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St Andrew's

C of E Junior School

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SEND

Our SENDCo is Miss Sharon McClelland

 

Our SEND Link Governor is Mr Tim Woods.

 

Teaching and Learning

St Andrews is an inclusive and caring learning space, and we strive to provide the best education for all children, regardless of ability and additional needs.
We offer a range of additional provision, which can include additional in-class support; additional out-of-class support; one-to-one support; flexible groupings (including small group work); access to specific resources; mentoring and access to a wide range of outside agencies. Additional provision is overseen by the Special Educational Needs and Disabilities Co-ordinator (SENDCo) and is designed and implemented by a skilled team of teachers, ably supported by a group of teaching assistants. The additional provision depends on the needs of the individual child.
All children at St Andrew's benefit from accessing a broad range of teaching and learning styles; a knowledge rich and accessible curriculum; access to a range of learning materials and resources; where possible, creative application of assessment procedures, which are designed to emphasise pupils' strengths and achievements; access to ICT; booster classes in Year 6; and a broad range of extra-curricular activities (including a residential trip in Years 3 & 4)
The school also liaises and works closely with specialist advisory teachers, who provide targeted support, and advise school staff about particular children’s needs.

 

Annual Reviews
Targets are set termly for children identified as having a Special Educational Need or Disability, and they are regularly assessed, monitored and reviewed through our Assess, Plan, Do, Review system. We involve parents in all decisions and target setting processes, and view the relationship between school and parents as a partnership. Additionally, where appropriate, we seek advice from outside agencies to support the target setting process, such as Educational Psychologists, Speech and Language Therapists and Behaviour Support Teachers.

Annual reviews are held for those children who receive additional funding, such as those allocated an EHCP or GRIP, and are an opportunity for all agencies supporting the child to come together and set a range of targets for the next year.
 

Keeping Children Safe
Risk assessments are frequently carried out by all staff members and the Head Teacher. Where appropriate, we provide a range of alternative provision and support for children with specific additional needs, as well as providing extra support at play times to ensure that all of our children feel safe and happy in school. We strive to ensure that bullying in any form is prevented - please see our Anti-bullying policy for more details.

 

Health (including Emotional/Mental Health and Well-being)

All staff are qualified first-aiders, and are able to administer medicine to children with parental consent. Where appropriate, care plans are drawn up in consultation with relevant experts, first-aiders, teachers and parents/carers. We follow a Critical Incident policy.
Services available to school include: the school nurse; Healthy Young Minds (HYM); Speech and Language Therapists, Educational Psychologists and psychiatrists.

MACAWS is our fantastic in-school provision to support the mental and emotional health of our children. See our dedicated page for more details.

 

Communication with Parents/Carers

We hold parent consultation evenings and send home written reports each year to inform parents and carers of their child's progress. However, all staff are available for additional meetings, as well as termly target setting meetings for those with an identified Special Educational Need or Disability.
Our school website contains all the relevant information to inform parents/carers as to whom is who within school. To help keep parents and carers informed about the daily life in school, we produce a fortnightly newsletter, along with an edition produced by the children, which is published with every other newsletter publication. As parent and carers views are important to us, we sometimes send home questionnaires, which help us to alter and shape our school community. Starting in March 2020, we will be introducing parent workshops with the aim of broadening the scope of our curriculum to families and the wider community. 

We know that transition to a new school can cause considerable worry and stress, and we welcome meetings for new families and pupils with our headteacher as well as providing transition days and meetings to encourage a smooth transition for all involved.

 

Working Together

We believe that teamwork is a vital part of a successful school, and as such we put a great emphasis on creating teams who work together for the benefit of our pupils.

Our dedicated school governors hold areas of subject responsibility and liaise with class teachers regularly. Our PTO play a vital and hard working role by organising fundraising and community events, and have kindly provided funding for additional SEND resources, which have been beneficial for many pupils.

We have a Pupil Task Force, including children with a range of abilities and needs, who regularly meet and get involved with decision-making, such as the development of the school playground.

 

What Help and Support is available for the Family?

We provide support and alternative arrangements for families who do not have access to the internet, or for those who require support with admissions and forms.
 Information, advice and guidance from the SENDCo can be sought via the class teacher or the office staff. We have positive relationships with multi agencies and the school nurse is involved with inclusion meetings to help remove barriers to learning.

 

Transition to High School

We work closely with prospective secondary schools to create as smooth a transition as we can. The children are invited to secondary schools for 'taster days' during Years 5 and 6, and the local secondary schools have thorough transition days in the lead up to the end of primary school. This may include full days or weeks at the prospective secondary school. For children with Special Educational Needs, additional transition arrangements may be organised, such as additional visits with key workers and additional times to meet new staff members, holiday clubs and transition books.
Before the transition period, our SENDCo has meetings with relevant staff from the secondary schools to pass on vital information and to help ensure as smooth a transition as possible. 

 

Extra-Curricular Activities
We have a range of after school activities, which are fully inclusive and available for all children in school. A residential trip is organised for all children in Years 3 and 4, which is also fully inclusive.

 

SEND Information Report Update (Response to COVID-19 return to school)

Special Educational Needs and Disabilities (SEND) Policy

SEND Annual Report 2019

Accessibility Plan 2019-2022

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