Annual SEN Information Report

Park Junior School


Welcome to our SEN information report which serves as our contribution to the Gloucestershire County Council Local Offer for learners with Special Educational Needs (SEN) All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s policy for pupils with SEN. The information published must be updated annually. Our SEN Policy details our mission, values, vision, aims, principles, policies and procedures and this report explains how we implement the Policy on a day to day basis.
1. The kinds of SEN for which we make provision:
We currently make provision for children experiencing difficulties in all of the four broad areas of need described in the second edition SEN Code of Practice (2016). These are:
• Communication and interaction
• Cognition and learning
• Social, emotional and mental health difficulties
• Sensory and/or physical needs
Many children need extra support in one or more of these areas however of the 32 children currently on our SEN register this year the main reason for their additional support is as follows:
• Communication and interaction: 5 (15% of the register)
• Cognition and learning: 21 (61% of the register)
• Social, emotional and mental health difficulties: 8 (24% of the register)
• Sensory and/or physical needs: 0 (0%)
It is important to realise that although these are the primary needs (main reasons) for additional support most of the children will require additional support in other areas too. For example a child with autistic spectrum disorder may need support in all four areas.
2.Identifying and assessing children with SEN and assessing their needs
Many pupils, at some time in their school career, may experience difficulties which affect their learning; these difficulties are often short-term but may be long-term and require on-going support. We aim to identify and meet these needs as they arise and provide teaching and learning contexts which enable every child to achieve his or her full potential.
A child may be identified as having additional needs usually through one or more of the following:
• The school’s system for regularly observing, assessing and recording the progress of all children
• Child’s concern
• Teacher' concern
• Parents' concern
• Outside agencies' concern
Identification includes the use of high quality assessment and, where necessary, may include more specialised assessments from external agencies and professionals.

New Arrivals
When we receive a child with identified SEN from a different setting staff (the class teacher, teaching assistant(s) and/or SENDCo) will liaise with the relevant adults, parents and child to ensure a smooth transition.
Transition from Year 2 to Year 3
For the fifth year this year the Year 3 class teachers and SENCo have attended the Park Infant’s summer term structured conversations (*extended parent meetings focussing on the whole child not just their academic progress) to ensure that our school staff have a complete picture of the child before they start with us.

3. Involving parent/carers and their child(ren)

Involving parents

We have an “open door” policy and always welcome and encourage parental input: Parents/carers know their children best and we listen and understand when they express concerns about their child’s development. Equally as important is listening to and addressing any concerns raised by children themselves.

The most important relationship in the school’s educational partnership is between the parent/carer and the class teacher and any discussions about any aspect of a child’s progress or development should always be with the class teacher. Should a parent feel concerned about the provision being made for their child they should therefore always first discuss it with their child’s teacher. Every effort will be made to address the concern at this stage with the involvement of other staff (e.g. The SENDCo) if appropriate. However in the very unlikely event of this being unsuccessful we have a complaints procedure that is detailed in our complaints policy.

Structured Conversations

*These meetings are similar to parents’ evening meetings but are longer and will often be attended by other significant appropriate adults along with the teacher (e.g. Teaching assistants, SENDCo, other professionals).

For parents with children with additional needs, we hold structured conversations 3 times a year. Two of these meetings coincide with parents’ evenings. However, there is an additional meeting for parents with children with SEN in Term 6. The aim of these meetings is to review the child’s progress against their specific targets (academic and other) on their My Plans, My Plan+ or Educational Health Care Plan (EHCP) and decide the next steps to be taken to continue to accurately meet their individual needs. The views of children are gathered for these meetings so they can take an active role in their learning.

Pupil Voice

At Park Junior School we believe it is vital that children play an active role in their education. We enable them to do this by regularly collecting their views on the curriculum we deliver; giving them opportunities to work with peers and adults to ensure they make the right level of progress; having high expectations of what they can achieve as well as giving them time to reflect upon their own learning, improve it and actively work towards achieving their personalised targets.

My Profile

Every year, every child is given the time to complete a My Profile. This document details what is important to them as a person; their hopes and goals, what people like and admire about them and what helps/does not help them. This information means we have a really rounded picture of each child and can use this to plan in learning opportunities that engage our children as well as tailor the support we give to meet their individual needs (both academic and other).

4. Teaching children with SEN

In the Classroom

In order to make progress a child may often need a lesson, and the activities within it, to be differentiated (adapted) to meet their specific needs. This may involve altering the learning that is expected of that child at that time compared to their peers, changing the teaching style, providing different resources or altering how children are grouped during the lesson.

This year for example the following resources have been provided, when applicable:
• Individual work stations
• Coloured overlays
• Coloured reading rulers
• Ear protectors
• Stress toys
• Writing guides
• Writing slopes
• Specific pencils and grips
• Ridged rulers
• Individual visual timetables
• Individual social stories
• Relaxation/nurture tent and toys
• Weighted blankets
Staff expertise, experience and or qualifications include:
• Specific learning difficulties (including autistic spectrum disorder, dyslexia, dyspraxia and attention deficit disorders)
• Counselling
• Speech, language and communication
• Physical intervention programmes for gross and fine motor skills
• Phonics
• Diabetes management
• Cerebral palsy physical management.
• Mental Health first aid

Training of all staff is on-going and flexible in order to meet the current needs of our SEN pupils. Training has been delivered either by the SENCos or specialists in the subject area. The SENCos regularly attend county courses and briefings and report back via weekly staff meetings. This year the SENCo has attended:
• SENCo cluster (local schools) meetings
• Maximising Impact within the learning environment
• Emotion Coaching
• Apples Friends training
• So you want to be a school councillor

Staff meetings have been delivered by either the SENCo, other staff or visiting experts on:
• Role of TAs
• TA questioning
• Phonics
• PM Benchmarking
• Role of the Class Teacher (SEN Code of Practice)
• SEN progress (data analysis)

Outside agencies

As required specialist expertise is secured through referrals to:
• General Practitioner
• Paediatrician
• Speech and language therapist
• Occupational therapist
• Advisory teachers (Communication and Interaction, Physical Needs)
• Educational psychologist
• Community family support worker
• Social services
• School nurse
This year referrals have included all of the above.

As needed, children receive additional support through intervention within or outside the classroom. The support may be individual or in a small group and will usually occur for a minimum of six weeks but may be for a shorter or longer time. Interventions that have helped children this year include:
• One to one and small group Reading, Writing, Spelling, Maths and Grammar support.
• Before school Maths group
• Nessie (Dyslexia Spelling and Reading Programme)
• Language for Thinking (comprehension and expressive language)
• Communication and Interaction support tailored to address gaps identified by Speech and Language therapists (individual and small group)
• Individual behaviour systems
• Fizzy (a fine and gross motor skills programme)
• Social skills group
• Social Use of Language group (an emotional literacy programme)
• Games Club (aimed at encouraging inclusivity and social skills)
• Dancing Bears and Apples and Pears literacy interventions
5. Assessing and reviewing progress

The SEN Code of Practice Second Edition, 2016 and the Gloucestershire Intervention Guidelines 2016 describe how to manage a graduated response and process which allows a picture of need and support to be built up for each child with SEN. This “Assess, Plan, Do, Review” cyclical identification and intervention process puts parents and children at the heart of every stage so that needs are identified early and appropriate support, help and interventions are put in place to enable all pupils to achieve their full potential ensuring that the gap between them and their peers is closed. This approach is used at Park Junior School and is detailed in our SEN Policy.

The effectiveness of the learning of children with SEN is assessed through our whole school systems of individual targets, teacher assessments (daily, weekly and termly) including termly pupil progress meetings with the Senior Leadership Team.

End of Key Stage 2 SATs results are reported as ‘at’ or ‘below’ the statutory age related standard. A “pass” was a standardised score of 100. There were 10 Year 6 children on the SEN register. Their results are detailed below:

Academic Year 2017 to 2018 At age related standard
Reading 20% (6 out of the 10 made expected progress from KS1)
Writing 30% (4 out of the 10 made expected progress from KS1)
Maths 0% (0 out of the 10 made expected progress from KS1)
Spelling, Punctuation and Grammar 0% (Not part of KS1 SATs)

6. Transitions and preparation for adulthood

This year the Year 2 pupils’ smooth transition from the Infant school to our Year 3 has been enabled by: Year 3 teachers and SENCo attending My Plan meetings with parents, a Year 2 parents information meeting, extra parent visits if requested, Year 2 / Year 3 teacher meetings, extra visits to us for Year 2 SEN children, a whole class transition morning, shared play times, shared games and visits between Year 2 and their Year 5 reading buddies who become their Year 6 mentors.

Transition to secondary school (this year all but 1 SEN pupil went to Maidenhill) has been enabled by: extra visits in a small group; the SENCo and Year 6 teachers meeting with the Maidenhill SENCo, Year 6 teachers meeting with the Head of Year 7.

Preparation for adulthood is an integral part of many aspects of our school life. In lessons children learn vital skills and awareness including about money and financial awareness, current affairs and religious and environmental issues. In addition this year the children have experienced: social skills group across all year groups, circle time within each class, the Life Education bus (including issues such as drug education), a motivational / life planning coach (Year 6), exploration of our school values (respect, perseverance, kindness and co-operation), responsibilities associated with School, Eco and Sports Council posts (including raising money for charity including Sport Relief) and the highs and lows of representing the school in competitive events (District Sports, netball, football and rounders tournaments).

7. Inclusion

Inclusion is at the heart of everything we do. Wherever possible every child is included in every activity within the school unless to do so would cause the child distress or discomfort. Through this involvement most of our children make significant progress in their social skills, confidence/self-esteem and physical development. We achieve this through: encouragement, adult support (on a 1:1 basis if necessary), parental engagement and targeted invitations to clubs aimed at developing the whole child. This year highlights have included:, the total inclusion of all SEN children in school productions, sports day and our Year 6 residential, SEN children elected to our School, Eco and Sports councils and successful inclusion of SEN children in extra-curricular clubs including games club, cross country club, country dance, basketball, Lego, colouring club, library, football, archery, frisbee and art club.

8. Additional emotional, social and pastoral Support

In addition to the social and emotional interventions and activities detailed above, we also employ a school counsellor during the year. Parental consent is always requested before children see our counsellor. Having discussed their needs, we also support parents through signposting them to outside agencies such as Families First and Children and Young People’s Services. In addition this year, we have part-financed a community family support workers who has worked with children in Years 3 to 6 at school and in their homes.

9. Working with other organisations

In order to meet the needs of our SEN children and their families we have extensive contact with other organisations. This year this has included:
• Social Services core meeting and conferences including extensive involvement in Child Protection and Child in Need plans
• Team around the child meetings for children where extra family support is needed; this typically includes the health visitor, the teacher, the parent, the school nurse, the family support worker, the social worker and a member of the early help team.
• Shared working with the Community Family Support Worker

10. Contacts

For further information about this report or our SEN Policy please contact our SENCo:
Mrs Lynne Robbins– Tel: 01453 823108

Our SEN Governor is Mrs Shelley Sanders who may be contacted via the school office.

11. Links
For more information about SEN you may wish to refer to:
• Park Junior School’s SEN Policy
• Gloucestershire County Council Local Offer
• Parent Guide on Additional Needs at:
• Gloucestershire Special Educational Needs and Disability Information, Advice and Support Service
Park Junior School’s Complaints Policy can be accessed at:

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