How does the school support children who need extra help?
At Jubilee Wood School children are identified as having SEN through a variety of ways including the following:-
- Liaison with previous school/early years setting
• Child performing below age expected levels
• Concerns raised by parents/carers
• Concerns raised by teacher for example behaviour or self-esteem is affecting performance
• Liaison with external agencies i.e. physical/speech and language therapist etc
• Health diagnosis through paediatrician
HOW WILL I RAISE CONCERNS IF I NEED TO?
- Talk to us – firstly contact your child’s class teacher or SENDCo
• We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they can do the same with us. If you feel that your concerns are not being reasonably answered then the school complaints procedure is available, but we strongly suggest you make an appointment to see the Head Teacher who will discuss how the situation can be resolved.
HOW WILL SCHOOL 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.
- The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.
- There may be a Teaching Assistant (TA) working with your child either individually or as part of a group; if this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.
- There may be a pastoral support member of staff working with your child either individually or as part of a group; the regularity of these sessions will be explained to parents when the support starts.
WHO WILL EXPLAIN THIS TO ME?
The class teacher will meet with parents at least on a termly basis (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress.
- For further information the SENDCo is available to discuss support in more detail.
- You will be informed of the exact nature of the support on offer and the targets set for your child. You will be asked to sign the Individual Education Plan and receive a copy so you understand what is being done to help your child.
HOW ARE THE GOVERNORS INVOLVED AND WHAT ARE THEIR RESPONSIBILITIES?
- The SENDCo and Headteacher reports to the Governors to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is always maintained .
- One of the Governors is responsible for SEND and meets regularly with the SENDCo. They also report to the Governors to keep all informed.
- The Governors agree priorities for spending within the SEND budget with the overall aim that all children receive the support they need in order to make progress.
- 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?
- All work within class is pitched at an appropriate level so that all children can access the work according to their specific needs. Typically, this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated.
- The benefit of this type of differentiation is that all children can access a lesson and learn at their level.
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?
- We offer an open-door policy where you are welcome 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 open and communicate regularly, especially if your child has complex needs.
- We may operate a home / school link book which your child will bring home regularly so that comments from parents and teacher can be shared and responded to when needed.
- If your child is on the SEN register, they will have an additional target to their Maths and literacy targets. This is discussed on a termly basis and parents are given a copy of the targets. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed.
- If your child has complex SEND, they may be part of an EHC plan (Education, Health Care Plan) or have a Statement of SEN, which means that a formal meeting will take place to discuss your child’s progress and a report will be written.
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.
- The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry in Foundation 2 through to Year 1 and on to Year 6, using a variety of different methods including National Curriculum levels and Reading and Spelling ages.
- Children who are not making expected progress are picked up through Review meetings with the Class teacher, Achievement and Progress Leaders (APLs) and Assistant/Deputy / Head teacher. In this meeting a discussion takes place concerning why individual children are having trouble and what further support can be given to aid their progression. If your child is discussed at one of these meetings parents will be informed.
- When the child’s SEN target is reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.