN support services as and when we need it depending on the current cohort of children with SEND needs. Currently we work closely with educational psychologists, ASD Advisory Teachers, The SISS Team, Outreach Teachers from The I-College, The EMTAS Team, CAMHs.

The Therapeutic Support Team are sometimes called in for advice on behaviour issues.

Your first step in this case would be to contact your child’s class teacher to discuss the need for a specialist teacher service. The class teacher will then refer you to the Inclusion Manager if necessary. Each service has its own criteria for accessing them so this can be discussed with the Inclusion Manager in order for the most efficient route to be taken. It is worth noting that waiting times for these services can vary. It is also possible for you to contact your GP for support in getting advice from some of these specialist areas however we would always want to support you in the process so would advise you to come to school as your first point of call.

Speech and Language, Occupational Therapy and Physiotherapy come under the West Berkshire service called the CYPIT service ( Children and Young Peoples Integrated  Therapies). This service was restructured and a new single point of entry and Triage process was established in 2014. All these services require parental consent.

The Inclusion Manager (who can be contacted via the school office) can support families with a referral to any of these agencies via the CYPIT service.

If a concern is raised about a child the designated person will make contact if appropriate with West Berkshire Children's Services.

Where families join our school already under the remit of Children’s Social Care services then we liaise with the team at West Berkshire and provide documentation and attend meetings as required.

The Inclusion Manager provides Inset for teachers termly to look at changes to SEND and to discuss process’ in school. Where teachers are new to the school The Inclusion Manger would ensure our SEN policy is explained and systems are understood. Where class teachers have a particular child with a particular need specialist training will be sought by external trainers.

TA’s have regular Inset with the Head of School and The Inclusion Manager where training is provided in all aspects of school life including SEND needs.

Teaching Assistant’s that deliver Intervention Programmes have all received the recommended training for these programmes and where necessary refresher courses are attended too.

The Inclusion Manger holds The Accreditation Certificate for co-ordinating SEND in a school. This was granted by Reading University.

None of our Teaching Assistants are currently employed to use any specific qualifications in SEND.

All children are invited to attend a range of 'clubs' which run each term.  These clubs cover activities such as Multi-Skills, Football, Dance and Choir.  This enables children to meet peers with similar interests and learn in more depth about areas they may be interested in developing further both in and out of school.

All children are enabled to fully access the curriculum, with appropriate support or challenge, where necessary, including activities outside of the classroom.

A full risk assessment is carried out prior to any off-site activity, to ensure all participants are completely safe.  If it is considered, unsafe for your child to participate in an activity, alternative activities within school will be provided, covering the same broad learning intentions

Any child with their own individual risk assessments will be specifically named in any risk assessments for off-site activities.

Parents will be invited to look at the Risk Assessment prior to the trip and will be given the opportunity to comment.

Please refer to our accessibility Plan

https://www.stjohnandstnicolasschools.org.uk/topic/key-information

St John’s school was built in 1986 on several different levels and as such presents a number of difficulties for physical access. Enhanced physical access is facilitated by ramps and handrails where possible, however there are some areas of the site that are a less than optimum location for students, staff and visitors requiring full accessibility assistance. Nevertheless we will continue to improve accessibility where possible.

Please refer to our accessibility Plan

 https://www.stjohnandstnicolasschools.org.uk/topic/key-information

We constantly make use of the interactive whiteboards in each classroom to enlarge text to make it easy for all pupils to read.

The Inclusion Manger will liaise with Outside Agencies and where necessary invite them in to meet with teachers of specific pupils to ensure their needs are met and for individual children’s needs where possible we will make changes to the environment.

Please refer to our accessibility Plan which can be found on our school website.

https://www.stjohnandstnicolasschools.org.uk/topic/key-information

There is 1 disabled toilet in each school.

Please refer to our accessibility Plan which can be found on our school website.

https://www.stjohnandstnicolasschools.org.uk/topic/key-information

Please refer to our accessibility Plan which can be found on our school website. 

https://www.stjohnandstnicolasschools.org.uk/topic/key-information

We use the services of EMTAS (Ethnic Minority & Traveller Advise Service) to support pupils, with English as an additional language, they also act as interpreters, assisting us in discussions with parents with English as an additional language.

All new children visit their new class, prior to starting full time. Parents are invited to come along and meet staff and have a meeting with the Executive Head Teacher and the Head of School.

For identified SEND pupils we would offer additional transition arrangements, for example, further visits to familiarise themselves with the school– The Inclusion Manager will make contact with the previous school and if necessary will go and visit the child in the previous setting. Photos Books are also used where appropriate to help to familiarise the child with the new setting.

When pupils leave or move to St Nics from St Johns, the Inclusion Manager liaises with the staff.

Class teachers from both settings, also have an opportunity to meet and discuss provision.  Y3 teachers come and meet the children in class, before the transition visits and starting the Junior School in Y3, in September. 

The Inclusion Manager works across both St Johns and St Nics and therefore facilitates the transition for pupils with SEND.

All children take part in a moving up day where they experience their new classroom and teaching environment for the next academic year before the long summer break. Children with SEND take part in the same process as all other children but extra support will be put in place where necessary.

Alongside the usual process for transition children with SEND may be given some Nurture support where they are able to discuss the big change ahead and how they may cope with that emotionally. This supports the child with any worries or fears they may have over the big change ahead.

The Inclusion Manger will make contact with the new school and will where necessary visit the new setting or invite the teacher to come and see your child in class here. We will always encourage parents to be involved with this process as we would try to reduce parent’s anxieties that may affect the child’s transition.

We liaise closely with schools when receiving or transferring pupils to a different setting, ensuring all relevant documentation is passed on, and if appropriate visits are organised to observe the pupil in situ, meet with staff, and/or liaise with outside agencies. 

We will always encourage parents to be involved with this process as we would try to reduce parent’s anxieties that may affect the child’s transition. 

All transfer documents will be accompanied by reports on your child, including reports from outside agencies. Successful resources will be explained to the new setting and where appropriate will be sent with your child for familiarity e.g. visual timetables. 

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The first point of contact would be your child’s class teacher. She/he will point you in the direction of who you may need to see if she/he cannot support you.

We have a Family Support Worker who works with many of our families. If you wish to speak to our Family Support Worker she can be contacted via the school office.

Our Family Support Worker works with many of our families to support them to find help and advice from many outside agencies. If the requirement is education specific then the Inclusion Manager works with the families to make necessary referrals.

The school actively seeks parent’s responses in the form of a feedback form that goes out with formal school reports and also we hold parent consultations evenings throughout the year. We hold share and celebrate sessions where we invite feedback from parents and the visibility of our Executive Head Teacher and Head of School on a daily basis allows parents to communicate any concerns or indeed positive feedback.  The school has an Open Door Policy in school and we are keen for parents to come and see us at the earliest opportunity before worries, or concerns escalate. The first point of call would always be the class teacher but if parents feel that they would like to discuss the concern in more detail then an appointment with any member of The Senior Leadership Team can be made via the school office.

If parents do wish to make a formal complaint then we refer them to the complaints policy which can be viewed on the school website.

We send out Parent Questionnaires yearly where we encourage parents to fill them in honestly – often these findings form part of our School Development Plan for the next year.