SEND


Goats travelling on bridge.

Widney Junior School is a fully inclusive school that is totally committed to providing the best possible education to all of its children regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs.  This document is intended to give you information regarding the many ways in which we ensure we support all of our children, including those with SEND.  It is important to note that it may not include every skill, resource and technique that we employ as these are continually being developed and modified to meet the changing requirements of individual children. 

Please click below for Solihull’s local offer:

http://socialsolihull.org.uk/localoffer/

For Widney Junior School SEND policy please see the ‘policies’ section under the ‘parent’ menu

Widney Junior School SEND Information Report

Widney Junior School is a fully inclusive school that is totally committed to providing the best possible education to all of its children regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs. This document is intended to give you information regarding the many ways in which we ensure we support all of our children, including those with SEND. It is important to note that it may not include every skill, resource and technique that we employ as these are continually being developed and modified to meet the changing requirements of individual children.

Table of Abbreviations

SEND

Special Education Needs & Disabilities

SENCo

Special Educational Needs Coordinator

ADHD

Attention Deficit Hyperactivity Disorder

SEMH

Social, Emotional and Mental Health

EHC

Education, Health and Care

SOLAR

Emotional Wellbeing and Mental Health Service

SISS

Solihull Inclusion Support Service

ASD

Autistic Spectrum Disorder

Regulations

Question

School Response

1. The kinds of special educational needs for which provision is made at the school

Do you have children with SEND in your school?

What kinds of SEND do those children have?

We are a mainstream school and the majority of our pupils are expected to reach the learning goals for their age. A small number of our pupils do have special educational needs. Children are identified as having SEND when their progress has slowed or stopped and the interventions, resources etc. we normally put in place do not enable improvement. We have specific plans and pupil profiles which help support children’s development and speed up their progress.

We have children with a range of different needs in our school including ADHD, autism, dyslexia, dyscalculia, dyspraxia, hearing impairment, SEMH difficulties, moderate learning difficulties and speech and language.

2. Information related to mainstream schools about the school’s policies for the identification and assessment of pupils with SEND

How do you know if a pupil has SEND?

How will I know if my child is receiving SEND support?

Our class teachers closely monitor the progress made by all the children and ask advice from the SENCO as soon as they have concerns about any pupil. The SENCO helps class teachers to plan activities such as small group work or special programmes to help the child. If these activities don’t help the child to make good progress, the SENCO might suggest other programmes or temporary additional support, or ask for advice or assessment from an external specialist service. If the child still does not make good progress the SENCO and class teacher will meet with parents/carers and together agree that additional SEND support will be put in place.

As soon as your child’s SEND has been identified we will contact you and invite you to come into school to discuss plans to help him or her make better progress.

3. Information about the school’s policies for making provision for pupils with SEND whether or not pupils have EHC plans

Where can I find information about the school SEND Policy?

Our SEND Policy will give you the information you need about how we make provision for all pupils with SEND.

Our SEND policy can be viewed on our school website: www.widneyjuniorschool.sch.uk

If you would like to discuss our SEND provision or find out more, please contact our SENCO.

3a. How the school evaluates the effectiveness of its provision for such pupils

3b. The school’s arrangements for assessing and reviewing the progress of pupils with special educational needs

How do you make sure that the SEND support is helping pupils make better progress? How will I know that my child is making progress?

How do you check and review the progress made by pupils with SEND?

How will I be involved in those reviews? Who else will be there?

Our class teachers and SENCO regularly monitor each child’s progress using the school’s OTrack system. The impact of any intervention that has taken place is closely monitored by the SENCO and continued or changed depending on the effect it has had on progress.

In addition to the whole school reporting process, parents of children with SEND are invited to meet termly with the SENCO and class teacher to discuss progress and next steps.

Annual reviews are held annually for children with an EHC plan.

3c. The school’s approach to teaching pupils with SEND

How do your teachers help pupils with learning difficulties or disabilities to learn, including what they learn? How can I find out more about what my child is learning at the moment?

The teacher will have the highest possible expectations for all pupils in his or her class including children with SEND. All teaching is based on building on what children already know, can do and can understand. Teachers will put in place different ways of teaching so that every child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for specific children. Teachers will also put in place specific strategies (which may be suggested by the SENCO or staff from outside agencies) to enable all children to access the learning task.

Each teacher will have carefully checked on each child’s progress to monitor if they have gaps in their understanding/learning and needs some extra support in order to close the gap between the child and their peers. He/ She will plan sessions for children with SEND with targets to help the child to make more progress.

Via the ‘dojo’ system class teachers will give parents more information about what their child is learning on a weekly basis and how parents can help their child make good progress. There is more information about the school curriculum on our website at www.widneyjuniorschool.co.uk

3d. How the school adapts the curriculum and learning environment for pupils with SEND

How have you made the school buildings and site safe and welcoming for pupils with SEND or disabilities?

The school offers several clubs for SEND children who find unstructured time challenging. A breakfast club is available for children to ensure they arrive safely in school in the mornings. Clubs operate at lunchtimes to allow children to socialise and take part in a range of activities supervised by a teaching assistant.

The school is fully wheelchair accessible.

3e. Additional support for learning that is available to pupils with SEND

Is there any extra support available to help pupils with SEND with their learning? How will I know if my child is getting extra support?

The school employ a number of learning support assistants to support children with SEND. During the termly meetings there will be opportunity to discuss the additional interventions your child is receiving.

3f. Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum

What social, before and after school and other activities are available for pupils with SEND? How can my child and I find out about these activities?

Children with SEND are welcome at all extra-curricular clubs. More information about extra-curricular activities can be found on our website at www.widneyjuniorschoool.co.uk

3g. Support that is available for improving the emotional and social development of pupils with SEND

How does your school support pupils’ emotional and social development?

All children take part in personal and social development with their class. Friendship groups, social stories and lego therapy are organised for children who find the social and emotional aspect of school life challenging.

For children with specific social, emotional and mental health difficulties we work closely with the SEMH team in Solihull and refer to Educational Psychology and SOLAR if necessary.

4. In relation to mainstream schools, the name and contact details of the SEND Coordinator

Who should I contact if I want to find out more about how the school supports pupils with SEND?

Mrs Bridges is the SENCO for the school. She can be contacted via the school office on 0121 7058516 or via email: office@widney.school.sch.uk.

5. Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured

How are the adults in school helped to work with children with an SEND and what training have they had?

The school has a school development plan that includes identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole staff training to share knowledge, strategies and experience, & ensure consistency of the school’s approach for children with an SEND as well as training to support identified groups of learners in school with difficulties such as such as autism, dyslexia, etc.

Teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

The SENCO and teacher work closely with specialists from external support services who may provide advice or direct support as appropriate.

6. Information about how equipment and facilities to support children with SEND will be secured

What happens if my child needs specialist equipment or other facilities?

The school will liaise with the appropriate professionals to discuss the needs of your child if they need specialist equipment.

The LA provides specialist equipment such as wheelchairs /standing frames etc when prescribed by a relevant health specialist.

7. The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child.

How will I be involved with planning for and supporting my child’s learning?

Who will help me to support him/her at home?

Parents of children with SEND are invited to meet termly with the SENCO and class teacher to discuss progress and next steps.

Annual reviews are held annually for children with an EHC plan.

Mrs Steeples in her role as SENCO support will keep parents informed of any support meetings or parents groups to enable parents to support their child at home.

8. The arrangements for consulting young people with SEND about, and involving them in, their education.

How is my child involved in his /her own learning and decisions made about his /her education?

Class teachers set targets and discuss them with the children. Children with SEND are asked to contribute their views as part of the annual review process.

9. Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school.

Who should I contact if I’m not happy with my child’s learning and / or progress?

The first step should be to make a complaint directly to the child’s class teacher or SENCO. If the complaint isn’t resolved parents can follow the school’s official complaints policy which can be viewed via the school website. www.widneyjuniorschool.co.uk

10. How the governing body involves other bodies, including health and social services bodies, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils.

Who else provides services in school for children with SEND or disabilities?

How can my family get support from these services?

Children with SEND are supported by the SISS team in school and regular meetings are held with the ASD and SEMH team. These services work with the school, the child and families to ensure the best possible outcome for the child.

Mrs Bridges the SENCO can put you in contact with the relevant agencies. She can be contacted via the school office on 0121 7058516 or via email: office@widney.school.sch.uk.

11. The contact details of support services for the parents of pupils with SEND, including those for arrangements made in accordance with clause 32.

Who should I contact to find out about other support for parents and families of children with SEND or disabilities?

Miss Ellis is the Family and Community Support Mentor for the school. She can be contacted via the school office on 0121 7058516 or via email: office@widney.school.sch.uk. She is able to signpost parents of children with SEND to the appropriate support groups and other relevant organisations.

12. The school’s arrangements for supporting pupils with SEND in transferring between phases of education.

How will you help my child make successful move into the next class or secondary school or other move or transition.

Children with SEND are offered additional transition both as they move into their new class and when they move to their secondary school. Children will often meet staff on a 1:1 or in a small group to ensure smooth transition. Support staff will usually accompany children with SEND to their new secondary school for additional visits.

13. Information on where the LA’s local offer is published.

Where can I find out about other services that might be available for our family and my child?

The Solihull local offer can be accessed via the council website: www.solihull.gov.uk/Resident/Schools-learning/SENDlocal offer

Mrs Bridges is the SENCO for the school. She can be contacted via the school office on 0121 7058516 or via email: office@widney.school.sch.uk.