St. Andrew's CE (VA) Junior School

Tel: 01484 712895 | Fax: 01484 381069
Email: admin@standrews.calderdale.sch.uk

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Respect · Peace · Friendship

SEND

School NameSaint Andrew's CE VA Junior School
Headteacher Mrs Karen Smith
SENCo & Inclusion ManagerMrs Lisa Marsden
Governor with responsibility for SENMrs Elizabeth Lawley
Contact Details: addressWaterloo Road
Brighouse
West Yorkshire
HD6 2AN
Email (admin)admin@standrews.calderdale.sch.uk
Email (SENCo)lmarsden@standrews.calderdale.sch.uk
Telephone (admin)01484 712895
Telephone (SENCo)As above
Age Range7 - 11
FundingCalderdale
We’ve tried to answer all the questions parents have asked us about the provision we have for children with special educational needs. We hope this is clear and easy for you to understand. If you would prefer to talk to one of our friendly, highly skilled and experienced staff, please just phone school and we’d be really happy to talk to you.
How do we make sure all children reach their potential?
  • Through our Christian ethos, the school aims to value and foster the intellectual achievements of each child, so enabling everyone to fulfil their academic potential.
  • Access to a broad, balanced curriculum which is well differentiated and takes account of different learning styles and children’s interests.
  • Well-staffed-classrooms – at least one teacher and one support assistant in every classroom each morning.
  • Talented support assistants run intervention groups daily.
  • Quality of teaching and learning is rigorously monitored by the SLT.
  • Individual targets are set by and for all children in reading, writing, numeracy.
  • There is a rigorous pupil progress tracking system in place which ensures all children
    are monitored termly. Interventions are put in place when appropriate to help children in areas they are struggling in.
  • Dedicated SENCo time of 1.5 days per week. Our SENCo works closely with the Head Teacher.
  • A governor with responsibility for SEND
  • Detailed programme of reviews with parents and professionals: 3 parents’ consultation evenings a year; termly reviews for all children on the SEND register and comprehensive Annual Reviews of Statements of Special Educational Needs. Drop in sessions for parents who wish to discuss their child with the school SENCo are available as requested. Parents’ views are very important to us.
  • Children’s views are very important: active school council, active pupil voice and pupil questionnaire, SEND reviews allow children to take part in the target setting process.
  • Currently, a team of teachers and support assistants to meet the individual needs of all children in the school.
  • Each class follows the assertive mentoring systems for managing behaviour in the classroom and around school. This ensures continuity between staff and the different classes.
  • Zero tolerance policy for bullying.
  • Children receive smileys, stickers, class marbles and certificates for good behaviour in class and around school. This helps to promote the school’s Christian ethos.
  • Fully trained support staff, a play leader and midday supervisors ensure smooth running of playtimes and lunch times.
  • Long established, acknowledged and celebrated ethos of inclusion and equality.
How do we help a child with physical needs?
  • Disability Discrimination Act
  • Ramps fitted to each year group’s entrance.
  • Disabled toilets at both ends of the school (Y6 and Y4) with specialist adaptations to facilitate independent toileting.
  • Every class has access to equipment which helps writing: a variety of different coloured pens, coloured exercise books, slope boards, pencil grips and a range of ICT equipment and software.
  • A trained support staff member delivers a movement group for children with dyspraxia tendencies.
  • A trained support staff member screens children with dyslexic tendencies and delivers a dyslexia intervention programme for children most at risk from dyslexic tendencies.
  • Use of differentiated sports equipment in PE – eg specialist balls
  • Variable height tables and chairs available.
  • Team of staff trained in moving and handling.
  • Large classrooms which allow for ease of movement for children in wheelchairs.
  • Children with physical needs given the opportunity to go swimming in arrangement with Calderdale.
  • Staff who are confident and competent in delivering set physiotherapy programmes derived by a physiotherapist.
  • A care plan and an individual personal evacuation plan is written for all pupils with mobility or other needs
  • Liaise closely with outside agencies who help us support children with physical needs including staff trained to support children with hearing impairments.
  • Appropriate training provided for staff as required by children’s specific needs.
How do we help a child with speech and language needs?
  • Delivery of programmes devised by speech and language therapists
  • Close liaison with speech and language therapists
  • We refer pupils to Speech and Language Therapy when needed
  • Embedded in school life. All teachers prompt and promote excellent conversation skills.
  • Appropriate training provided for staff as required by children's specific needs
How do we help a child with sensory impairment?
  • School classrooms fully carpeted
  • 2 extra classrooms available for focussed work
  • Liaise closely with outside agencies who help us support children with sensory impairments
  • Appropriate training provided for staff as required by children's specific needs
  • Equipment is available in school for children such as 'Move and sit' cushions and tangles
  • We run interventions as advised by outside agencies, for example, using theraputty
  • How do we help a child who has social and emotional difficulties?
    • Staff ASD aware and use appropriate strategies to support children
    • Strong links with Educational Welfare Team
    • Access to specialist support for children with ASD and their families
    • Members of staff trained in delivering therapeutic stories and children are given access to this whenever it is needed
    • Members of staff trained in assisting children with ASD
    • Members of staff trained in how to deal with anxiety disorders in children
    • Member of staff trained in mental health and wellbeing
    • Member of staff trained in mental health and wellbeing
    • We have well established Circle Time groups and groups tailored to an individual's needs
    • Appropriate training provided for staff as required by children's specific needs
    How do we help a child with behavioural difficulties?
    • A clear well planned and structured Behaviour Policy. The Behaviour policy clearly states to children and parents when parents will be contacted and the steps that will be taken with regards to behaviour. Children’s behaviour is monitored with children and parents.
    • We believe in a ‘praise culture’ rewarding children for what they can do
    • Two Learning Mentors
    • Breakfast club
    • Movement group
    • Huge variety of after school clubs to engage and enthuse children in school life.
    • Individual Behaviour Plans are created for children as required.
    • Staff in school trained in Team Teach.
    • Members of staff trained in Anger and Aggression in children.
    • Appropriate training provided for staff as required by children’s specific needs
    How do we help a child who needs support with literacy?
    • Children who are showing slow progress are given the opportunity to have small group or 1:1 intense tutoring.
    • Use of Accelerated Reader to target specific areas of difficulty.
    • All members of staff trained in delivering Precision Teaching.
    • Dyslexia aware staff throughout school who use Dyslexia friendly teaching strategies.
    • Dyslexia Friendly School Award.
    • A variety of intervention programmes support learning in literacy
    • Appropriate training provided for staff as required by children’s specific needs
    How do we help a child who needs support with numeracy?
    • A range of hands on equipment available to all children in all classrooms.
    • Appropriate training provided for staff as required by children’s specific needs
    • Maths tool kits used in classroom for children who need to use concrete aids.
    • Children who are showing slow progress are given the opportunity to have small group or 1:1 intense tutoring.
    How do we support a child who has medical needs?
  • Individualised medical needs plans created by a team around the child including the school nurse, parents and first aiders in school.
  • Trained nurses supporting children in school allowing all children to access learning.
  • Team of trained first aiders.
  • Trained paediatric first aiders.
  • Curriculum differentiated to enable pupils with medical needs to have access to
  • Activities
  • Appropriate training provided for staff as required by children’s specific needs
  • How do we help a child who has English as an Additional Language (EAL)?
    • iPads available for translation in each classroom
    • Work translated as required
    How do we support a child with complex and multiple needs?
    • Close liaison with local primary special schools.
    • Close liaison with outside agencies
    • Risk assessments
    • Staff experienced
    • We welcome nurses provided through the health service who support disabled children in the classroom.
    • Children with complex needs have the opportunity to take part in every event in school.
    • Staff trained in techniques to aid children with Downs Syndrome.
    • Appropriate training provided for staff as required by children’s specific needs
    Which specialist services do we access beyond the school?We have current regular contact with the following services who give us support and advice:_
  • Specialist Inclusion Service
  • Educational Psychologists
  • Speech and Language Therapy
  • Occupational Therapy
  • Physiotherapy
  • ASD service
  • CAMHS
  • EWO
  • School nursing service
  • Visual Impairment Team
  • Hearing Impairment Team
  • How will we include children in activities outside the classroom including school trips?
  • Extra staff deployed for trips to meet the stringent requirements of our risk assessments.
  • Staff to take children to other sites.
  • Parents/carers consulted prior to trips for advice and guidance.
  • Parents/carers invited on activities.
  • Educational visits are checked to ensure all pupils can access the trip
  • How do we prepare and support a child for joining school and transferring to secondary school?
    • Transition plans - extended visits to secondary school with primary school staff
    • Termly meeting with the High School staff
    • Meeting with the Secondary School and having a joint SENCo with St. Andrew's CE Infant School
    • Close liaison with all other settings involved in transition - good exchange of information
    How will we meet a child's personal care needs?
    • Intimate and Personal Care Policy in place which is reviewed annually.
    • All staff sign and adhere to a ‘Code of Conduct’.
    • 2 large disabled toilets, ensures space and sensitivity for some aspects of personal care.
    • Children are given as much responsibility for personal care as is possible with staff interventions only coming into force when necessary and following strict procedures. Staff will only call parents in an absolute emergency.
    • Staff trained in Team Teach.
    How will we develop social skills throughout the school day, especially break times?
    • Playtimes/ lunchtimes seen as an important part of the day and included in time for 1:1 support for statemented children if appropriate.
    • Play leader employed by school to organise activities at lunch times.
    • Circle time groups
    • Friendship groups
    • Befrienders (Year 6 pupils) available at lunchtime for younger children to talk to.
    • Focus on social skills embedded in curriculum
    How do we allocate resources?
    • One to one support given as specified in a child’s EHC of SEND
    • Our school employs a support assistant for each class – used for focused group work, work on PPP targets, 1:1 reading or as the class teacher deems valuable in meeting the specific needs of children in the classroom.
    • Our Learning Mentors are available for children with social and emotional needs.
    • All children regularly reviewed (at least once a term) and provision is then tailored to match their needs.
    How do we ensure all staff are well trained?
    • Training sessions for all support staff on SEND issues.
    • Regular TSA meetings to keep all support staff up to date on SEND issues.
    • Commitment to maintain levels of training if staff leave.
    • SENCo supports all new staff in writing and carrying out PPP’s to ensure high standards are met from the beginning.
    • Well planned programme of CPD, accessing both external agencies and in-school support.
    How do we raise awareness of special educational needs for parents and the wider community?
    • Achievements of children with SEND are celebrated in newsletters and other public documents
    • Parents invited to termly meetings to discuss their child's progress
    Thank you for taking the time to find out about our local offer at St Andrew’s CE VA Junior School – please do not hesitate to contact us for any further details.
    If you have any complaints regarding our SEN provision please see our Complaints Policy - at Stage 1 the teacher involved would be Mrs L Marsden (SENCo).

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