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Pocklington Community Junior School

SEN – How we support every child

We have a dedicated team of staff who are constantly monitoring and updating the provision we provide to ensure that all pupils have fair access to learning and have what they need to get the most out of each day. Please click the questions below to explore our approach and how we can help both your child, and you, in accessing education. This page forms our school’s local offer for SEN. If you would prefer this as a single, downloadable document, please click here. Information on the Local Authority offer is available at the bottom of the page.

Who should I contact regarding SEND at Pocklington Community Junior School?

What is the ethos of the setting/school/academy/college regarding Children and Young People with Special Educational Needs and Disabilities (SEND)?

What policies does the school have to ensure SEND best practice is rigorously followed?

How many pupils does the school currently have on roll?

How does Pocklington Community Junior School identify and assess children with SEND?

What kinds of support are available for children with SEND?

How does the school ensure all staff are aware of and understand a child’s SEND?

How does the school let parents and carers know if there are any concern about a child’s learning? 

How is support allocated to pupils?

How does support move between the key stages?

Which other people and organisations provide services to children with SEND in school? 

What training have staff received to support children with SEND?

How will teaching be adapted for a child with SEND?

What support is available for parents and carers of a child with SEND?

How is the school’s physical environment accessible to children with SEND?

What facilities are available for children with SEND?

How will children be supported in transitions?

Is there any further information available about SEND?

 

Who should I contact regarding SEND at Pocklington Community Junior School? 

The key worker in school regarding Special Educational Needs is Mrs Cave, who is our SENCo. She coordinates all staff involved and is the key link for engaging external agencies in supporting in our school. The best way to contact Mrs Cave is directly via email at aimee.cave@pocklingtonjuniors.co.uk, or you can call the main school office and ask for her to contact you when she is available.

If you have any concerns, questions or complaints about the provision for your child, you should initially speak to Mrs Cave, however you can also speak directly to the Headteacher, Mr A. Reppold, by calling the main school office.

A list of key staff and external agencies are detailed below for your information.

In school staff

SENCO – Aimee Cave

SEN Governor – Sandra Burley

Responsibility for looked after children – Aimee Cave

Designated Safeguarding Leader – Sarah Carlisle

Deputy Designated Safeguarding Leader – Karen Gray

Main External Agencies

Educational Psychologist – Gayle Claydon

Wolds Cluster SEN Consultant – Isabel Hartley

Clinical Psychologist support – Dr Jo Jordan and Dr Stephen Bainbridge, Chartered Clinical Psychologists.

What is the ethos of the setting/school/academy/college regarding Children and Young People with Special Educational Needs and Disabilities (SEND)?

As a school, we believe that every child has their own needs. Our staff think carefully when planning for any child, and for children with either Special Educational Needs or Disabilities, this is no different. For SEND pupils, we will consider every possible way to ensure that they have access to every area of the school and it’s curriculum.

Because of this approach, we are able to provide quality enjoyable learning experiences that enable everyone to reach their potential within a stimulating, safe and happy environment.

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What policies does the school have to ensure SEND best practice is rigorously followed?

The school’s policies are available as a PDF download on the policies page of this website (click here to jump to the policies page). We can also produce our policies in other forms such as large print. Please speak to the office for further details.

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How many pupils does the school currently have on roll?

The school currently has 245 pupils on roll, however the school has the capacity to have up to 330 pupils on roll.

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How does Pocklington Community Junior School identify and assess children with SEND?

KS1 data is collected from all feeder schools and used to inform provision. Data from children joining us part way through KS2 is also collected. Transition meetings are held between the SENCO of our school and feeder schools to ensure support can continue, where possible.

Concerns about the progress of a child can be raised, initially to class teachers and then to the SENCO, by other teaching staff, parents or children themselves. Concerns will be explored and further assessment may take place, where necessary.  Provision will then be allocated based on the outcome of these assessments.

The progress of all children is closely monitored and when pupils are not making the expected level of progress this will be investigated. Strategies will then be implemented to accelerate progress.

We have a range of ways and questions we ask when assessing the impact that an intervention has made. These include:

  • Comparison baseline assessments to final assessments.
  • Measure improvements in other standardised tests.
  • Measure impact provision has had on classroom work. This is done by looking for examples where intervention work is seen to be being applied to class work.
  • Discussions with pupils themselves about their own learning.

Professional judgement by Teachers and Teaching Assistants about the progress that children are making as a result of the provision is always considered.

Informal monitoring of children’s progress is carried out on a daily basis in lessons and interventions. Lessons and interventions are constantly adapted to meet the needs of all children, following informal assessments. Data for all children is collected on a termly basis in the three core subjects (reading, writing, maths). As above, children not making expected progress are investigated and provision changed. Individual targets that are set for SEND children are reviewed at least termly and new targets set and provision changed. Additional assessments may be carried out by the SEN consultant and recommendations acted upon.

Any pupil with a Statement or Education, Health and Care Plan (EHCP) has a formal Annual Review Meeting in which progress is discussed and targets set for the next academic year. Parents, and all professionals involved, are invited to attend and contribute. The views of the child are also included.

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What kinds of support are available for children with SEND?

All children in the school receive quality first teaching and differentiated lessons to meet the needs of all.

In addition children may receive small group work, individual support, Teaching Assistant support, catch up interventions, other programmes of support as required. Individual recommendations made by the SENCO or SEN consultant are implemented by class teachers and Teaching Assistants when working with the child. Some pupils will receive in class support from additional adults.

Further support is also available through outside agencies.

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How does the school ensure all staff are aware of and understand a child’s SEND?

The class teacher and SENCO work together to set individual targets for children with SEND. The class teacher will then share and discuss these targets and the associated needs of the child with all relevant adults that work with the child.

Whole school training for children with particular needs (eg. Medical needs) is carried out and regularly updated.

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How does the school let parents and carers know if there are any concern about a child’s learning? 

Parents of children with SEND are invited to termly parents evening to discuss the progress of their child.

In addition to this staff may contact parents in one of the following ways:

  • Pupil planners
  • Email
  • Telephone
  • Letters
  • Arrangement of additional meetings

As a school we offer an ‘open door’ policy and welcome dialogue and contact with the parents/carers.

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How is support allocated to pupils?

We provide a graduated response to support children with SEND. Provision is allocated according to need and follows an ‘assess, plan, do, review’ process.

On entry to our school (Year 3), children are assessed and transition information is passed to us from our feeder schools to best inform decisions on children’s needs.

Pupils in Year 6 are screened to determine whether they require access arrangements for Year 6 SATs. Information is gathered and, where necessary, further assessments are completed to determine whether or not pupils meet the criteria set by the government. Applications are made for those pupils who do satisfy the criteria. Parents / carers of pupils requiring access arrangements are informed by the class teacher or the SENCO.

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How does support move between the key stages?

As we are a junior school, we have no transition between key stages within our school. We work very closely with our partner infant school and our local secondary school. We have a transition program and children visit the partner schools on a number of occasions.

In addition to this, we meet staff from partner schools to discuss children on an individual basis to ensure all necessary information is passed on. The SENCOs of all three schools meet at the end of every academic year to share information specifically on the children with SEND.

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Which other people and organisations provide services to children with SEND in school? 

We have an SEN consultant who can work with individual staff or children to advise and set targets to support children with SEND.

Referrals can be made to the following agencies:

  • Youth and Family Support Service (YFSS)
  • Educational Welfare Service
  • School Health Service
  • Educational Psychology
  • Occupational Therapy
  • Physiotherapy
  • Speech and Language Therapy Service
  • Integrated Physical and Sensory Support (IPaSS)
  • Integrated Sensory Support Service (ISSS)
  • Social Services
  • Child and Adolescent Mental Health Service (CAMHS)
  • Parent Support Service

The school also directly buys in support from two chartered clinical psychologists who provide support for staff who work with pupils with challenging needs both in identifying support and in supporting the staff member.

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What training have staff received to support children with SEND?

Training is provided for staff in conjunction with the Local Authority.

Teachers and the Learning Support Teaching Assistants have had access to training in how to address a range of barriers to learning such as dyslexia, autism, speech and language difficulties and social and emotional difficulties.

Training opportunities are on-going. All staff have completed the ERYC LA Safeguarding and Child Protection training.

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How will teaching be adapted for a child with SEND?

All class teachers deliver quality first teaching and lessons are differentiated to meet the needs of children in the class. Additional adjustments are then made so that both the academic and pastoral needs of the pupils with SEND are met, thus allowing them to meet their potential and make progress.

Additional support may be in the form of:

  • Adaptations to the learning environment
  • Small group and one to one interventions
  • In class support

Making other changes to the curriculum

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What support is available for parents and carers of a child with SEND?

All staff in school are available to support parents and carers. We can also signpost parents to the following services:

  • Youth and Family Support Service (YFSS)
  • Educational Welfare Service
  • School Health Service
  • Educational Psychology
  • Occupational Therapy
  • Physiotherapy
  • Speech and Language Therapy Service
  • Integrated Physical and Sensory Support (IPaSS)
  • Integrated Sensory Support Service (ISSS)
  • Social Services
  • Child and Adolescent Mental Health Service (CAMHS)
  • Parent Support Service
  • Local Authority Parent partnership
  • Children and Family Services

How is the school’s physical environment accessible to children with SEND?

The school can be accessed by wheelchair users. There is a toilet for those with disabilities. The school has a disabled parking bay.

Specialist equipment for pupils with visual impairments can be accessed through the

Integrated Sensory Support Service (ISSS) and resources can be modified to meet pupils’ needs.

Specialist equipment for pupils with physical impairments can be accessed through the Integrated Physical and Sensory Support Service (IPaSS) and Occupational Therapy.

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What facilities are available for children with SEND?

All children have access to our ELSA support and facilities. If any child has worries or problems they can access support this way. During outdoor play times there are a range of areas in the playgrounds and different activities available. Games are organised by our play co-ordinator. All children are also aware of the school buddy system to provide them with support should they require it.

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How will children be supported in transitions?

Pocklington Community Junior School works very closely with our partner infant school and our local secondary school. We have a transition programme and children visit the partner schools on a number of occasions.

In addition to this, we meet staff from partner schools to discuss children on an individual basis to ensure all necessary information is passed on. The SENCOs of all three schools meet at the end of every academic year to share information specifically on the children with SEND.

At the end of every academic year, data and academic records are passed to the next class teacher. In addition to this, class teachers meet to discuss the specific needs of all children as they move up the school to a new teacher. Individual targets that SEND children have are discussed and evaluated so the teaching staff can work together to set new targets for the following academic year.

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Further information on SEN

Our school SEN Information Report   shows the procedures we have in place for dealing with children with Special Educational Needs in school.

You can also access the Local Authority Local Offer which provides support and help for people with SEN and their carers in the local area.

ERYC Admission Arrangements

ERYC SEND Strategy

Department for Education SEND Code of Practice

Education-in-England-review-2017

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