Updated with input from parents/carers and pupils – July 2016.

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‘The School spots the children’s needs perfectly’- year 3 parent July 2016

St Augustine’s Junior School works closely with other schools and the local authority to ensure that children are given the best opportunity to learn and make progress, regardless of their needs.

Peterborough schools work together with the local authority to put together the ‘local offer’. This is aimed at providing better support and services for children and young people with special educational needs or disabilities. Further information about the local offer can be found here:

https://www.peterborough.gov.uk/residents/special-educational-needs/local-offer/

Glossary

SEND – Special Educational Needs or Disabilities

SENCo – Special Educational Needs Coordinator

ADHD – Attention Deficit Hyperactivity Disorder

CAMHS – Child and Adolescent Mental Health Service

SALT – Speech and Language Therapy

EHCP – Education Health Care Plan

ERP – Enhanced Resources Provision

PRU – Pupil Referral Units

 

 

FAQS – Please click on the links below for more information about SEND provision at St. Augustine’s Junior School

 

At St. Augustine’s we pride ourselves on delivering ‘quality first teaching’. All children are encouraged to develop themselves as a learner (as demonstrated by our ‘deep learning’ mornings where children are working on the core principles of being resilient, resourceful, reflective and making links to prior learning). All children will be given the chance to learn, practise and apply their skills and will progress at a pace suitable for their needs. Differentiation of activities is in place in all classrooms and an individualised curriculum can be put into place where needed. Where children require further support, this is put in place in the classroom or through group or individual interventions.

 

Your first port of call will be your child’s class teacher. Our teachers are always willing to discuss any concerns you may have about your child’s learning. Following on from this discussion, further provision may be put in place for your child by the class teacher. The class teacher or parent may wish to discuss the issue further with the school’s SENCO (Special Educational Needs Coordinator) – Mrs Potter, or the Headteacher, Mrs Pierce.

 

Our building, which is all on one accessible level, caters well for children who may have complex physical needs.

Accessibility

Where necessary, support will be put in place to ensure that children with physical needs get the opportunity to take part fully in all areas of the curriculum. Members of staff at the school have experience in dealing with children with a wide range of physical issues. Regular training is put in place to ensure that all members of staff are trained to provide the best support for children with additional physical needs.

 

We believe that the child should have a say about the provision they receive at school. Children are encouraged to attend meetings about their progress, set themselves targets to achieve through using their school target passports and to shape their own learning during our ‘deep learning sessions’. Children at St. Augustine’s have said the following about our provision for children with SEND.

Year 3 child – ‘The teachers and teaching assistants taught us perseverance’.

Year 4 child – ‘They help us if we’re stuck. If you get stuck it means you’re learning’.

Year 3 child – ‘I was shy when I came but now I am not as shy’.

Year 3 child – ‘I had problems remembering things but now I’m awesome’.

 

 

Children who attend catch-up interventions will not be considered as having SEND. At St. Augustine’s we work to fill any gaps in the children’s learning in the classroom as well as through intervention groups. These groups also support children to make accelerated progress in order to catch up with their age expected levels. Where progress isn’t being made despite further support and intervention, children may be put onto the SEN register under one of these underlying needs:

  • Cognition and Learning (Eg. Dyslexia, Dyscalculia, Dyspraxia, Mild/Moderate/Profound Learning Difficulties)
  • Social, emotional and behavioural (Eg. Attention Deficit Disorder – ADD or Attentional Deficit Hyperactivity Disorder – ADHD)
  • Communication and Interaction (Eg. Speech and language difficulties, Autism or Aspergers Syndrome)
  • Sensory Issues (Eg. hearing loss, blindness or partially sighted or Multi-sensory impairment)
  • Physical/Medical issues (Eg. Epilepsy, Asthma, Diabetes, Anaphylaxis or other medical conditions/syndromes

Children may also be identified as having SEND if they have a medical diagnosis which affects their learning or physical ability to access the curriculum.

 

Children with SEND are supported in the classroom by their Teachers and Teaching Assistants.

SENCo

Our Special Educational Needs Coordinator (SENCo) works with staff and children to provide guidance and support. At St. Augustine’s, the SENCo is Mrs Potter, who is currently working on the Special Educational Needs National Award (SENDNA). Support given may include:

  • Liaising with parents to provide support;
  • Working with class teachers to help with making reasonable adjustments for pupils with SEND;
  • Working with other professionals from the local authority for advice or to make referrals;
  • Holding meetings for EHC plans (previously known as statements) and coordinated plans;
  • Attending training on up-to- date resources and provision for pupils with SEND; and
  • Training staff on best practice when dealing with pupils with SEND.

Headteacher

Mrs Pierce, our Headteacher, also has 10 years of experience as a SENCo and has supported children with Special Educational needs for 26 years.

Home-School Liaison Officer

Mrs Loizou is our home-school liaison officer. She works closely with parents to provide support and advice. She also monitors attendance and works closely with the local authority and external agencies.

Child Protection

Designated personnel are:

Mrs N Pierce – Child protection lead

Mrs L Potter – Designated personnel

Mrs S Loizou – Designated personnel

Pupil Premium Lead

Miss A Wilkinson is responsible for monitoring and putting in place support for children for whom the school receives additional Pupil Premium funding, with support from Mr P Fulstow.

Through our links with the local authority, we have access to services who can support children at St. Augustine’s who have been identified as having SEND. Services we work with include:

  • The School Nurse
  • Community Paediatricians
  • The Sensory Support Service
  • The Educational Psychology Service
  • The Autism Outreach Service
  • The Specialist Teacher for pupils with ADHD
  • Child and Adolescent Mental Health Service (CAMHS)
  • Speech and Language Therapists (SALT)
  • Pupil Referral Units (behaviour)

 

 

The majority of children, including those with SEND, attend a local school in Peterborough. Many of these schools, including Nene Park Academy and Stanground Academy, have provision in place to support the needs of children with SEND. Nene Park Academy currently has an Enhanced Resource Provision (ERP) to support children with autism.

 

In rare cases, during transition to secondary schools and where an EHC plan is in place, some parents may wish to apply to a special school. The following special schools in our local area are:

  • Marshfields
  • City of Peterborough Academy Special School
  • Heltwate School
  • Phoenix School
  • St George’s
  • Nenegate School

Coordinated plans are created to put in place support for pupils with SEND. The meeting will involve school staff, pupils and parents. Reports from health or other sources may be used in creating the plan. At the meeting, a plan will be put together outlining strengths and areas for development for the child. Targets will be set for the year and the plans will be reviewed annually where progress will be assessed and new achievable targets will be set.

 

EHC plans are written for pupils who require adjustments to be made to access the curriculum, along with support from additional professionals or outside agencies. In compiling these plans, reports and meetings with health care providers and social care (where necessary) will be linked with the provision in place at school and any other educational support given. The group of professionals involved will compile the plan, along with parents, to discuss strengths and areas for development for the child and to set targets for the upcoming year. EHC plans are reviewed annually where progress will be assessed and new achievable targets will be set.

 

At St. Augustine’s Junior School our governors are involved in writing and reviewing our SEN policy.

Our SEN governor is James Fordham.

James

The governors monitor the provision of resources for children with SEND and meet with the SENCo to ensure that correct provision is in place.

 

At St. Augustine’s Junior we continually support the children in their spiritual, moral, social and cultural development (SMSC). Our Christian ethos, themed weeks, daily collective worship and weekly Religious Education sessions (R.E.) help to support the children in making the right decisions for them both morally and spiritually. Weekly Personal, Social and Health Education sessions (P.S.H.E.) also help to support the children in understanding social behaviour, exploring their own morality and teaching British Values to the children.

Where further support with social skills or emotional issues are needed, children may be chosen to take part in our nurture group of social skills sessions.

 

We closely monitor the progress of all of our pupils and support is in place for any child who needs it. Our pupil premium lead, Miss Wilkinson, focuses on the needs of children who attract an additional funding stream to the school for pupil premium. Using this funding, we have introduced new intervention groups, bought additional resources and school-funded trips for these children. As well as receiving additional support from school staff through intervention groups and 1:1 tuition, children may also benefit from working with external coaches, who run intervention groups as well as clubs at school.

 

Interventions

In addition to their learning in the classroom, some children may attend additional intervention groups. The purpose of these is to build upon children’s learning in the classroom by repeating learning and filling in gaps in subject knowledge, resulting in rapid progress to close the gap between current achievement and age expected levels.

Reading Interventions:

  • Toe by toe – One-to-one intervention to help with phonics knowledge.
  • Project X Code – The children read a series of books in a group, discuss common themes and answer questions about the texts.  Children have made the following comments about this reading intervention: ‘I like reading the different stories’; ‘It helps me with my reading’; ‘It’s a reading adventure’.

Project X

Writing Interventions:

  • Precision spelling – One-to-one intervention to support recall of commonly misspelled words, the list is tailored to each child’s individual needs. 
  • First class in writing – Children work together in a small group to produce high quality writing based around a fun, pirate theme. Children have said of this intervention ‘It’s like literacy and really fun’; ‘It’s fun becasue you get to practise handwriting. That’s the target I’m working on’.

Maths Interventions:

  • Success at arithmetic (Upper School) – an intervention to support the use of mental and written methods of calculation.
  • Plus 1 – One-to-one intervention to support children’s understanding of the number system.
  • First class – A small group intervention in lower school which focuses on understanding of place value and number.

First class

  • Active maths – Children work in small groups to learn and recall key maths skills through repetition and movement. Children have said of this intervention ‘I love maths’; ‘We play good maths games’.

LEARNING OUR 5 TIMES TABLES THE ACTIVE WAY!

ACTIVE MATHS 1

Social Interventions:

  • Think good feel good – Children work with Mrs Loizou to discuss their worries and to learn techniques to manage their emotions.
  • Social stories – A small group intervention involving discussion and role play based around different social scenarios.

Gross/ fine motor skills:

  • Fine motor skills – Children will complete a range of activities to strenthen their muscles and improve their handwriting.

Handwriting

  • Sensory circuits – Sessions take place before school and children are invited to attend by their class teacher. This acts as a warm-up for the day or an opportunity to get rid of excess energy, whilst improving gross and fine motor skills.

SENSORY 1

 

 

Specialist support staff

SENCo

Our Special Educational Needs Coordinator (SENCo) works with staff and children to provide guidance and support. At St. Augustine’s the SENCo is Mrs Potter,  who is currently working on the Special Educational Needs National Award (SENDNA).

Lindsey

Headteacher

Mrs Pierce, our headteacher, also has over 10 years of experience as a SENCo and has supported children with Special Educational needs for 26 years.

Nicola

Home-School Liaison Officer

Mrs Loizou is our home-school liaison officer. She works closely with parents to provide support and advice. She also monitors attendance and works closely with the local authority and external agencies.

Sally

Child protection

Designated personnel are:

  • Mrs N. Pierce – Child protection lead
  • Mrs L. Potter – Designated personnel
  • Mrs S. Loizou – Designated personnel

Pupil premium lead

Miss A. Wilkinson is responsible for monitoring and putting in place support for children for whom the school receives Pupil Premium funding, with support from Mr P. Fulstow.

Anna

Paul

Useful links

SEND Information Advice support Service – Tel 01733 863979 pps@peterborough.gov.uk

Educational Psychology Open Access Consultation Service – Tel. 01733 863979

City Council Website: www.peterborough.gov.uk