The West Grantham Academy St John’s is a primary mainstream academy split over two sites. On the lower site is Nursery to year 3 with years 4 to 6 on the upper site. With regards to SEND, we are aspiring to:
- Take into account the view of pupils with SEND
- Recognise the needs of the individual
- Take consideration of the SEND Code of Practice 2015
- Acquire appropriate specialist support whenever possible
- Provide suitable and adequate resources
- Observe The West Grantham Academy St John’s SEND Policy
Who is The West Grantham Academy St John’s SENDCo? (Special Education Needs and Disabilities Co-ordinator)
Mrs Emily Mann is our Trust SENCo and co-ordinates SEND across both sites. However, overall responsibility for SEND lies with the Acting Headteacher. The types of SEND provided for are:
- Communication and interaction
- Cognition and learning
- Emotional, social and mental health difficulties
- Sensory and physical difficulties
How does the school know if children need extra support and what should I do if I think my child has special educational needs?
The West Grantham Academy St John’s aims to commit to inclusion. Academy staff will respond to learners in ways which take account of their varied life experiences and needs.
Educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, attainment and background.
We identify children as SEND through a variety of ways including the following:
- Child performing significantly below national age related expectations
- Concerns raised by parents/carers
- Concerns raised by teacher- through observation and assessment of work
- Liaison with external agencies, i.e. Educational Psychology, Specialist Teaching Service, Working Together Team, Speech and Language Therapy etc.
- Health diagnosis through a paediatrician
How will I raise concerns if I need to?
First of all, it is really important that you share your concerns with your child’s teacher. We believe that parents know their child best of all and our staff will endeavour to listen to and understand when you have concerns about your child.
How will the academy support my child? Who will oversee, plan, work with my child and how often?
- Our SENDCo oversees all support and progress of any child requiring additional support across the school. This is done through the academy’s Provision Map
- It is the class teacher’s responsibility to oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made
- There are Teaching Assistants (TAs) across school who can be used to support SEND children either individually or within small groups under the direction of the class teacher.
Who will explain this to me?
- The class teacher will meet with parents twice a year as part of Parents’ Evening to discuss your child’s needs, support and progress.
- The SENDCo is available via appointment to discuss specific SEND support and provide additional SEND information or advice.
How are the Governors involved and what are their responsibilities?
The academy Directors will ensure that the whole school meet its requirements for children with SEND and responsibilities under the Equality Act (2010) in terms of reasonable adjustments and access arrangements for pupils with SEND.
How will the curriculum be matched to my child’s needs? What are the school’s approaches to differentiation and how will that help my child?
- The academy is particularly aware of the needs of children in the Early Years Foundation Stage for whom maturity is a crucial factor in terms of readiness to learn.
- The SEND Policy outlines the way school meets the needs of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school
- If your child has complex needs, the recommendations from an Educational Psychologist, Specialist Teaching Team, Speech and Language Therapy, Occupational Therapist etc will also be taken into consideration, as your child’s learning is planned.
How will I know how my child is doing and how will you help me to support my child’s learning? What opportunities will there be for me to discuss my child’s progress?
- Parents are welcome at any time to make an appointment to meet with either the class teacher or SENDCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home
- We believe that your child’s education should be a partnership between parents and teachers; therefore we aim to keep communication channels and communicate as regularly as possible, especially if your child has complex needs
- Suggestions will be given to allow you to support your child’s learning at home
- If your child needs are complex and long term, they may have a Statement of SEND or Educational Health Care Plan, which means formal meetings will need to take place to discuss your child’s progress.
How does the school know how well my child is doing?
- As a school we measure children’s progress in learning against national expectations and age related expectations.
- Children who are not making expected progress are picked up by the class teacher and concerns forms sent to the SENDCo. A discussion will take place concerning what difficulties the children is facing and what further support can be given to aid their progression. Parents will be informed by the class teacher and their views sought.
What support will there be for my child’s overall well-being? What is the pastoral, medical and social support available in the school?
- 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 Academy Leadership Team, which includes the SENDCo, for further advice and support. This may involve working alongside outside agencies for example Health and Social Services, Sensory Impairment, Working Together Team etc.
What support is there for behaviour, avoiding exclusion and increasing attendance?
- As a school we have high expectations of behaviour
- For children with persisting emotional, social and mental health difficulties the school will seek further advice and support from outside professionals, e.g. Children and Adolescent Mental Health Service (CAMHS) and In Mind Educational Psychology and Therapeutic Services. A small minority of children require a higher degree of personalisation and may have a pastoral support plan (PSP).
- Attendance of every child is monitored on a daily basis by the academy’s Attendance Officer. Lateness and absences are recorded and reported to the Headteacher. Good attendance is actively encouraged throughout the school. Poor punctuality and non-attendance at school will be communicated with parents and monitored closely.
How will the child and parents’ views be considered with regards to SEND and progress in education?
- If your child has a Statement of SEND or EHCP then they will be invited to give their views at their annual review meeting.
- Children will more complex SEND may receive person centred planning meeting with the Educational Psychologist
- The SENCo endeavours to meet with parents to complete appropriate paperwork and to discuss findings of specialist report and assessments.
What specialist services expertise are available at or accessed by the school?
- Our SENDCo is a member of the Academy Leadership Team
- As a school we work closely with any external agencies that we are feel are relevant to individual children’s needs within our school including: School Nursing team, Speech and Language Therapists (SALT), Occupational Therapists, Educational Psychologists, Specialist Teaching Team, Play Therapy, Health and Social Services, Sensory Impairment, Working Together Team, Children and Adolescent Mental Health Service (CAMHS) and In Mind Educational Psychology and Therapeutic Services.
What training have the staff supporting children with SEND had, or are currently having?
- We have a member of staff who is ELKLAN trained – a speech and language therapy programme and has received additional training in delivering speech and language therapy programmes from Speech and Language Therapists.
- Another member of staff trained by Educational Psychologists in FRIENDS for Life – an evidence based intervention devised to prevent anxiety and depression and develop emotional resilience, enabling children and young people to develop feelings of emotional well-being and flourish as they travel through childhood, adolescence and into adult life.
- A number of staff are trained in positive handling to support children with challenging behaviours.
- Many of our staff have had Read Write Inc. training to support the delivery of reading, spelling and phonics.
- We have a teacher who is Numicon trained multi-sensory approach to understanding mathematics, built on a proven pedagogy that raises achievement across all ability levels.
- We have a behaviour specialist who specialises in supporting children’s Emotional, Health and Well being
- Our pastoral lead is trained in
- We have a specialist teacher to assess the underlying ability of children with SEND and provide multi-sensory strategies to be implemented within the classroom.
How are the school’s resources allocated and matched to children’s SEND needs?
- The SENDCo advises the Acting Headteacher which targeted support interventions should run throughout the school to best meet the needs of a child.
- Enhanced adult support may be offered to support a child if their needs deem this appropriate.
- The SENDCo provides children with additional resources when needed.
How is the decision made about what type and how much support my child will receive?
- Quality First Teaching in the classroom with learning well matched to the child’s needs is the most effective form of support.
- The class teacher alongside the SENDCo discuss the child’s needs and what support or interventions would be appropriate.
- Different children require different levels of support in order to bridge the gap to achieve age related expectations.
How do we know if it has had an impact?
- Termly pupil progress meetings will identify how much progress a child has made.
- Individuals will feedback
- Children will move off the SEND register when sufficient progress is made
Who can I contact for further information ?
- The first point of contact would be your child’s class teacher to share your concerns
- You can book an appointment with Mrs Mann at the academy office
- Lincolnshire Parent Carer Forum is the official independent parent carer forum in our county, represent parents and carers of family members with disabilities and Special Educational Needs (SEN).
If there are any complaints relating to the provision for pupils with SEND these will be dealt with in the first instance by the SENCo and Acting Headteacher. In the case of unresolved complaint the academy will follow its complaints policy procedure. If the complaint relates to a child who has an Education and Health Care Plan, or is Looked After by the Local Authority and there is funding from the LA to support this plan, then the LA may have their own complaints policy.