Inclusion at Upton: SEND policy/Special Educational Needs and Disabilities (SEND) School Information Report
At Upton Junior School we recognise that every child is a unique individual. Our mission statement is:
One Childhood - One Chance
With this in mind, it is our responsibility to ensure that every child in our school truly matters and reaches their full potential.
Your child will be helped and encouraged to achieve to the best of their ability and their achievements will be celebrated.
Your child will learn to make choices, be responsible for his or her own actions, be polite, to be co-operative, to get along with others and to care for the environment in which we live and learn.
INCLUSION AT UPTON
Upton Junior School is a fully inclusive Junior School in the county of Kent and follows the inclusive policy of all Kent schools.
Inclusion looks at the needs of all pupils; children with learning disabilities such as dyslexia, children who are Gifted and Talented, children who have English as an additional language, children who have issues with their behaviour and children with social and emotional needs.
At Upton we adopt the following principles regarding successful inclusive education.
To ensure all pupils are offered full access to a broad, balanced and relevant curriculum.
All pupils will be given the opportunity to reach their full potential educationally, emotionally and physically.
All teachers view themselves as teachers of pupils with special educational needs, teaching such pupils is a whole school responsibility.
Pupil's Special Educational Needs will normally be met in the mainstream classroom.
Pupils' views should be sought and taken into account.
Parents/carers have a vital role to play in supporting their child's education and therefore good home/school links are established.
SPECIAL EDUCATIONAL NEEDS
Children who are seen to have Special Educational Needs are monitored carefully and are given appropriate interventions according to their specific needs.
See bottom of page for current SEN Policy.
GIFTED AND TALENTED
Upton is keen to promote the learning and skills of children deemed as being Gifted and Talented whether it be on the academic side or the arts and sports. These pupils are monitored to ensure that challenge is provided in their area of skill.
Upton children are always encouraged to promote their specialist areas and become involved in projects that can complement this. We promote opportunity with after school clubs, links within the community and local secondary schools as well as extending the learning of the children within the mainstream classroom.
CHILDREN WITH ENGLISH AS AN ADDITIONAL LANGUAGE
Upton is a multi-ethnic school and promoting equality is one of our highest priorities throughout the whole school. We have high expectations of all our pupils and they should have the opportunities to achieve the highest possible standards as well as helping all children to develop a sense of personal and cultural identity that is confident, open to change, receptive and respectful towards other people. The teaching takes into account pupils' cultural and religious backgrounds, linguistic needs and varying learning styles. We create an environment where pupils feel safe and feel they can contribute fully, and where all feel respected and valued. Staff are assisted in the classroom to support pupils’ development of their language and learning needs, through termly targets and liaison time with the Inclusion Team.
BEHAVIOUR, SOCIAL AND EMOTIONAL NEEDS
Inclusion takes into account all the needs of the children and these include how a child behaves. Upton promotes an ethos towards positive behaviour management and the children and staff are encouraged to use the Upton Golden Rules alongside our Core Values.
Children's social and emotional needs also need to be considered carefully if a child is to reach their full potential. To help us in this Upton have Learning Mentors who support children across the school in a variety of ways. A major role of the Learning Mentor is to run Nurture and Self-esteem groups to support the children. They are given the opportunity to speak about how they feel and to support each other, developing a child’s emotional intelligence.
The SEND and pastoral team consists of:
Miss C Claxton (SENCo)
Miss D Arthur (Head of School )
Mrs A Turner (Learning Mentor)
Mrs Z Danson (Learning Mentor)
Roles & Responsibilities of the SEND Team...
Miss C Claxton
As SENCo I am responsible for ensuring that all children with any additional need, including children that have English as an additional language and children with special educational needs or disabilities, receive the support, care and education that they deserve. On a daily basis this will see me lead on the operation of the Special Educational Needs and Accesibility Policy and co-ordination of specific provision made to support individual children with SEND. I also liaise with staff to monitor the child’s progress and plan further interventions where progress is slower than expected. I regularly have contact with a wide range of external agencies that are able to give more specialised advice. Other Inclusion Manager responsibilities can be seen in the Special Educational Needs Code of Practice which can be found at the bottom of this page. If you have any concerns regarding SEN matters do not hesitate to contact me.
Miss D Arthur
As Head of School, one of my main roles is to lead the pastoral team at Upton, ensuring every child at Upton feels Happy, Safe and Successful. This mantra underpins our 'One Childhood One Chance' philosophy - ensuring every child at Upton receives a first class, inspirational education.
Mrs A Turner and Ms Z Danson: Learning Mentors
As Learning Mentors at Upton, our role is to provide additional pastoral support for pupils who require it. We work with pupils on a 1:1 basis and in group situations. The areas usually addressed with the children are social skills, emotional support and anger management. We work alongside children, teachers and parents/carers to overcome social, emotional and behavioural barriers to learning and enable children to reach their potential.
Please feel free to contact any member of the SEND team via the school office (01843 861393)
email Miss C Claxton (SENCo): firstname.lastname@example.org or Mrs Turner/Ms Danson: email@example.com
SEND ESSENTIAL INFORMATION:
Children and Families Act 2014
The Children and Families Act took forward the Coalition Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill reforms the systems for adoption, looked after children, family justice and special educational needs.
The Government has transformed the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The SEN system is extended from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met. It takes forward the reform programme set out in support and aspiration: A new approach to special educational needs and disability by:
replacing statements and learning difficulty assessments with a new birth-to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;
improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.
You can find the SEN Code of Practice (DfE, 2015) at the bottom of this page.
What is the Local Offer?
The Local Offer was first introduced in a Green Paper (March 2011). The Green Paper set out its recommendations for revision to SEND provision for children and young people. The revision recommended “a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information set out what is normally available in schools to help children with lower - level SEN as well as the options available to support families who need additional help to care for their child .” The Green Paper progressed to a White Paper and it become law in September 2014.
What does it do?
The Local Offer provides parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it lets parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings.
You can access information about the Local Offer here:
Below are some FAQs regarding supporting for pupils with SEN. If you don't find the information you are looking for please don't hesitate to get in touch with our Inclusion Team. We strive to achieve open communication at all times.
1. How does Upton know if children need extra help?
We know when children need help if:
concerns are raised by the child, parents /carers , teachers or the child’s previous school
there is lack of progress
there is poor attainment levels
there is a change in the child’s behaviour
there is a change in the child’s wellbeing
What should I do if I think my child may have special educational needs?
If you have concerns then please contact your child’s class teacher who will then liaise with the appropriate staff and will keep you updated.
2. How will I know how Upton Junior School supports my child?
Each child’s education will be planned by the class teacher. It will be differentiated accordingly to suit the child’s individual needs. This may include additional general support by the teacher or teaching assistant in class. At Upton we have learning groups for English and Maths so children who require extra support will be in a smaller learning group with more adult support.
If a child has needs related to more specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the child will receive focussed support. This will be delivered by a teacher or teaching assistant. The length of time of any intervention will vary according to the need, but will generally be for a term. The interventions will be regularly reviewed by all involved, including the children, to ascertain the effectiveness of the provision and to inform future planning.
These interventions will be recorded on the child’s provision map (this is a record of the interventions, timings and impact of the intervention). A provision map is also a record of support that the child is receiving including the impact it is having on the child’s learning. If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo, Miss Claxton.
Pupil Progress Meetings are held regularly through-out the year. This is a meeting where the class teacher meets with the Head teacher or Deputy Head Teacher to discuss the progress of the children in their class. This shared discussion highlights any potential difficulties in order for further support to be planned.
Occasionally a child may need more specialist support from an outside agency. Referral forms are completed in conjunction with the child and the parents/carers and then forwarded to the most appropriate agency. After a series of assessments, a programme of support may be put in place. This may be recorded on a Personalised Plan which will be regularly reviewed and shared with parents/carers.
Miss Claxton (SENCo) is the named person to monitor Safeguarding and Child protection procedures (DSL) supported by Miss Arthur (Head of School).
The Viking Academy Trust Board has delegated responsibility to the Upton LAB (Local Advisory Body) to ensure rigorous challenge and for supporting Upton in being as inclusive as possible. It ensures all children, parent/carers and staff are treated in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.
3. How will the curriculum be matched to my child’s needs?
Every child has their work differentiated appropriately by the class teacher to enable them to access the curriculum more easily. Appropriate assessment at regular points in the year ensures learning is pitched appropriately.
We also have learning groups for English and Maths so children who require extra support will be in a smaller learning group with more adult support.
Where required, specialist equipment will be identified to support the children e. g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors. Children are provided with what they need to enable them to access the curriculum, at the appropriate level, successfully.
We will use assessment tools to identify any barriers to learning and then implement appropriate intervention and supporting strategies.
4. How will I know how my child is doing?
You will be able to discuss your child’s progress at Parent Consultation Meetings.
Appointments can be made to speak to the class teacher at the end of the day.
Appointments can be made to speak to the SENCo by visiting or phoning the school office.
Every child receives an annual report of attainment in relation to expected achievement
Targets are sent home and reviewed three times a year.
How will you help me to support my child’s learning?
All children are supported in their home learning through homework and regular newsletters, text messages and information updates on social network sites.
Where appropriate contact diaries are set up in which messages can be exchanged.
The class teacher may suggest ways of supporting your child’s learning during Parent Consultation Meetings, requested meetings and where appropriate contact diaries.
Miss Arthur or Miss Claxton may meet with you to discuss how to support your child.
Where a specific assessment has been carried out by the SENCO or a specialist agency, parents/carers will be contacted to discuss the results and suggested ways forward.
A member of the Inclusion Team may meet with you discuss strategies to use if there are concerns about a child’s wellbeing or emotional needs.
If outside agencies such as an Educational Psychologist or Early Help have been involved, suggestions and strategies are often provided that can be used at home.
5. What support will there be for my child’s overall well-being?
Every member of staff is committed to ensuring the wellbeing of all children.
We offer a wide variety of pastoral support for children who are encountering emotional difficulties. These include:
Members of staff such as the class teacher, learning mentors, SENCo and Headteacher being readily available for children who wish to discuss issues and concerns.
Where appropriate mediation sessions are carried out by the learning mentors.
Specific interventions around social communication skills or emotional regulation strategies can be run if needed.
Provision is made at lunchtime for children experiencing behavioural difficulties.
Peer mediators (Year 6 children) are available during play and lunch times for children to talk to if they have friendship issues or worries.
Where required, referrals will be made to specialist outside agencies to provide further support for families and children.
Children with medical needs
If a child has a medical need then a detailed HealthCare Plan is compiled with you and Miss Claxton. Where appropriate this will be supported by an external healthcare professional.
Health Care Plans are shared with all staff and reviewed yearly. Any in year updates are also shared.
First aid training is regularly updated.
Specific health care training such as Epipen Training , will be delivered by a healthcare professional.
Where necessary and in agreement with parents/carers, prescribed medicines are administered in school, but only where signed consent is in place and, where necessary a Health Care Plan, to ensure the safety of both child and staff members. Please see Medical Policy at the bottom of the page for more information.
6. What specialist services and expertise are available at or accessed by the school?
At times it may be necessary to consult with outside agencies to receive their more specialised expertise.
Specialist involvement is sought where a child’s needs are felt to be significant and they have not responded to the interventions already put in place.
Specialist support is usually arranged after a Local Inclusion Forum Team (LIFT) meeting where professionals will decide what a child needs to improve in their learning. The aim of a LIFT is to gain an understanding of, and try to resolve a child’s difficulties.
7. What training are the staff supporting children and young people with SEND having or have received?
Every year on an on-going cycle, staff training is delivered or updated so staff have the appropriate skills to support our children. These have included training sessions on:
How to support children with a learning need
How to support physical disabilities or needs
Read Write Inc training (English programme)
Numicon (Maths Programme)
We also carry out coaching sessions where staff learn skills from of each other and bespoke training sessions are held if there is a specific need.
8. How will my child be included in activities outside the classroom including school trips
Activities and school trips are available to all. Risk assessments are carried out and procedures are put in place to enable all children to participate. If a health and safety risk assessment suggests that that an intensive level of 1:1 support is required a parent or carer may also be asked to accompany their child during the activity in addition to the usual school staff.
9. How accessible is the school environment?
The schools accessibility plan is regularly updated and reviewed. As a school we are happy to discuss individual access requirements.
See Accessibility Policy at the bottom of the page.
10. How will the school prepare and support my child when joining or leaving Upton Junior School?
Upton understands what a stressful time joining and moving schools can be. Therefore many strategies are in place to enable the child’s transition to be as smooth as possible.
Inclusion meetings for children with SEND transferring from infant schools.
Learning mentors supporting transition to Upton Junior School.
Children in Year 2 engaging in a transition picnic with Year 3.
Head teacher to visit local infant schools.
SENCo and learning mentor supporting transition to secondary school.
Meetings between previous or receiving schools prior to the child joining/leaving.
All children engaging in transition activities in Term 6.
Additional visits are also arranged for children who need extra time in their new school.
There are additional transition groups arranged for children presenting with worries or concerns.
The SENCo shares information with the secondary school SENCo prior to the children transferring.
Where a child may have more specialised needs, a meeting is arranged between the SENCo/SENCos, the parents/carers and where appropriate the child prior to transition.
Children with significant needs have an individual transition programme.
11. How are the school’s resources allocated and matched to children’s special educational needs?
The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
Additional provision may be allocated following pupil progress meetings.
Additional provision may be allocated where an additional need has been raised by a member of staff or an outside specialist.
SEND expenditure is monitored by the Upton LAB. Mr Curtis is the designated SEND Governor.
12. How is the decision made about how much support my child will receive?
When children join Upton support is allocated according to the information provided by the feeder school. Where further concerns are identified due to a child’s lack of progress then interventions will be arranged. The support that is allocated is shown on a year group’s provision map which identifies areas of need. Support will also be allocated with recommendations from outside specialist agencies.
13. How will I be involved in discussions about and planning for my child’s education?
All parents are encouraged to contribute to their child’s education. This may be through
Discussions with the class teacher.
During Parent Consultation Meetings which take place at key points in the school year.
During discussions with the SENCo or other professionals