Springfield Junior School
At Springfield we will:
v Endeavour to make every effort to achieve maximum inclusion of all pupils whilst meeting individual pupil’s needs
v Provide access to a broad and balanced curriculum differentiated in accordance with levels of ability and maturity.
v Enable children to be happy and feel secure.
v Enable children to gain confidence and build self esteem.
v Help children establish good relationships with staff and each other to develop socially and to work co-operatively.
v Ensure that children achieve their potential and become independent learners.
v Include children into mainstream activities through a programme designed to consider their ability and maturity.
Special Needs Co-ordinator (SENCo)
v Special Needs Co-ordinator should encourage and support all teachers.
v Inform the Headteacher of day to day operation of the schools SEND policy.
v Liaise with county admissions regarding SEN children.
v Liaise with and advise fellow teachers.
v Co-ordinate provision for children with special needs, including directing Teaching Assistants (TA)
v Maintain the schools SEND register and overseeing records on all pupils with SEN.
v Liaise with parents of children with SEN.
v Liaise with external agencies.
v Contribute to staff development.
v Teachers should identify and meet the needs of all children in their class.
v Complete SEND checklists to help identify specific children’s difficulties and report to SENCo
v Keep accurate up-do-date records of SEND children’s needs and progress including writing IEP’s (Individual Education Plans), contributing to reports for outside agencies and Annual Reviews.
The LEA initiates, in consultation with parents, the placement of children with Statements of SEN at Springfield.
The LEA on an annual basis moderates, funds and determines the number of SEN placements it has initiated at Springfield. Some those places are specific to autism spectrum disorder. At present there are 16 ‘Enhanced Resource Places’; four for each year group.
The school is able to cater for all abilities and has particular expertise in catering for children with autistic spectrum disorder. As an Enhanced Resource School, we are able to offer small class sizes with TA support as well as a dedicated provision for pupils with autism and specific learning difficulties. Enhanced Resourced status allows the majority of children with SEN to be integrated and educated alongside their peers, in a way which is personalised and flexible.
Our enhanced resource unit (The Balloon Room) is primarily for children who have a diagnosis of ASD. However, children with Speech, Language and Communication needs, also benefit from the calm, stable, structured environment. Our aim is that all children will be able to access mainstream education at some point in their primary career.
The school is accessible to wheelchair users and although not every classroom is accessible there is flexibility within the organisation so that the needs of individual children can be met. There are toilets for the disabled on site.
The school is fortunate to have a swimming pool.
TA support is available in all classrooms for as much time as is deemed appropriate to meet the needs of the children with SEN.
Springfield is wholly committed to the principle of including children with SEN into mainstream classes whenever possible and appropriate. The requirement to undergo SATs may be disapplied for children who do not achieve the required academic level by Year 6.
Children are able to work alongside their peers by following differentiated work programmes and sharing common experiences that can be used to fulfill different learning objectives. IEPs address individual pupil objectives for pupils with statements of special educational needs, or at School Action Plus. School Action pupils access intervention as identified on the Whole School Provision Map
v We encourage parents to accompany their child for several visits to allow the child to become familiar with the staff and other children in their class and to give the opportunity for parents and staff to discuss the child’s needs and enable them to work together closely in the future.
v The SENCO attends Annual Reviews of Y2 children with Statements
v SENCO attends transition meetings with Y2 and Y7 staff each year as well as at other times for children transferring mid Key Stage.
v Y3 staff hold conferences with Y2 staff in Summer term to discuss the children’s histories and educational progress.
v The children are invited to attend Springfield for a visit to tour their new school and to meet their teacher.
v Parents and children with special needs are invited to school and meet the Headteacher and the SENCO prior to admission.
v SENCO liaises with Y2 and Y7 staff to individualise transition arrangements for SEND children
Parents as Partners
It is essential for parents and school to work together. This provides continuity and consistency for the children. We have an ‘open door’ policy and welcome parents any reasonable time, or by appointment.
The initial point of contact for parents who have concerns about their child’s progress will be the class teacher. The class teacher will inform the SENCO of the concerns raised, who will then inform the Headteacher. -.
Liaison with Outside Agencies
We liaise with many agencies on a regular or occasional basis these include:
v Community Paediatrician
v School Nurse
v Paediatric Physiotherapist
v Speech and Language Therapist
v Paediatric Occupational Therapist
v Educational Psychologist
v Service for Hearing Impaired
v Service for Visually Impaired
v County Behaviour Support Service
v Holbrook Outreach Centre for Autism
At Springfield with adhere to current SEND Code of Practice and Derbyshire Guidance to ensure we fulfil all statutory obligations to meet the needs of all pupils.
Policy reviewed and amended by
Mrs Karen Short