HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP?
At Gayton Junior School, children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:
· Liaison with previous school or pre-school setting
· Child performing below ‘age expected’ levels or equivalent (e.g. percentile rankings).
· Concerns raised by a parent.
· Concerns raised by a teacher: for example, if behaviour or self esteem is affecting performance
· Liaison with external agencies e.g. for a physical/ sensory issue, speech and language.
· Use of tools for standardised assessment such as: Boxall Profiles, Dyscalculia Assessment Testing and DEST (Dyslexia Early Screening Test).
· Children with a Statement/ EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority.
HOW WILL THE SCHOOL SUPPORT MY CHILD?
WHO WILL OVERSEE, PLAN AND WORK WITH MY CHILD AND HOW OFTEN?
· The class teacher will oversee, plan and work with each child with SEND in their class to ensure that appropriate progress is made in every area.
· Our SENCO, Mrs Debbie Costema, oversee the progress of any child identified as having SEND.
· There may be a TA (Teaching Assistant) or HLTA (Higher Level Teaching Assistant) working with your child either individually or as part of a group. The content of this support will be explained to parents when support begins, as part of a child’s bespoke programme of learning and is reviewed and updated during termly learning conversations.
WHO WILL EXPLAIN THIS TO ME?
· The class teacher will meet with you formally on at least a termly basis (this could be part of learning conversation meetings or separately), in order to discuss your child’s progress and the support that they are receiving.
· Class teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this.
· An appointment can be made with the SENCO to discuss support in more detail if required. Mrs Costema, the SENCO, is available for appointments in the second half of the week.
· PPs (Pupil Profiles) will be shared with you and your child (age appropriate).
WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELL BEING?
PASTORAL AND SOCIAL SUPPORT AVAILABLE IN THE SCHOOL
· We are an inclusive school that holds a child’s emotional and spiritual development as a priority.
· The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class.
· The school currently has a Learning Mentor, Mr Jos Ashley. He has prior experience of pastoral work and supporting children in being ready for learning.
· Any additional staff working with vulnerable children requiring support during the school day, will work under the direction of the SENCO.
THE ADMINISTRATION OF MEDICINES
· The school has a policy regarding the administration and managing of medicines, which is available on the policy page of the school website. Parents can request a ‘hard copy’ of this policy from the school offic
· Parents need to contact the school office if prescribed medication is recommended by healthcare professionals and needs to be taken during the school day. Any medication must be given to the school in the packaging that it was dispensed in by the pharmacy, with the child’s name and administration information clearly shown. A form must also be completed by the parent and medicines handed into and collected from the school offic
· On a day-to-day basis, Mrs Sue James (one of our trained first aiders) generally oversees the administration of any medicines which is recorded.
· As a staff, we have regular training and updates on conditions and medication affecting individual children, so that all staff are able to manage medical situation
· A majority of staff hold first aid qualifications, which are updated regularly.
SUPPORT FOR SOCIAL, EMOTIONAL AND MENTAL HEALTH, AVOIDING EXCLUSION AND INCREASING ATTENDANCE
· The school has adopted behaviour and exclusion policies available on the school website. If a child has significant emotional, social difficulties, a PP (Pupil Profile) is written to identify the specific issues, put relevant support in place and set targets with a view to identifying and addressing the underlying reasons behind the behaviour. The school works closely with Derby Primary Behaviour and Inclusion Services.
· The school has an adopted attendance policy. Attendance of every child is monitored on a daily basis by the school. Lateness and absence are recorded and reported to the Headteacher who may involve the Early Help Assessment Team or Children’s Services if this becomes a concern. Various incentive schemes are used to promote positive attendance throughout the school including the presentation of certificates individually.
· The school are also able to support families in making contact with other agencies who can provide appropriate support.
WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?
· Children who have PPs discuss their progress and targets when these are reviewed (age appropriate), as well as at termly learning conversation meetings.
· If your child has an PP, Statement or EHCP, their views will be sought before any review meetings (as is age appropriate).
· Children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their daily learning journey.
· All children are provided with the opportunity to be voted onto the School Council, as well as hold other positions of responsibility, by their class or teachers.