How do you identify Special Educational Needs and Disabilities (SEND)?

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

As a team, we use a balance of observation, the range of work produced, talking to pupils and a range of assessments to identify pupils who may require further help with their learning or aspects of development.

If you feel that your child may have a special educational need please speak to the class teacher or ask to speak to the SEND Coordinator.

How will you support my child with their special educational needs and disability?

How will early years setting/school/college staff support my child/young person?

We use a range of techniques and interventions to meet individual needs. Many interventions and additional support sessions are provided by class teachers as and when required according to the individual needs of the child.

If deemed necessary support from external agencies will be used for example CAMHS.

How will you make sure my child's education meet their needs?

How will the curriculum be matched to my child's young person's needs?

Staff use a support plan with individual outcomes to ensure that provision and the school curriculum are well matched to the needs of the pupil. This may mean that a child with SEND needs has support both inside and outside of the classroom.

Outcomes are used to inform class planning so that work can be differentiated appropriately.

How will we know my child is progressing?

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Outcomes set in support plans will be measured termly and adapted and changed whenever appropriate following review. Assessment is always ongoing and staff across school work closely with parents to support this process. However, if it is necessary then more regular contact can be made. This may be an informal meeting daily with class teacher or a weekly review with the SEND Coordinator.

Progress towards individual outcomes is captured with support plans alongside evidence to show how the outcomes have been met.

How will you support my child's overall wellbeing?

What support will there be for my child's/young person's overall wellbeing?

Staff at school work hard to know and support children from across school who have additional needs. Pupils may require a key member of staff who can support the child academically and socially. This member of staff can liaise with parents where necessary. They do not always work directly with the child but have a complete understanding of that child's needs and support them in a timely and effective manner.

School have a Positive Futures Worker named Nova Talbot to provide additional links between school and home.

What specialist services and expertise is available at or accessed by the staff?

What specialist services and expertise are available at or accessed by the setting/school/college?

We seek the support of external agencies when support is put in place by the school requires further expertise. Working in tandem with professionals allows school and staff to meet the needs of our SEND pupils.

Agencies that they currently work with include:

• Educational Psychology Service
• Coginiton and Learning Team
• Communication and Interaction Team
• Occupational Health and Therapy
• CAMHS
• Sensory Support Service
• Crisis Response
• Physiotherapy
• Speech and Language Therapy/SALT

How are staff trained regarding SEND?

What training are the staff supporting children and young people with SEND have had or are having?

Staff within the school are trained in delivering 'Connecting with Children' - a listening programme for vulnerable pupils. In addition to this they have an ELKLAN trained speech and language support assistant who delivers bespoke programmes to pupils with a communication need. 

Our SEND Coordinator is experienced and signposts staff to relevant training when appropriate - for example, staff have accessed training on attachment disorder.

Staff across school are trained to deliver a wide range of additional support and interventions. 

We use a range of techniques and interventions to meet individual needs. Many interventions and additional support sessions are provided by class teachers as and when required according to the individual needs of the child. 

What activities outside the classroom will there be?

How will my child/young person be included in activities outside this classroom including school trips?

Every possible provision is made for all pupils to access activities outside the classroom. For school trips additional adult support may be used to meet the needs of the child and accessible trips are planned so that pupils with mobility issues are catered for.

How will you support my child's needs?

How accessible is the setting/school/college environment?

Cockton Hill Junior School is fully accessible. Within the school building access lifts are in place where step access is found. 

What is available to help my child with their education?

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Using both support plans and EHC plans (where applicable) support is allocated to meet the outcomes set. Wherever possible decisions are made in conjunction with parents and staff working across school. Staff use the assess, plan, do and review process in order to deliver an effective curriculum.

What support can I expect for my child?

How is the decision made about what type and how much support my child/young person will receive?

Decisions regarding support are made in conjunction with teachers, support staff, SEND Coordinator, pupils and parents.

How will I be involved in my child's education?

How are parents involved in the setting/school/college? How can I be involved?

The school welcome parent involvement and invite parents to meetings that are being held regarding their child. It is important that lines of communication are open between home and school so that the best provision is in place for the pupil.

My child is going to be starting or leaving soon, how will you help them?

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Transition to a new setting can be daunting for both children and their parents. Our SEND Coordinator liaises closely with pupils transferring from our onsite infant school to ensure that their needs are met. The same process is used for pupils transitioning between classes in school along with transition to our feeder secondary schools.

Meetings between SEND Coordinators of all schools are held to ensure detailed information is passed on. If a child is transferring mid-year the same procedure would occur with transition paperwork being completed and handed to new provisions.