Inclusion

This is an exciting time for South End Junior School as we respond to local and national changes involving Special Educational Needs (SEN) and Inclusion. This year sees the Government producing a new SEN Code of Practice and changes to the Statementing process which is transferring to a new Education and Health Care plan system (EHC).

The Government has recognised that in the past, students may have been over identified as having SEN, when more probably they were simply underachieving in certain areas related to the curriculum and required intervention to enable them to make progress and catch up. The new system focuses on schools meeting the wide variety of individual needs of its pupils, by ensuring access to appropriate provision. This will not necessarily mean that pupils will be identified as having a specific SEN. 

SEJS is committed to ensuring provision for all of its pupils including those with Special Educational Needs and Disabilities (SEND).  We pride ourselves on meeting the needs of all learners either academically, socially or emotionally. We ensure the delivery of varied provision to cater for the needs of pupils whatever their barriers to learning.

Pupils accessing extra provision in school, will be added to the school’s provision mapping system but may not necessarily be identified as having SEN or added to the SEN register. Provision is closely monitored and targeted specifically to the needs of the group or individual. Progress is reviewed by the staff leading the provision and the class teacher. Any concerns will always be discussed with parents and carers and they will be kept informed of their child’s progress.

Progress for some pupils may not be in line with the expected national average however, this is progress, none the less and will be celebrated.

Pupils with SEND will be added to the SEND register when they have outside agencies involved and working with them. These pupils will have an Individual Education Plan (IEP) with targets focused around the advice of the external agency involved.  These targets will be reviewed three times a year and parents will be invited to each review.

The Government and the Local Authority are keen to ensure that all pupils’ needs are met within a mainstream setting without the need for an EHC plan. Sometimes as a school, we may be unsure if we can meet the specific needs of an individual pupil. We may feel that a pupil requires a more specialist provision. If we are unsure what the need of an individual pupil is or if we feel we are unable to provide the necessary provision required, we may consider applying for Statutory Assessment towards an Education and Health Care plan. The Local Education Authority will then decide what the appropriate support for the pupils’ needs are. This will be in a minority of cases.

We look forward to working with parents under the new systems and continuing to work creatively to develop focused and effective provision.

The Inclusion and Provision team
We are very lucky in school to have a team of experienced teaching assistants who support the school, our learners and their families in different ways. Teaching assistants support in class, on a 1:1 basis or within small groups. They are a valued and hugely beneficial part of our school and a key part to ensuring that our learners make good social, emotional and academic progress.

Class teachers differentiate activities for all ability groups within their class and all children receive support from classroom teaching assistants who are part of the Inclusion and Provision team. If the Inclusion and Provision Manager and class teacher feel that any child is not making expected progress they may consider whether to offer him or her suitable intervention in order for that child to receive additional help and support for their learning within small group sessions or sometimes on a one to one basis. These are run by various members of the team and also the class teacher.  Children, who receive any form of intervention, will be added to the schools’ provision mapping system. Intervention will be targeted in order to support them to make progress.

The Allotment
The Allotment is a room designed to be used by all groups of children, irrespective of their ability, to help accelerate progress and ultimately improve attainment. Every child working in the Allotment is able to track their own progress on the target wall. The Allotment is a themed room which builds upon the idea of growth. The central point of the design is the garden where the children get to plant their targets and pick them once they are achieved.

The team really enjoys sharing a wide range of resources with the children and assessments show that our learners make good progress.

Future Plans
There are future plans to open up a nurture provision at South End Junior School. Some children need a different approach to learning and the curriculum. Within a nurture provision, children’s learning needs are to be understood developmentally. Children remain part of their own class but spend time within a ‘nurturing environment’ on a daily basis. Nurture provision set-up, is conducive to the replication of early childhood experiences and allows the opportunity to develop through play. Staff, work in a team. It is important to have a staff team of two at all times. The room set-up has different areas and acts as a bridge between home and school. Snack time is an essential part of this experience. Sharing round the table builds social skills and competencies. Building emotional literacy is an essential focus within the group. Skills are built formally and informally. It is essential to provide stimulating opportunities for play as a basis for the development of social skills as well as the usual curriculum.

Planning for this provision is in it’s infancy but will develop as the year goes on.