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SEN Provision

At Phoenix Junior Academy we strive to support all children to enable them to achieve at school.

In order to do this many steps are taken to support them through their learning journey.

Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their targets.

This is where the SEN Team step in.

The SEN Team consists of:

Mrs Sam Wady – Inclusions Manager

Pastoral Care Team

Miss Claire Beer – Family Liaison Officer

Mrs Emma Loveridge – Emotional Learning Support Assistant

And a strong, dedicated team of Teaching Assistants

There are many SEN terms that are abbreviated which can lead to confusion.

Below is a glossary of the most used SEN terms.

AAP Attendance Advisory Practitioner
ADD Attention Deficit Disorder
ADHD Attention Deficit & Hyperactivity Disorder
ASD Autistic Spectrum Disorder
BESD Behavioural Emotional & Social Difficulties
CAF Common Assessment Framework
CAMHS Child & Adolescent Mental Health Service
COP Code of Practice
CP Child Protection
DCD Developmental Co-ordination Disorder
EAL English as an Additional Language
EP Educational Psychologist
FSM Free School Meals
FLO Family Liaison Officer
HI Hearing Impairment
IEP Individual Education Plan
ISR In School Review
KS Key Stage
LAC Looked After Child
LEA Local Education Authority
LM Learning Mentor
MLD Moderate Learning Difficulty
NC National Curriculum
OT Occupational Therapist
PSP Pastoral Support Programme
SaLT Speech & Language Therapy
SEN Special Educational Needs
SEND Special Educational Needs & Disability
SENCo Special Educational Needs Co-ordinator
SpLD Specific Learning Difficulty
VI Visual Impairment

Current SEN Updates

What is Pupil Premium?

The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’). Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel.

Why has it been introduced?

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

Who decides on how the money is spent?

In most cases the Pupil Premium is paid direct to schools, allocated to them for every pupil who receives free school meals. Schools decide how to use the funding, as they are best placed to assess what their pupils need.

How are schools accountable for the spending of Pupil Premium?

They are held accountable for the decisions they make through:

  • the performance tables which show the performance of disadvantaged pupils compared with their peers.
  • the new Ofsted inspection framework, under which inspectors focus on the attainment of pupil groups, in particular those who attract the Pupil Premium.

Children and Families Bill 2013

The Children and Families Bill takes forward the Coalition Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill reforms the systems for adoption, looked after children, family justice and special educational needs.

The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill extends the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.

It takes forward the reform programme set out in Support and aspiration: A new approach to special educational needs and disability: Progress and next steps by:

  • replacing statements and learning difficulty assessments with a new birth- to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;
  • improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
  • requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a Local Offer.

 

How will Phoenix Junior Academy respond to meeting the needs of the pupils with Special Needs and Disabilities?

1.1. How does Phoenix Junior Academy know if children need extra help?

We know when pupils need help if:

  • concerns are raised by parents/carers, teachers, teaching assistants, Pastoral team or the pupil’s previous school
  • there is lack of progress
  • poor test scores
  • there is a change in the pupil’s behaviour
  • a pupil asks for help

What should I do if I think my child may have special educational needs?

  •  If you have concerns then contact your child’s teacher or Mrs Wady  the SENCo.

1.2.  How will I know how Phoenix Junior Academy support my child?

  • Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
  • If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil will be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.

These interventions will be recorded on the pupil’s provision map (this is a record of the interventions, timings, cost and impact of the intervention). If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo.

In addition to interventions, Phoenix Junior Academy offers focused teaching during Literacy and Numeracy outside of their usual classroom for children who are significantly below or above the other pupils in their class.

  • Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Headteacher and the Deputy Headteacher to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned which will be discussed and implemented by the SENCo.
  • Occasionally a pupil may need more expert support form an outside agency such as the Children’s Therapy Team, Paediatrician etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
  • The Local Governing Body for Phoenix Junior Academy are responsible for entrusting a named person, Mr Sears to monitor Safeguarding and Child protection procedures.  He is also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures and the school’s Single Central record.  In a support and challenge role the Local Governing Body ensure that the school is as inclusive as possible and treats all children and staff in an equitable way.  They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.
  1. 3. How will the curriculum be matched to my child’s needs?
  • When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
  • Teaching Assistants may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.
  • If appropriate specialist equipment may be given to the pupil e.g. concentration cushions, pen/pencils grips or easy to use scissors.
  1. 4. How will I know how my child is doing?
  • You will be able to discuss your child’s progress at Parents Evenings.
  • Appointments can be made to speak in more detail to the class teacher or SENCo by visiting the school office.
  • Targets are usually set by the class teacher. Parents/carers are encouraged to contribute their input to be included on the planning for pupils.

How will you help me to support my child’s learning?

  • The class teacher may suggest ways of supporting your child’s learning through messages, at parents’ evenings or if you are requested to attend a meeting.
  • Mrs Wady, the SENCo may meet with you to discuss how to support your child. The class teacher or a member of the Pastoral Team may meet with you discuss strategies regarding any social emotional or behavioral needs.
  • Ideas can be exchanged with other parents at coffee mornings which run weekly.
  • If outside agencies or the Educational Psychologist have been involved suggestions and programmes of study are normally provided that can be used at home.
  1. 5. What support will there be for my child’s overall well-being?

The school offers a wide variety of pastoral support for pupils who are encountering social emotional or behavioral  difficulties.

These include:

  • Members of staff such as the class teacher, teaching assistants, SENCo, FLO and LM are readily available for pupils who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out.
  • A social skills group is run by Ms Harris.
  • Pupils who find lunchtimes a struggle are able to join the Green Room run by an experienced teaching assistant. Fun games and activities are made available to help provide the pupils with social skills to enable them to form friendships. However, for poor behaviour during break or lunchtimes children will be withdrawn from these times and spend that time in the Red Room to reflect on their choices.

Pupils with medical needs

  • All staff will receive basic First Aid training in addition to those that are already fully trained.
  • Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medication agreement in line with the medication policy is in place to ensure the safety of both child and staff member.
  1. 6. What specialist services and expertise are available at or accessed by the school?

At times it may be necessary to consult with outside agencies to receive their more specialised expertise.

The agencies used by the school include:

  • Child Protection Advisors
  • Educational Psychologist
  • CAST (Child & Adolescent Support Team)
  • CAMHS (Child & Adolescent Mental Health Service)
  • AAP  (Attendance Advisory Practitioner previously known as Educational Welfare Officers)
  • PASS (Physical & Sensory Service) to support pupils with hearing/visual Impairment
  • Inclusion Team
  • Social Services
  • Children’s Therapy Team (Speech & Language/Occupational Therapy)
  • MAGIC (Medway Autism Group & Information Centre)
  • Medway Hospital (Paediatricians)
  • Learning Support Service
  • Chalklands behaviour support outreach
  • Danecourt outreach

An Educational Psychologist is allocated to each school. They would normally only work directly with pupils who needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them. Referrals to the Educational Psychologist are normally made from the In School Review.

These are meetings held three times a year between school staff and where appropriate, other professionals. The aim of an ISR is to gain an understanding of and try to resolve a pupil’s difficulties.

In order to help understand the pupil’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed.

He/she will offer advice to the school and parent/carers on how to best support the pupil in order to take their learning forward.

  1. 7. What training are the staff supporting children and young people with SEND had or are having?

All staff have received some training related to SEND.

These have included sessions on:

  • How to support pupils on the autistic spectrum.
  • How to support pupils with emotional needs.
  • Two of our teaching assistants have achieved the Language for Learning Award and deliver Speech and Language programmes written in consultation with the Child’s Therapy Team.
  • The teachers and teaching assistants have received training by the Occupational Therapy Team to deliver “Fizzy” programmes to support pupils with fine or gross motor problems.
  1. 8. How will my child be included in activities outside the classroom including school trips?

Activities and school trips are available to all.

  • Risk assessments are carried out and procedures are put in place to enable all children to participate.
  • However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.

 

  1. 9. How accessible is the school environment?

As a school we are happy to discuss individual access requirements.

Facilities we have at present include:

  • ramps into school to make the building accessible to all but only leads  to the main hall.
  • A lift has recently been installed enabling access between ground an first floor
  • A disabled toilet has recently been built.

 

  1. 10. How will the school prepare and support my child when joining Phoenix Junior Academy or transferring to a new school?

Phoenix Junior Academy  understands what a stressful time moving schools can be therefore many strategies are in place to enable the pupil’s transition to be as smooth as possible.

These include:

  • Meetings between the previous or receiving schools prior to the pupil joining/leaving.
  • Mrs Wady, where appropriate, attends the infant feeder schools ISR (In School Review).
  • Year 2 pupils attend a Transition Day where they spend the day with their new class teacher.
  • Additional visits are also arranged for pupils who need extra time in their new school.
  • Mrs Wady is always willing to meet parents/carers prior to their child joining the school.
  • The Learning Mentor  runs extra transition sessions with vulnerable year 6 pupils before transition and year 2 joining the school.
  • Secondary school staff visit pupils prior to them joining their new school.
  • Mrs Wady may meet the SENCo from the secondary schools to pass on information regarding SEN pupils.
  • Where a pupil may have more specialised needs, a separate meeting is arranged with Mrs Wady,  the secondary school SENCo, the parents/carers and where appropriate the pupil. 
  1. 11. How are the school’s resources allocated and matched to children’s special educational needs?
  • The SEN budget is allocated each financial year. The money is used to provide additional  support or resources dependant on an individual’s needs.
  • The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.
  • If any concerns are raised on completion of the assessments Mrs Wady will investigate further support or advice from outside agencies if required.
  • Individual Pupil Premium payments are used to support that pupil’s learning.
  1. 12. How is the decision made about how much support my child will receive?
  • When the children join the school support is allocated on the information provided by the feeder school. Usually, in consultation with their Phases Leader, the SENCo will allocate teaching assistants to individuals or small groups to support in class or in other focus groups tailored to the pupils’ needs.
  • During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged. 
  • Parents/carers will be able to see the support their child is receiving on a provision map which will be sent home three times a year. A provision map is a record of support that the pupil is receiving including the impact it is having on the pupil’s learning.
  1. 13. How will I be involved in discussions about and planning for my child’s education?

All parents are encouraged to contribute to their child’s education.

This may be through:

  • Discussions with the class teacher.
  • During parents evenings.
  • During discussions with Mrs Wady or other professionals.
  1. 14. Who can I contact for further information?

If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling please follow the school’s Complaints policy.

I hope these have answered any queries you may have but do not hesitate to contact the school if you have further questions.

 

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