SEND

“Pupils with SEND are supported to access the same curriculum as other pupils. Pupils’ needs are identified accurately. Additional effective training is put in place for staff to ensure they are able to adapt their teaching to support pupils with SEND well. Consequently, pupils with SEND achieve well alongside their peers.” – Ofsted, November 2022

Introduction

We are passionate about ensuring that all children are at the centre of everything we do at school.  We also believe that it is very important to ensure that we have high expectations for all children so that they flourish and achieve to be the best that they can.

TJLS is a very inclusive school. We promote equality of access and opportunity to all areas of the curriculum for all learners.  We believe that parents and carers play a vital role in supporting their child’s education and we, therefore, aim to encourage positive relationships between home and school.

At TJLS we aim to:

  • identify pupils with Special Educational Needs and Disabilities (SEND) as early as possible and ensure that their needs are met
  • have in place systems whereby teachers are aware of pupils with SEND
  • provide all pupils with a broad and balanced curriculum that is differentiated to the needs and ability of the individual
  • have high ambitions and expectations for pupils with SEND
  • actively engage in support from the Local Authority and outside agencies
  • ensure that all pupils take a full and active part in school life.

How do we support a child who has been identified as having Special Educational Needs or a disability?

  • In all year groups, children will have access to learning and the curriculum through Individual Support Plans tailored to the child’s needs
  • Regular intervention programs are available in all classes to support children to make progress with their learning
  • Class teachers organise and plan targeted and/or personal provision with support from the SENDCO or outside agencies as required

Strategies to support and develop reading and writing:

  • 1:1 phonics
  • Reading, writing and spelling boosters to fill gaps and consolidate learning
  • Smaller literacy groups supported by a LSA
  • Additional teacher support
  • Providing pupils with alternative methods of recording their learning
  • Differentiated challenges in class
  • Targeted and personalised interventions

Strategies to support and develop mathematics:

  • Smaller maths groups supported by an LSA
  • Small group or 1:1 maths boosters to fill gaps and consolidate learning
  • Opportunities for pre-teaching
  • Targeted and personalised interventions for maths
  • Additional teacher support
  • Providing pupils with alternative methods of recording their learning, for example a laptop or tablet
  • Differentiated challenges in class

Strategies to support and develop independent learning:

  • Mentoring by peers, support staff or teaching staff
  • 1:1 nurture time
  • Social groups
  • Visual timetables for class and individuals
  • School sanctions and reward systems as set out in the school’s Behaviour Policy
  • Mentoring and guidance from an LSA
  • Personalised behaviour plans where appropriate
  • Risk reduction plans where necessary
  • Targeted and personalised interventions to support
  • Sanctuary space for children to be used
  • Virtual hugs to help support emotional difficulties
  • Support and supervision at unstructured times of the day
  • Access to structured activities overseen by an adult indoors or outdoors as appropriate during lunch times

We are very proud of all the adults that work to promote inclusion and have regular training sessions with internal and external trainers to develop their knowledge of SEND. These training sessions include:

  • autism and how to support children with social communication and interaction challenges
  • supporting reading in the classroom
  • wellbeing support for all children
  • how to support children with literacy difficulties including dyslexia

EAL (English as an additional language)

We welcome our growing community with children from different cultures and countries who speak a wide variety of languages. To support learners who are new to English we have a variety of strategies that we use:

  • EAL groups with a member of staff to introduce basic language skills

Complaints from parents/carers of children with SEND about support provided

Parents/carers must follow the same complaints procedure found here: Complaints Procedure – Thomas Johnson Lower School (thomasjohnsonschool.co.uk)

SEND Policy

SEND Information Report

Accessibility plan 2023

 

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