Special Educational Needs and Disability (SEND)

Special Educational Needs and Disability (SEND)

Inclusion       SEN Cycle   Local offer image

 

Jewell Academy

Special Educational Needs Information Report & School’s Local Offer 2017-2018

 

The Children and Families Act 2014 requires all maintained schools to publish a Special Educational Needs (SEN) Information Report every year. This explains how our school meets the needs of children with SEN.  This should be read in conjunction with our policy for Special Educational Needs & Disabilities (SEND), which is available on the website. 

We will review this report every year and will involve children and parents as much as possible.  If you would like to give us your views about the report, please contact the school office.

This report has been compiled using the information required as set out in the Special Educational Needs and Disability Regulations 2014.

 

What kind of school is Jewell Academy?

 

We are a mainstream Primary Academy for children from pre-school to Year 5, age range from 3-10 years, until we reach full capacity in 2018.  There is one pre-school class and two classes in each of the other year groups.

What types of special educational needs do we provide for?

 

We aim to be fully inclusive, with the needs of children with Special Educational Needs and Disabilities (SEND) being met in this mainstream setting, wherever possible.  We cater for children whose needs fall into four broad areas of:

1.       Communication and Interaction – e.g. Speech, Language and Communication needs (SLCN), Autism Spectrum Condition (ASD/ASC), Aspergers Syndrome.

2.       Cognition and Learning – e.g. Specific Learning Difficulties (SpLD), Moderate Learning Difficulties (MLD), Dyslexia, Dyspraxia, Dyscalculia.

3.       Social, Emotional and Mental Health Difficulties – e.g Attention Deficit Hyperactivity Disorder (ADHD), attachment disorder, anxiety.

4.       Sensory and/or Physical Needs – e.g. Vision Impairment (VI), Hearing Impairment (HI), Cerebral Palsy (CP).

 

Who can I contact about my child’s special educational needs?

The following three members of staff form the Inclusion Team at Jewell Academy.  They can be contacted via the school office on 01202 774830 or office@jewell-aspirations.org

·         Inclusion Manager, Designated Safeguarding Lead & Designated Teacher for Looked After Children: Rebecca Bartlett

·         SENDCO, Deputy Safeguarding Lead & Young Carers Lead: Rachel Godwin

·         Deputy SENDCO & Deputy Safeguarding Lead: Catherine Darby

·         SEND Governor: Sandi Robertson

 

How do we identify a child with SEND and how do we assess their needs? 

 

All our teachers are teachers of children with special educational needs.  All our staff recognise the importance of identifying SEN early and making effective provision quickly.  We monitor children’s progress closely and use ongoing assessment to enable us to quickly identify children who may need additional help alongside high quality first teaching.  Children may need additional support for many reasons such as:

·         They are struggling socially, emotionally or behaviourally;

·         They are finding it difficult to keep up with their peers / national expectations;

·         They are not making as much progress as expected;

·         They are not making progress despite interventions

·         They are not meeting their full potential.

At this point, teachers discuss concerns with the Special Educational Needs & Disabilities Co-ordinator (SENDCO) which may result in further assessment.  This may include observations, discussions with children, reading, writing and/or maths assessments and conversations with parents.  We may also seek specialist advice where needed to support both the school and parents.  We will make referrals for statutory assessments in consultation with parents and/or carers.

 

At every stage during this process we will consult with parents to discuss any concerns we have.  If you have a concern about your child, you should speak to their class teacher or make an appointment with the SENDCO.

 

What is our approach to teaching pupils with SEND?

 

In accordance with the SEND Code of Practice (2015), we will do everything we can to meet children and young people’s SEN.  Jewell Academy is committed to all children having equal opportunities and access to every aspect of school life.  A continuum of provision should ensure that the ongoing needs of all children are be met at all levels so that aspirations and outcomes can be realised. Jewell Academy is committed to ‘closing the gaps’ for all individuals, nurturing a strong sense of self-worth and a positive attitude to learning. All staff have the responsibility to identify and respond to any child they feel is becoming vulnerable academically, socially, physically or emotionally.  It is our intention to ensure that all children, including those who have a special educational need or disability are identified and have their needs met through high quality first teaching.

 

If a child has been assessed and/or a particular area of need has been identified, they may be supported within an intervention group or on a 1:1 basis.  With children who have higher level needs, targets are set in conjunction with the parents three times a year which are worked towards in class and/or through intervention programmes.  This may also include targets set by outside agencies, such as the speech and language therapy service.

 

The Inclusion Team and Senior Leadership Team (SLT) carry out termly learning walks and work scrutiny to ensure individual learning needs are taken into account. 

 

Our children in Year 2-5, are split into 3 classes in the morning for English and Maths and this can be in mixed or set ability groups. 

 

How do we adapt the curriculum and learning environment for children with SEND?

 

We make all reasonable adaptations to the curriculum and the learning environment from our own budget to ensure that children with SEN are not at a substantial disadvantage compared with their peers. All lessons are differentiated to meet the needs of all children. Some children with complex needs will require a more individualised curriculum; this is supported by the SENDCO and/or outside services where needed.  We have a bank of resources and interventions available to support children and evaluate and update this as needs are identified. 

We work closely with families to work out what our children might need before they start with us, and what adjustments might need to be made.  For example, we might need to buy specialist ICT software or specialist equipment, create a quiet area in the school or access particular training. 

In considering what adaptations we need to make, the SENDCO will work with the Principal, Vice Principal and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) regarding reasonable adjustments and access arrangements.

 

How are children with SEND enabled to take part in all the activities available in school?

 

We actively encourage our children to participate fully in the broader life of the school.  All children are given the opportunity to attend our in house breakfast club, age relevant after school clubs (67% in the summer term 2017 were accessing these), leisure and cultural activities and educational visits. The only exception would occur if a child had breached school rules when deprivation of club attendance may be used as a suitable short-term sanction and to ensure the safety of others.

We make every effort to include all children in school trips. If an individual risk assessment is required, we will write this in order to ensure that everyone is fully included. We also prepare all children for any changes in their school day, such as trips and different activities.

 

How do we consult parents of pupils with SEN and involve with them about their child’s education? 

 

Jewell Academy has an open-door policy so parents can contact the school at any time and we will do our best to meet with you or contact you as soon as possible.  We value and recognise the importance of working in partnership with our parents and the knowledge they have on their needs and how best to support them.  An appointment can be made to speak with your child’s class teacher or a member of the Inclusion Team at a mutually convenient time.  Drop in is also available with the Inclusion Team on a Monday, Wednesday and Friday morning (8:45-9:15) to discuss any issues or concerns.  We can also help with paperwork and signposting to other agencies for support. 

 

Our school nurse, Janet, also runs drop ins which can support parents with advice on a range of topics including emotional health, sleeping and behaviour.

 

For any child with an Education Health and Care Plan (EHCP), we use the person-centred approach which fully involves the child and family within the annual review process.  This has been received very positively amongst children, parents and staff.

 

Year group newsletters are sent out every half term to share the learning that will be taking place.  An inclusion newsletter is also sent out termly.  We provide parents with a written report in the summer term and hold three parent’s evenings a year.  Teachers also meet with parents three times a year if their child is on a learning plan to enable them to discuss targets and any support or concerns in more detail.  Letters are sent out termly for any children involved in an intervention programme to inform parents of any support being given and updates on this are given on this during the year as much as possible.  We use Marvellous Me across Year 1-5 to share positive learning and behaviours with parents.  In Reception, we use the online learning journal Tapestry. 

 

During the summer term, we offer transition meetings with parents and children to support the move up to the next year group.

 

On our website, we share all our letters and news and keep this as up to date as possible.  We also have a school Facebook page and Twitter feed.

 

There are regular open days for prospective parents and open afternoons to share our amazing topic work! 

How do we consult children with SEN and involve them in their education?

 

At Jewell Academy, children’s views are listened to and considered; for example, through learning plans or transition meetings.   Children with an EHCP are also involved in person-centred annual reviews and transition meetings as much as possible.

 

All children are also provided with the opportunity to take part in an online survey called ‘My Voice’. The My Voice Survey is undertaken once each year and is designed to provide children with the opportunity to voice their views and opinions about how they feel about school, what areas they like and what areas they feel could be improved.

 

We also have a school council with elected representatives from across the school, giving all our children the opportunity to have a voice and being consulted.

 

How do we assess and review the progress that children make and how do we involve them and their parents?

 

Jewell Academy is fully committed to improving and developing our provision for all children with special educational needs, regardless of whether they have an Education, Health and Care (EHC) Plan.

 

The Inclusion Team evaluates the effectiveness of provision through termly reviews, observations, regular meetings and updates with staff.  This feeds into the annual SEND & Inclusion Action Plan and highlights any new areas for development.  We closely track the progress of children on the inclusion register to ensure that progress is being made and that the provision being accessed that is additional to and different from is meeting the child’s needs and having a positive impact.  We also carry out learning walks and observations of children, following discussions, to review support and offer advice.  

 

For any children who are on the SEN Support stage of the inclusion register, learning plans are created in conjunction with the parents three times a year (October, February and May).  Targets are reviewed at each point and this is sent home along with the new targets that have been set.   For children with an EHCP, targets are reviewed annually with parents through our person-centred review process to form an action plan for the coming year.  

 

How do we evaluate the effectiveness of our SEND provision?

We regularly monitor and analyse the data for all children with special education needs and discuss this in detail at termly progress meetings.  All interventions are closely monitored and tracked using pre and post assessments and a rating scale to ensure that they are effective.  Learning walks of these and regular meetings with learning support staff also ensure that these remain as effective as possible.

 

Any children who are highlighted as not making expected progress will be put onto the inclusion register and tracked throughout the year.  The inclusion team will work with staff to ensure that support is meeting children’s needs.  Mrs Godwin (SENDCO) and Mrs Darby (Deputy SENDCO) may carry out additional assessments if concerns are raised to provide a clearer picture of the child’s learning profile.  Results of these will be discussed with parents.  Following this, we may refer onto outside professionals, such as the educational psychologist to gain a better picture of a child’s ability through more detailed testing. 

 

Following any assessments by our Educational Psychologist or Learning Support Teacher, parents are actively encouraged to be involved in the feedback process, in conjunction with the class teacher.

 

How do we support our pupils with SEND as they move into secondary school or move to another school? 

 

When your child joins our setting, we will endeavour to find out as much information about them as possible, through contact with parents and other settings or services who might have been involved with your child. 

As part of the transition into school from pre-school settings, staff attend a transition meeting to meet with all pre-school providers to share information about the children who will be starting school.  Reception teachers and/or the SENDCO will then visit any children in their pre-school setting to gain as much information as possible to ensure a successful transition.  The children also have a gradual induction into Jewell Academy. Should there be a need, we will give staff pre-training, put a learning plan in place, visit other settings to meet staff and children and take careful advice on how to support your child.

As children move on to a new setting, we will ensure all information is shared with the relevant people.  We are beginning to develop close links with our local secondary schools to ensure a smooth transition for our first cohort moving up to year 7 from summer 2019. 

How do we prepare our children for adulthood?

Within an Aspirations Framework, this is integral to much of what we do in day to day school life.  Our children learn vital skills embedded through our 3 Guiding Principles; Self-Worth, Engagement and Purpose, which are demonstrated through our 8 conditions: Belonging, Heroes, Sense of Accomplishment, Fun & Excitement, Curiosity & Creativity, Spirit of Adventure, Leadership & Responsibility, and Confidence to Take Action.

We very much take into account our children’s varied life experiences and needs and provide them with as many opportunities as possible to find out about and explore the world around them and develop their skills for the future.  This may be through using technology, learning about money, different religions, the environment, social skills or taking part in the student council and having their voice heard.  There are also many opportunities for children to take part in competitive events within sports day, our after school clubs or sports teams.

How do we support children with medical difficulties or emotional and social difficulties?  How do we deal with bullying and make sure children with SEND can tell us if they are having a problem?

 

Health & Medical Needs

 

Medications, such as inhalers are kept in ‘grab bags’ on high up hooks in the classroom.  All other medication is kept in a locked cupboard or fridge as appropriate, in the school office.  If parents have any medical concerns regarding their child/children they should immediately inform our school office in writing and provide copies of any medical letters from GP's or consultants.  For any child with specific needs a detailed Care Plan is compiled by our school nurse, in consultation with the child, parents/carers and the Inclusion Team. These are shared and discussed with all staff involved with the pupil.

 

• A high number of our staff hold basic First Aid training, in addition to those that have full paediatric first aid training. There are photos of children with medical needs at the first aid areas, outlining their needs and what to do in an emergency.

• Where necessary and in agreement with parents/carers medicines are administered in school and this is logged in the first aid book. However, if a child is feeling unwell and needs calpol, parents are encouraged to come and administer it themselves, however, where this is not possible, verbal permission is gained over the phone to enable this to happen.

 

Where a child’s health needs may prevent them from accessing a trip or activities, advice is sought from parents and/or health care professionals. 

We deal with medical issues through consultations with our school nursing team.

We will always try to contact parents/carers if there has been any first aid administered.

 

Emotional & Social Difficulties

 

We aim to provide a safe and nurturing environment and have a range of interventions and strategies to support children with their emotional and social development. 

 

As a school, we use Trick Box devised by Innervision Coaching, which is an “emotional management and personal development programme.”  We also offer daily opportunities for the children to access a one-to-one listening system through “Bubble Time” or the “Bubble Stop” at lunchtime or after lunch with a known adult in their year group.

 

We have two nurture groups; our KS1 group, Sparkle Group and our KS2 Group, Dazzle Group.  In addition to this, we have a Nurture Lunch club.  There are also emergency passes to provide access for anyone who teachers feel may benefit on a particular day.

 

In addition, children have access to emotional literacy support on a small group or 1:1 basis.  We also offer counselling on a 1:1 basis and mindfulness sessions daily in class. 

 

Bullying & Child Protection

 

All our children are taught about bullying, friendships and staying safe through fortnightly PSHE lessons and assemblies.

 

We have lots of measures in place to prevent bullying, including:

 

* Clear and consistent approach to play and lunch times.

* Zones within the playground for use of equipment.

* Shortened lunchtime to encourage more structured use of play.

* Plays and lunch times manned by LSA’s and Teachers known to children for consistent approach to    behaviour policy.

* Bubble time is offered daily to those children who need it.

* Clear and reward and sanction scheme across the school.

* Time out spots in every classroom and on playground.

* Nurture lunch offered to identified children which is reviewed half termly.

 

Members of the Inclusion Team and Senior Leadership Team have attended the All Together Anti-Bullying Workshop run by the Anti-Bullying Alliance.

 

Strategies will continue to be reviewed as school grows to full capacity in September 2018. 

 

What expertise and training do our staff have to support children with SEND? 

 

All staff at Jewell Academy teach or support children with Special Educational Needs and receive regular training and information from the inclusion team to support inclusive practice and meet the full range of our children needs.  They have a range of training to support children with SEND such as:

·         The Inclusion Manager holds the mandatory National Accreditation for Special Educational Needs Co-ordinators (July 2016).  The SENDCO is currently working towards hers.

·         The Inclusion Team have all attended training on local Early Help Arrangements

·         SENDCO & Deputy SENDCO attend regular inclusion networks

·         We have a Reading Recovery Teacher, Greta Attridge

·         Nurture group leaders attend regular network meetings

·         Learning Support Assistants trained at levels 1, 2 and 3 and Higher Level Teaching Assistant's (HLTA's)

·         Sibs Talk

·         Autistic Spectrum Disorder

·         Social Stories

·         Move to Learn/Learn to Move

·         Speech and language, including Come Talk with Me

·         Sensory Processing Disorder

·         Hearing impairment in the classroom

·         Drawing & Talking

·         Counselling

·         Dyspraxia

·         Attachment

·         Talkabout

·         Fischer Family Trust Wave 3 Programme

·         Shadow days at local mainstream ASD provision

·         Safeguarding

·         Talk for Writing

·         Numicon Maths

·         Trick Box

·         Real PE

·         First Aid.

 

Within school, we also have:

 

·         Additional teachers to deliver more tailored teaching;

·         1:1 or small group interventions based on need;

·         Learning Support Assistants trained in specific areas to support children with SEND;

·         Learning Support Assistants trained to support learning in our classes;

·         Setting / groups;

·         Work is also differentiated at appropriate levels through the planning process.

 

The Inclusion Team currently oversees the pastoral system within our school.  This will develop further as the school continues to grow.

 

How will we secure specialist expertise?

 

The Principal supports children and parents with attendance difficulties and concerns, working closely with the Education Welfare Officer from the council.

 

Jewell Academy has links with other professionals in the local area such as the Child and Adolescent Mental Health Service (CAMHS) to help support students with a range of difficulties.

The Inclusion Team are trained in Early Help arrangements and can access specialised help and support for children and their families through this.  We also work very closely with a Family Support Worker from the council. 

 

We also have access to a Learning Support Teacher and Occupational Therapist who we can refer to for further assessment or to develop strategies to help meet their needs.  The Inclusion Team make regular referrals to a wide range of additional services and access expertise as required. 

 

Parents who have concerns regarding any specialist services for their child should contact the Inclusion Team for help and advice.

 

Sometimes, we may be unable to fully meet the needs of a child through our own provision arrangements.  In these circumstances, we would carry out an Early Help Assessment, involving parents, the child and all agencies involved with them.  More information can be found here: https://www.bournemouth.gov.uk/childreneducation/ChildrensSocialCare/EarlyHelpStrategy.aspx

 

How will we secure equipment and facilities to support children with SEND?

 

Jewell Academy is provided with government funding to meet the needs of all students with SEND. 

This is worked out using a local funding formula.  Jewell Academy allocates support according to need. Additional interventions are funded to support children’s progress. If your child has an Education, Health & Care Plan (EHCP), we will ensure the provision specified in Part 3 is provided.

 

We make every reasonable adjustment possible for our children and very much tailor our approach depending on areas of need that arise.  We have a fully accessible building that allows full access to all areas of the site.  Please see the Accessibility Plan for more information on this.   

 

 

What arrangements do we make for supporting children with SEND who are in the care of the Local Authority?

 

Mrs Bartlett is the designated teacher for Looked After Children.  She liaises with the SENDCO and class teacher to contribute to the Personal Education Plan (PEP).  If appropriate and where possible, the PEP would be reviewed at the same time as the EHCP. 

What should I do if I have a compliment, concern or complaint about the provision for my child?

 

If you would like to make a compliment, please contact the Principal, Mrs Lorna Head or a member of the Inclusion Team. 

 

If you have a concern or complaint with any aspect of your child’s SEN provision, please consult the Inclusion Team in the first instance so that we can try to resolve the issue.  If your concerns are still not addressed, please contact the Principal, Mrs Lorna Head or the Vice Principal, Mrs Alex Waddington.  If you still feel that your view has not been listened to or answered to your satisfaction you can make a formal complaint by writing to the chair of governors, Mr Dean Brunton.  The complaints procedure is available on our website.

 

Where can I find information about Bournemouth’s Local Offer?

The Local Offer for Bournemouth Borough Council can be found on the local authority’s website: http://www.bournemouth.gov.uk/childreneducation/LocalOffer/LocalOffer.aspx.  There is also a link on the SEND page on our website.

 

The Inclusion Team also holds a paper copy of the local offer, which is accessible on request.

 

Which support services can I contact?

As well as contacting the Inclusion Team for advice about special educational needs, the following impartial services can also offer support:

·         Children’s Education Advisory Service (CEAS) https://www.gov.uk/childrens-education-advisory-service

·         Children’s Information Service

http://www.bournemouth.gov.uk/childreneducation/Childcare/ChildrensInformationService.aspx

·         Help if you have a disabled child https://www.gov.uk/help-for-disabled-child

·         Portage http://www.bournemouth.gov.uk/childreneducation/Childcare/Portage.aspx

·         Special Educational Needs and Disabilities Information, Advice and Support Service (SENDIASS)

http://www.bournemouth.gov.uk/ChildrenEducation/BournemouthParentPartnership/SENDIASS.aspx

·         IPSEA  https://www.ipsea.org.uk/

 

 

Appendix 1

Staff responsible for SEND Issues

Mrs Lorna Head

Principal

Mrs Alex Waddington

Vice Principal, Assessment Co-ordinator & Deputy Designated Safeguarding Lead

Mrs Rebecca Bartlett

Inclusion Manager, Designated Safeguarding Lead and Designated Teacher for Looked After Children

Mrs Rachel Godwin

Special Educational Needs & Disabilities Co-ordinator, Deputy Designated Safeguarding Lead

Mrs Catherine Darby

Deputy Special Educational Needs & Disabilities Co-ordinator, Deputy Safeguarding Lead

Mr Dean Brunton

Chair of Governors

In the process of being appointed

SEN Governor

Simon Northover

Responsible for Medical Needs