Netleyabbeu Junior School SEND Report

Netley Abbey Junior School Special Educational Needs and Disability (SEND) Information Report

At Netley Abbey, we are committed to giving all our children, regardless of their specific needs, the opportunity to ‘Be the Best they can Possibly Be.’ We aim to be as inclusive as possible and to meet the needs of pupils with Special Educational Needs and/or Disabilities within a mainstream setting.

What is The Local Offer and what will it do? Hampshire, along with all other local authorities, have set out a local offer of all services available to support children with SEND or disabilities, including education, health, social care and leisure services. The local offer will enable families to understand what services they can access and what support they can expect from a range of local agencies, including from the local authority, health services, schools, leisure services and the voluntary sector. It has two main purposes:  To provide clear, comprehensive and accessible information about the support and opportunities that are available  To make provision more responsive to local needs and aspirations. More details on Hampshire’s Local Offer can be found can be found here. How does the school know if children need extra help?  Some children with special educational needs or disability will have been identified before starting school or in Key Stage 1. SEND records are passed between schools.

 All children’s progress is closely tracked through formative assessment, screening tests or other more formal assessments. If there are any concerns, these will be identified early and we will set up a meeting to discuss these with you in more detail.  Children may also be identified through concerns raised by parents, teachers or any other relevant adult.

How can I let the school know if I have concerns?

 If you have any concerns, you should initially speak to your child’s class teacher.  If your concerns are not resolved, you should speak to the Special Educational Needs Co-ordinator (SENCo) or Head Teacher.  There is a school SEND Governor available if you feel your concerns need to be taken further.

How will the school support my child?

• Class teachers have responsibility for enabling all pupils to learn which is called Quality First Teaching. This ensures support is available for all pupils and they can be included in tasks and activities by taking into account the different learning styles, interests and abilities they may have.

• If there are concerns about progress, or if any child needs extra support, this is identified early and acted upon. This may mean small group intervention or individual support. Teachers monitor the success of these interventions, judging their effectiveness by the impact on the pupil’s progress. • Emotional Literacy is about recognising, expressing and managing our emotions and well-being. As part of the sessions, we use a variety of child friendly and fun resources. • If your child has a physical disability or sensory impairment, then environmental adaptations may be necessary. Access to specialist equipment or advice from outside agencies such as the school nurse or Specialist Teacher Advisors relating to their disability may also be sought. • If appropriate, we will discuss with you any referrals to outside agencies to support your child’s learning. • When children are identified as having a Special Educational Need, parents will be advised of this and their name will be added to the SEN Register. How will the curriculum be matched to my child’s needs?  Class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met.  Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.  Specific resources and strategies will be used to support your child individually or in groups.  If needed, planning and teaching will be adapted on a daily basis to meet your child’s needs.  The SENCo liaises regularly with the class teachers to offer advice on ways that lessons can be adapted to meet the range of needs within their class.  A range of adaptations can be made to assessments to support your child. More formal arrangements may be made to Key Stage 2 SATs Tests.

How will I know how my child is doing?  We offer an open door policy where you are welcome at any time to make an appointment to meet with either the class teacher or SENCo to discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.

 Your child’s progress is continually monitored by his / her class teacher and if progress is a concern, regular formal meetings take place with school leaders to discuss how to support your child with the next steps.  If your child is on the SEND register they will have an Individual Education Plan (IEP) which will outline the help your child is receiving. Intervention targets will be set and discussed on a termly basis. You will be given a copy of the targets. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) with the expectation that your child will achieve the target by the time it is reviewed.

 If your child has complex SEND they may be part of an IPA (Inclusion Partnership Agreement) or have a Statement of SEN or Educational Health Care Plan. This means formal meetings will take place to discuss your child’s progress and a report will be written.

What specialist services and expertise are available at or accessed by the school?

Our SENCo is fully qualified with years of experience in supporting children with SEN. She is also a qualified assessor of Dyslexia.

Available in school:  Parent Support Advisor  Speech, Language, Communications Needs Assistant - provides an additional level of services to the school  ELSA – Emotional Literacy Support  Outreach Service from Special Schools  Nurture Group As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: -

Primary Behaviour Service; Health: GPs, school nurse, paediatricians, speech & language therapists; Communication & Language team; Occupational Therapists; Social Services: - social workers and Educational Psychologists; Specialist Teacher Support Services: physical disabilities, hearing impairment and visual Impairment.

You may be asked to give your permission for the school to refer your child to a specialist.

How are staff in school helped to work with children with SEND and what training do they have?  The SENCo’s job is to support the class teachers in the planning and provision for children with SEND.  As part of the performance management cycle the school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as Autism, Speech and Language difficulties or individual training courses.  Individual teachers and support staff receive ongoing training which is relevant to the needs of specific children in their class. E.g. from Special School Outreach service or Specialist Teacher Advisory Service.  A member of the learning support team offers support and advice for pupils with fine and gross motor difficulties.  We have two members of staff trained as Emotional Literacy Support Assistants (ELSA’s) who receive regular support from the Educational Psychologist. Our ELSA who runs our Nurture Group has also undertaken accredited Nurture Group Training.  One of our Higher Level Teaching Assistants (HTLAs) has had training in delivering Speech & Language programmes from Speech & Language therapists.  A member of the learning support team is trained to deliver maths interventions.  A number of teachers and LSAs are Team Teach trained to support children with behavioural difficulties.  Our LSAs have training in delivering reading and spelling / phonics programmes.

How will my child be included in activities outside the classroom, including school trips?

 All children are included in all parts of the school curriculum and we aim for every child to be included on school trips. We will provide the necessary support to ensure that this is successful.

 A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities, which will cover the same curriculum areas will be provided in school. How will the school prepare and support my child when joining the School or transferring to a new class or school? We recognise that transitions can be difficult for some children and we take steps to ensure the transition is as smooth as possible.  If your child is moving to another school: o We contact the school SENCo and ensure he/she knows about any special arrangements or support your child is currently receiving. o We will make sure that all records concerning your child are passed on as soon as possible.

 When moving between classes at Netley Abbey Junior School:  Information will be passed on to the new class teacher in advance and a planning meeting will take place. All SEND profiles will be shared with the new teacher.  A social story may be written to support your child in changing class.  Communication passports are completed by children.

 When children join us in Year 3, we run a tailored transition programme where children will have an opportunity to make at least two additional visits to the school. As part of the transition programme, children make a booklet to take home which will contain photos of their teachers and other important aspects of their new school. Where possible, a key member of staff will also visit your child in their current school. For some pupils who have significant needs, an Inclusion Partnership Agreement (IPA), may be completed to talk about current support and any additional support which may be needed to help your child move to Netley Abbey Junior as smoothly as possible.

 When children are preparing to leave us for a new school, typically to Secondary education, we may arrange additional visits. Our ‘feeder’ secondary school, The Hamble School, run a programme specifically tailored to aid transition for the more vulnerable pupils. An IPA may be completed if your child has complex needs. Secondary school staff will be invited to Annual Reviews for pupils with an Education Health Care plan.

How are the school’s resources allocated and matched to children’s Special Educational Needs?

 We ensure that all children’s Special Educational Needs are met to the best of the school’s ability with the funds available.  We have a large team of LSAs who are funded from the SEN budget and deliver programmes designed to meet groups of children’s needs.  The budget is allocated on a needs basis. Children who have the most complex needs are given the most support, often involving an LSA.  All resources, training and support are reviewed regularly and changes made as needed. Resources are allocated according to individual needs within the school budget.  Children with the statement of SEND or EHC Plan may have specific allocations in terms of resources and additional adult support. These will be met in full.

How is the decision made about how much support my child will receive? The Head Teacher, leadership team and the SENCo discuss all information they have about SEND in the school including:

o The children getting extra support already. o The children needing extra support. o The children who have been identified as not making as much progress as would be expected. o Deciding what resources, training and support is needed.

Different children will require different levels of support in order to bridge the gap to achieve age expected levels. This will be through on-going discussions with parents.

How will I be involved in discussions about planning for my child’s education? All parents are encouraged to continue supporting their child’s education and this may be through:  Discussions with the class teacher  During parents evenings  Discussions with the SENCo and/or other staff  Termly SEND Parent Forums  Discussions with outside agencies who are involved with your child  Opportunities to discuss your child’s SEN folder  Opportunities to contribute an Information Profile to your child’s SEN Folder

Who can I contact for further information? Our SENCo, Mrs Jo McCusker is part of the Senior Leadership Team. Mrs Jo McCusker Netley Abbey Junior School Westwood Road Netley Abbey Southampton SO31 5EL

Our Associate SENCo, Miss Katie White, is responsible for pupils who are on the SEN Register in Year 4 [email protected] Tel – 023 8045 3731 Fax - 023 8045 4240 The school SEND governor is Sarah Thomas who can be contacted via the school office.