Individual Needs


As a school, our main aim is to ensure that every child achieves their full potential.  To achieve this some children may need extra provision both within and outside the classroom.

We employ a Special Needs and Disability Coordinator along with a Gifted and Talented Coordinator to ensure that children’s needs are met.

Within school, we have systems in place within each class to ensure that there is early identification of any needs that the children may have a wide range of interventions that the children can access. Individual Education Plans are used to track the children’s progress in these interventions.  Full details about how Special Educational Needs are catered for within school can be found in the Special Educational Needs Policy.

We work alongside other agencies such as an Educational Psychologist, a Learning Support Teacher, Speech and Language Therapist and Occupational Therapist to provide for children’s needs. 

We are also able to refer to other agencies such as the Community Paediatrician, CAMHs (Children and Adolescent Mental Health) and the School Nurse for further suppor

School Information Report

Stourfield Junior School is a mainstream setting where children come first. We aim to provide the best possible education for every child within a warm and caring ethos. We are committed to ensuring equality of education and opportunity for all pupils. We believe that all pupils are entitled to a broad, balanced and relevant curriculum that can be adapted to meet any specific need.  We provide “quality first teaching” to allow all children to reach their potential.  However, at times a child may require additional support beyond this practice.

We provide support for a range of needs as specified in the 2014 SEND Code of Practice.  These needs can be within one of these four main areas:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and  mental health
  4. Sensory and/or physical
  1. HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP?

     

At Stourfield Junior School, children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:

  • Liaison with previous school
  • Child performing well below ‘age expected’ levels or equivalent
  • A child not making the progress that would be expected
  • Concerns raised by a parent
  • Concerns raised by a teacher
  • Liaison with external agencies e.g. health, children’s social care
  • Use of tools for standardised assessments in school such as:  LASS testing (Dyslexia screening test) YARC reading test, BEAM Maths assessment tests, Dyslexia Portfolio.

 

  1. HOW DO I RAISE CONCERNS IF I NEED TO?

 

As a school, we pride ourselves on building open, honest and positive relationships with parents. If you have concerns regarding your child, we request that you initially contact their class teacher. If you feel that you would like to speak to a senior member of staff, ask to arrange an appointment with the SENCo (Special Educational Needs Co-ordinator: Mrs Dixon or Mrs Boyne) or Deputy Head teacher (Mrs. Bartolomeo). Appointments can be arranged in person, by phone or by email using the school contact details.

 

  1. HOW WILL THE SCHOOL SUPPORT MY CHILD?

Who will oversee, plan and work with my child and how often?

  • The class teacher will oversee, plan and work with each child with SEND in their class to ensure that appropriate progress is made in every area. They will liaise with the SENCo.  
  • A programme of additional support may be put in place via a system of targeted interventions and /or individual, class- based support if this is required.
  • There may be a TA (Teaching Assistant) working with your child either individually or as part of a group.
  • Your child will have an Individual Education Plan if they are placed on the Special Needs Register.  This will detail your child’s  learning targets and will be reviewed termly with both you and your child.
  • At Stourfield Junior School children can access the following interventions in addition to the teaching they receive in their classroom: Speed- up handwriting, Let’s Read, Turnabout, Phonics, Maths, Numbershark, Wordshark, EAL, Sensory Circuits, Social Use of Language, Chill-out zone ( Nurture group), ELSA (Emotional Literacy Support), Speech and Language, Social Skills, Spelling, Punctuation and Grammar, Full Circle, Young Carers, Lifeboat Spelling, Visual Learning for Life, 1:1 Counsellor.

 

Who will explain this to me?

  • The class teacher will meet with you formally on at least a termly basis (this could be part of learning conversation meetings or separately), in order to discuss your child’s progress and the support that they are receiving
  • Class teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this
  • An appointment can be made with the SENCo (Mrs Dixon / Mrs. Boyne) to discuss support in more detail if required.
  • IEPs (Individual Education Plans) will be shared with you and your child.

 

4    WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELL BEING?

 

What is the pastoral, medical and social support available in the school?

 

  • We are an inclusive school that holds a child’s emotional and social development as a priority. The class teacher is the initial point of contact. If it is felt a child has social and emotional needs they may then refer them to the SENCo and pastoral team.
  • The school currently has two fully trained ELSA (Emotional Literacy Support Assistant) members of staff.  In addition, the school runs a daily Nurture group (led by Nurture- trained staff) which targets specific social and emotional needs.  Boxall profiling is used to identify needs and plot progress within the Nurture group.
  • In order to prioritise children’s social and emotional well- being, pupils access weekly PSHE classes and actively engage in theme led weeks/ days such as Anti- bullying campaigns.
  •  Some Stourfield Junior pupils are emotionally and socially supported by members of the community who participate in a programme known as Full Circle.
  •  The school employs a fully trained Counsellor who works with individuals and groups on specific needs.
  • All pupils with physical needs have an appropriate programme of support which is written after consultation with parents and external services. The SENCo and class teacher hold responsibility for providing for their needs.
  • We have SULP (social use of language), managing anxieties and occupation therapy groups available for the children to access.

 

 

How does the school manage the administration of medicines?

 

  • Parents need to contact the school office if prescribed medication is recommended by healthcare professionals and needs to be taken during the school day. Any medication must be given to the school in the packaging that it was dispensed in by the pharmacy, with the child’s name and administration information clearly shown. A form must also be completed by the parent and medicines handed into and collected from the school office.  For full details please refer to the School’s First Aid Policy.
  • On a day-to-day basis, the First Aid staff generally oversee the administration of any medicines.
  • As a staff, we have regular training and updates on conditions and medication affecting individual children, so that all staff are able to manage medical situations such as the use of Epipens.
  • Most staff hold First Aid at Work certificates ( September 2016) whilst some hold the three day First Aid at Work qualification.

 

What support is there for behaviour, avoiding exclusion and increasing attendance?

 

  • Stourfield Junior School’s behaviour policy can be viewed via the school website. We promote high expectations for behaviour and use positive behaviour systems to support this. Stourfield University, PROUD certificates and Team Points combined with the Stourfield Values and Expectations all combine to promote appropriate behaviour.

 

  • If a child requires additional support to manage their behaviour, their class teacher will initially raise concerns and communicate with the parent/ carer; the Pupil and Family Support worker (Mrs.Changchao) may also become involved. A course of action will be agreed which may require the use of a report card or monitor card. Targets will be agreed and progress monitored by both school and parents/ carers. Sanctions and rewards may be implemented. The support of external agencies may be enlisted such as Educational Psychologists, Health Professionals, Children’s Social Care, Art Brokerage, Parenting courses or the Children’ and Adolescent Mental Health Service if this is required.

 

  • Attendance of every child is monitored on a daily basis by the school. Lateness and absence are recorded and The Pupil and Family Support Worker, Mrs Changchao, will initially work alongside the parent to improve attendance. The School will seek advice from an independent Education Social Worker if necessary.
  • The school are also able to support families in making contact with other agencies who can provide appropriate support regarding attendance.

 

How will my child be able to contribute their views?

 

  • Children who are on the Special Needs Register and therefore have an IEP (Individual Education Plan) or School Support Plan will be able to discuss their progress and targets when these are set and reviewed.
  • If your child has an EHCP, their views will be sought before any review meetings.
  • Children are routinely asked to reflect on their learning and share how they feel they are progressing during the completion of their weekly Learning Journal. The children know this as the, ‘Half Hour of Power,’
  • All children are provided with the opportunity to be voted onto the School Council, as well as hold other positions of responsibility, by their class or teachers.
  • Stourfield Junior has a Pupil Leadership Team (selected Y6 pupils) that work alongside the staff in may key areas. They represent the school and contribute to some aspects of decision-making .e.g. which charities the school will support during the academic year.
  1.    HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?

     

  • All pupil-populated areas of the school are accessible by wheelchair. Ramps are provided near stepped areas and two disabled parking bays are available in the staff car park, with a further space outside of the front entrance.
  • Accessible toilet facilities are available by the Year 5/6 playground entrance.
  • Some classes have acoustic insulation to support those with hearing impairments
  • If you have specific access queries or concerns please speak with us.

     

  1.    HOW WILL THE CURRICULUM BE DIFFERENTIATED TO MATCH MY CHILD’S NEEDS?

     

  • The long term curriculum plans are available to parents on the school website, alongside ideas for how parents can support their child’s learning outside of school.
  • All learning activities within class are planned and differentiated at an appropriate level, so that all children are able to access learning according to their specific needs. Typically, this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this might be individually differentiated
  • The class teacher, alongside the SENCo will discuss a child’s needs and what support will be appropriate.
  • Children with SEND will have access to the appropriate resources needed in order to help them to make progress e.g. pencil grips, reading overlays, talking tins etc.
  • The SENCo reports to the Head teacher and Governors regularly to inform them about the progress of children with SEND and how resources are being used.
  • The governor responsible for SEND (Mr. J. Coltman) also meets regularly with the SENCo. They report on their visit to the governors to keep them all informed.
  • The governors agree priorities for spending within the SEN budget, including the Pupil Premium, with the overall aim that all children receive the support that they need in order to make progress. This will include resourcing appropriate equipment and facilities.

 

How will we know if this has had an impact?

 

  • Ensuring that the child is making progress academically against national/ age expected levels (or equivalents) and that the gap is narrowing between them and their peers. A range of summative, termly tests are used to plot progress in these areas.
  • Assessment test results, along with teacher assessments are recorded using an on-line tracking system known as Pupil Tracker.
  • By reviewing children’s targets in IEPs and ensuring that they are being met.
  • Through verbal feedback from the child, the parent and teacher to build a wider picture
  • Through children moving off the SEN Register when they have made sufficient progress – parents will be informed if this has taken place.

 

  1.  HOW WILL I KNOW HOW MY CHILD IS DOING AND HOW WILL YOU HELP ME TO SUPPORT

          MY CHILD’S LEARNING?

     

    What opportunities will there be for me to discuss my child’s progress?

     

  • You are welcome to make an appointment to meet with either the class teacher or SENCo at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home
  • Some children may have a home/school diary where parents and school can communicate in an ‘informal’ written form. These books are checked by school staff as often as possible
  • Parent information events are scheduled throughout the year to help inform parents regarding education initiatives and how they can support their child at home. e.g. Year 6 parents’ information workshops, internet safety awareness meetings etc.
  • Your child may have an Individual Education Plan that will have individual/group targets. This is discussed with you on at least a termly basis and parents are provided with a copy. The conversation will also provide suggestions as to how you can support your child’s learning at home. All parents are offered a termly opportunity to participate in a learning conversation
  • Access to a child’s tracking data is provided to parents via Pupil Tracker
  • When the child’s IEP is reviewed, comments are made against each target to show what progress the child has made
  • If your child has complex SEND they may, have an EHCP. In such instances a formal meeting will take place to discuss your child’s progress and a report will be written at least annually.

 

  1.  HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING?

     

  • As a school we track and analyse the children’s’ progress in learning against national expectations and age related expectations on a termly basis. Standardised tests are used to summatively assess this progress.
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Year 3 through to Year 6, using a variety of different methods.
  • Pupil Progress Meetings are held termly between each class teacher and their Team Leader. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed
  • Where specific needs are apparent, the school has a range of assessments which can be used to explore a child’s strengths and difficulties in more depth, for example LASS, BEAM and YARC tests.
  • The Head teacher and SENCo report regularly to the Governing Body. We have a governor who is responsible for SEND, Mr J. Coltman who meets regularly with the SENCo, observes lessons and reports back to the Governing Body.

 

  1. HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM, INCLUDING SCHOOL TRIPS?

     

  • All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised.
  • A variety of after school clubs are provided during lunchtimes and after school. We aim for these to be as inclusive as possible and work alongside parents to enable access. Some children find the lunchtime period challenging. Depending upon their needs, some children access quiet, supervised play activities in the dining hall during break times.

 

  1.   HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD WHEN JOINING THE SCHOOL OR TRANSFERRING TO A NEW SCHOOL?

     

  • We encourage all new children and parents to visit the school prior to starting
  • We can create ‘social stories’ with/for the children if transition is likely to prove challenging
  • For children starting in Year 3, the Head teacher holds a meeting for parents in addition to planning a series of visits for children throughout the Summer Term, in order to help children, parents and staff get to know each other
  • We liaise closely with the staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood
  • If your child has complex needs, a Statement or EHCP review will be used as a transition planning meeting to which we will invite staff from both schools
  • Transition between year groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher
  • At any point where a child with SEND is preparing to leave our school, we would seek to arrange additional visits for the child in question to support smooth transition.  Many secondary schools also run programmes specifically tailored to aid transition for the more vulnerable pupils at the end of the primary stage of education.
  • There is also a SENCo transition day organised by the local authority each summer term, whereby all the SENCos from the local primary and secondary schools are invited to meet and hand over information about the SEND needs of the children, this day is usually prior to the children’s secondary school taster days.

 

 

  1.     WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY    

       THE SCHOOL?

     

  • Currently one SENCo has obtained the National SENCo accreditation award and therefore has fully accredited status in this area. The other SENCo is currently undertaking the National SENCo accreditation in order to obtain fully qualified and accredited status in this area (due by January 2018.)
  • Within the school we have a culture of sharing good practise and expertise; this enables us to ensure our staff have as much knowledge as possible within the field of supporting children with SEND
  • The environment is designed to support children with individual needs e.g. visual timetables, individual workstations etc. as required
  • As a school we work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including: Health services including: GPs, school nurse, CAMHS (Child and Adolescent Mental Health Service), Clinical Psychologists, pediatricians, Speech and Language therapists, Occupational and Physiotherapists; Children’s Services including: Early Help locality teams, Social Workers; Educational Psychologists and specialist advisory teachers.

 

 

 

  1. WHAT TRAINING HAVE THE STAFF SUPPORTING CHILDREN WITH SEND HAD OR ARE

       CURRENTLY HAVING?

  • We look to ensure that we have a variety of skills among our staff body, in order to enable us to support children in the best possible way
  • The specific training held by support staff includes: How to support the visually impaired child, including the hearing impaired child in the classroom, positive mental health training, Nurture training, ELSA training, RWInc training, Speech and Language, intimate care, epi pen and epilepsy training, including how to administer Buccolam.
  • The school also operates an internal training programme for support staff. Whole group sessions or bespoke support based upon the needs of both children and staff are scheduled. Recent training includes- SPAG training for T.A.s, Turnabout Intervention training, ELSA support and training, Pie Corbett Talk for Writing and safe guarding.

 

 

  1.    WHO CAN I CONTACT FOR FURTHER INFORMATION?

     

  • Please speak to the class teacher in the first instance
  • General information relating to SEND can be found on the school website, including within the SEND policy. This can be found on the policy page of the school website. The SEND policy is presently being updated.
  • Further information is available from the SENCo (Leanne Dixon/ Fiona Boyne), Deputy Head teacher (Charlotte Bartolomeo), or, in exceptional circumstances, the SEN Governor.
  • You might also wish to visit the following websites:
    •  Bournemouth’s Local Offer for children with SEND http://www.bournemouth.gov.uk- Local Offer
    • Contact Parent Partnership Service: Bournemouth Parent Partnership:

 01202 451970                  parentpartnership@bournemouth.gov.uk

 

  1.     WHO SHOULD I CONTACT IF I AM CONSIDERING WHETHER MY CHILD SHOULD JOIN THE

       SCHOOL?

     

    Please contact the School Admin Team for further information about the school and to arrange a meeting.

    Tel: 01202 424554     

    office@sjs.email