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Queen Eleanor's C of E Junior School

Queen Eleanor's C of E Junior School

SEND

The School’s SEND Information Report

Below is the school’s SEN Information Report for SEND.

Please contact Maddy Wilkinson – SENDCo if you require any further information.

WAVE 1 QUALITY FIRST TEACHING AT QUEEN ELEANOR’S JUNIOR SCHOOL, GUILDFORD

Available to all children regardless of need

Resources and Equipment

Learning Environment

Curriculum

  • Classroom furniture appropriate for age group
  • Interactive whiteboards & children’s lockers
  • Heating and lighting at safe levels
  • Aircon in 4 classrooms
  • Large hall with stage and lighting system
  • Separate gym with appropriate equipment
  • Kitchen providing daily choice of meal
  • Changing rooms, library, ICT suite
  • Equipment for art, science, music & cooking
  • Conference room
  • Small rooms for small groups
  • Outdoor swimming pool
  • Playground with netball courts, outdoor stage and marked games
  • Very large field with markings for football and athletics, including long jump pit
  • Allotment
  • Courtyard with tables: opportunities for working outside and eating outside
  • Gazebo
  • After school club
  • Children help and support each other with ideas (Talk partners, informal paired /group talk )
  • Children’s contributions are valued by peers and adults
  • Seating plans, groupings and pairing of talk partners are used to ensure the best learning opportunities
  • Learning activities are modelled to children
  • Multisensory teaching and learning: visual, auditory and kinaesthetic
  • Visual prompts, aids and resources support learning e.g. word banks, key words, number lines, electronic notebooks etc
  • Setting for Maths to ensure prime environment for progress
  • Inspiring and stimulating learning so children are interested and keen to learn
  • Opportunities for extended learning
  • TAs and additional adults purposefully managed to support learning and progress
  • School behaviour policy followed consistently by all staff
  • Pupil voice heard formally (school council) and informally
  • Supportive classroom displays such as Maths Walls, Writing Walls and Learning Journeys all labelled and accessible to children
  • Housepoint system for rewards
  • Other reward opportunities: attendance, Mathemagician, Writing Wizard, Sports Awards
  • Relevant training for school staff

 

  • Children help and support each other with ideas (Talk partners, informal paired /group talk )
  • Children’s contributions are valued by peers and adults
  • Seating plans, groupings and pairing of talk partners are used to ensure the best learning opportunities
  • Learning activities are modelled to children
  • Multisensory teaching and learning: visual, auditory and kinaesthetic
  • Visual prompts, aids and resources support learning e.g. word banks, key words, number lines, electronic notebooks etc
  • Setting for Maths to ensure prime environment for progress
  • Inspiring and stimulating learning so children are interested and keen to learn
  • Opportunities for extended learning
  • TAs and additional adults purposefully managed to support learning and progress
  • School behaviour policy followed consistently by all staff
  • Pupil voice heard formally (school council) and informally
  • Supportive classroom displays such as Maths Walls, Writing Walls and Learning Journeys all labelled and accessible to children
  • Housepoint system for rewards
  • Other reward opportunities: attendance, Mathemagician, Writing Wizard, Sports Awards
  • Relevant training for school staff
  • Varied and broad curriculum: English, Maths, Science, RE, History, Geography, French, Art, PE, ICT, Music, DT, Cooking
  • Differentiated planning and work to ensure learning matches individual children’s ability and includes a suitable level of challenge
  • Differentiated delivery and questions e.g. simplified language, slower lesson pace, higher / lower order questions to match the needs of different children
  • Clear success criteria so children know what they need to do to succeed
  • Flexible methods of recording as appropriate e.g. cartoon strip instead of written prose, use of ICT
  • Group and individual targets
  • Next steps to improve learning and skills shared with children (verbally and using the child friendly marking code )
  • Children encouraged to decide next steps for themselves
  • Creative Topic-based curriculum
  • Specialist Sports Coach
  • Swimming pool on site with swimming lessons for all
  • Homework is differentiated and set weekly in reading, spelling, Maths and writing
  • Year 6 have homework projects (Independent Learning Tasks)
  • Themed Days and Weeks: Book week, Anti-bullying, Easter Pause Day, Day of Difference, Citizenship week
  • Assemblies follow a termly theme and focus on specific issues
  • Regular assessment and tracking of pupil progress

 

 

Opportunities

  • Varied and broad curriculum: English, Maths, Science, RE, History, Geography, French, Art, PE, ICT, Music, DT, Cooking
  • Differentiated planning and work to ensure learning matches individual children’s ability and includes a suitable level of challenge
  • Differentiated delivery and questions e.g. simplified language, slower lesson pace, higher / lower order questions to match the needs of different children
  • Clear success criteria so children know what they need to do to succeed
  • Flexible methods of recording as appropriate e.g. cartoon strip instead of written prose, use of ICT
  • Group and individual targets
  • Next steps to improve learning and skills shared with children (verbally and using the child friendly marking code )
  • Children encouraged to decide next steps for themselves
  • Creative Topic-based curriculum
  • Specialist Sports Coach
  • Swimming pool on site with swimming lessons for all
  • Homework is differentiated and set weekly in reading, spelling, Maths and writing
  • Year 6 have homework projects (Independent Learning Tasks)
  • Themed Days and Weeks: Book week, Anti-bullying, Easter Pause Day, Day of Difference, Citizenship week
  • Assemblies follow a termly theme and focus on specific issues
  • Regular assessment and tracking of pupil progress

 

Wave 2 Provision by Areas of Special Educational Need

Cognition and Learning

 

Targeted Phonics groups

Targeted Spelling groups

Handwriting Rescue Scheme

SNAP Maths

Comprehension Skills Group

First Class at Number 2 Maths Intervention

Acceleread Accelewrite reading/spelling intervention

Write Away Together Writing improvement

Syllable Accuracy Group

 

Speech, Language and Communication

 

Trained ELKLAN teacher (specialised speech and language)

Black Sheep Language Resources

Access to resources from the Speech and Language Therapy service

 

 

Emotional and Social Needs

 

Social Skills group

Anger Management group

Self esteem group

Home School Link Worker (HSLW)

Physical and Sensory Difficulties

 

Access to Physical and Sensory Support Service

Access to Occupational Therapy

Access to Physiotherapy

Wave 3 Provision – personalised and specialist interventions

Cognition and Learning1 to 1 Cumbria Reading Intervention1 to 1 English or Maths teaching from HLTA with programme devised by teacher

 

1 to 1 English or Maths teaching by specialist teacher

1 to 1 teaching by SENCO, specialist Dyslexia teacher

Write Away Together Writing improvement

Access to Learning and Language Support Service

Access to Educational Psychologist

Speech, Language and CommunicationAccess to Speech and Language Therapist (SLT)Access to Freemantles School Outreach Service (ASD)

 

Individual programme of intervention devised by SLT and delivered by TA

Emotional and Social Needs

 

1 to 1 HSLW sessions

Access to HSLW’s room when time out needed

Home School Contact book

Behaviour Management Plans

Risk Assessments on trips out

Access to Behaviour Support teachers and Educational Psychologist

Physical and Sensory Needs

 

Individualised monitored PE support

Access to Physical and Sensory Support Service

Access to Occupational Therapy

Access to Physiotherapy

Access to Visual Impairment teacher

Access to Hearing Impairment teacher

School Offer

School Name:  Queen Eleanor’s Junior School

Address: Queen Eleanor’s Road, Onslow Village, Guildford, Surrey  GU2 7SD

Telephone: 01483 561323

Email: office@queen-eleanors.surrey.sch.uk

Website: www.queen-eleanors.surrey.sch.uk/‎

Ofsted link:

Head teacher: Mr Roger Blackburn

SENCo: Mrs Maddy Wilkinson

Date completed: 12th December 2013

 

 

Question

School Response

RAG rating

1 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? We know children have SEN  needs when they arrive at our school from:

 

  • KS1 results
  • Infant school reports
  • Infant school meetings/phone calls
  • Our school SEN register

Children are tracked using testing and teacher assessment every half term, and meetings held between the class teachers and the Head.  These pick up concerns about children who may not be progressing as well as expected.

Records are kept on every child.  Observations of children may be done by a teacher or TA if it is felt that will aid effective identification of need.

If you’re worried, speak to the teacher first.  She/he will either reassure you or let the SENCO know.  The SENCO may then investigate, by observing your child in the classroom, looking at results or doing an assessment.  You will be invited to meet with the SENCO once this has taken place.

 
2 How will early years setting / school / college staff support my child/young person?
  • The SENCO oversees all SEN children and tracks them.
  • Children with the lowest level of need are supported in class by the teacher and any TAs in the class.
  • A Provision Map is set up at beginning of year for these children : this is a chart showing the support they get.  It may change during the year as staff see fit or as needs change.
  • Children with a higher level of need have Individual Education Plans (IEPs) planned by the SENCO and class teacher as appropriate, reviewed every term.  These include targets that are measurable and achievable for the child.  Children may have group work or 1 to 1 to support their needs, where they work out of the class. At this stage it may be appropriate to call in extra professional support from Surrey Children’s Services.
  • Statemented children (the highest level of SEN) have IEPs reviewed every half term and discussed with the parents.  The kind of support they receive is entirely dependent on their needs but may include 1 to 1 support from a TA or working in a group or pair.  Group work is planned by the SENCO and TA concerned.
  • A School Governor has responsibility for SEN and meets with the SENCO at least once a term.  A School Governor is also attached to each class to oversee the children’s learning.
 
3 How will the curriculum be matched to my child’s/young person’s needs?
  • The current planned curriculum is very flexible and allows differentiation at many levels in terms of content and teaching strategies.  All lesson planning is differentiated according to the children’s needs.
  • Children will be provided with appropriate materials and teaching methods according to their needs.
  • SEN children have support which is in addition to and different from other children’s support.  This may be as simple as having a pencil grip or at its most extensive, having a TA to scribe if the child is unable to write.
  • Teachers will often provide 1 to 1 or group support to SEN children in class.  Most children with SEN will have group TA support in English and Maths.   Other TA support is provided on an individually assessed basis, for example, if a child’s needs means he has difficulty changing for PE, a TA will be on hand to assist.
  • Small Intervention groups can be set up to enable children to make expected progress.  The work is carefully planned according to the group’s needs.  We also use recognised and approved intervention schemes.
  • In certain cases, 1 to 1 teaching is provided for a fixed period.
  • Setting realistic targets for the children is crucial to making progress.

 

 
4 How will I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?
  • All children receive an annual report.
  • All children have a homework diary in which particular concerns can be raised.
  • We have Parents’ evenings with the class teacher twice a year and the SENCO is available to parents of SEN children.
  • All class teachers are out on the playground at the end of the school day for parents to speak to.
  • The SENCO is also available at any time providing an appointment is made.
  • You can also phone the SENCO
  • Sometimes it is possible for a teacher to make a weekly phone call to the parent if needs are high.
  • Parents of children with IEPs receive an evaluation at the end of each term.
  • A home-school contact book may be used if the homework diary is not considered appropriate.
  • Suggestions for help at home by parents is given by the class teacher or SENCO
 
5 What support will there be for my child’s/young person’s overall well-being?
  • Pastoral Support is provided in school by our Home School Link Worker (HSLW) who will meet with children and/or parents when necessary.
  • The HSLW can put parents in touch with various support services such as Guildford Action for Families and Parenting courses.  She can also make referrals to the Child and Adolescent Mental Health Services (CAMHS).
  • The Educational Welfare Officer is responsible for monitoring attendance.
  • Most staff are first aid trained
  • The school has a very comprehensive policy on the administration of medicines, which is strictly adhered to.  There is some staff support for extreme medical needs.
  • Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.  Children with Behavioural Difficulties are carefully monitored, with an accent on positive behaviour.  A child may have a designated place of sanctuary or person that he can go to if he feels angry or upset.   We run Anger Management groups for certain children.  We have access to a specialist Behavioural Support teacher from Surrey Children’s Services who may come in and advise us. Pastoral Support Plans will be put in place if necessary and meetings held every half term to monitor children.
  • Children will be able to give their views at meetings.  If this is not possible, the child may complete a questionnaire with the help of a TA, which will then be recognised at the meeting.
  • Our HSLW will provide support for children whose behavioural difficulties stem from events at home.  She may give advice on before-school routines at home, for example, to help a child arrive at school on time.
 
6 What specialist services and expertise are available at or accessed by the setting / school / college? In school we have:

 

  • 2 Specialist Dyslexia teachers
  • Teacher trained in ELKLAN (Speech, Language and Communication needs)
  • 2 Cumbria Reading Intervention trained TAs
  • TA trained in Acceleread Accelewrite, a reading intervention
  • TA trained in First Class at Number 2 – a Maths intervention
  • All TAs trained in Snap On to Maths intervention
  • Home School Link Worker

For very needy children who meet criteria we can access:

  • Educational Psychologist
  • Learning and Language Support Specialist teacher
  • Behaviour Support Teacher
  • Race Equality and Minority Achievement team (REMA)
  • Speech and Language Therapist
  • Hearing Impairment Support teacher
  • Visual Impairment Support teacher
  • Physical Disability Support
  • Schools’ Paediatrician
  • Occupational Therapy
  • CAMHS (Children and Adolescent Mental Health Services)
  • Autistic Spectrum Disorder (ASD) Outreach Support from Freemantles School

 

 
7 What training are the staff supporting children and young people with SEND had or are having? Courses attended recently include

 

  • Autistic Spectrum Disorder (ASD) for TAs
  • Social Skills for TAs
  • Increasing Children’s Self Esteem
  • Supporting Children with Handwriting Difficulties
  • Supporting Children’s Writing
  • Questioning Techniques for TAs
  • Supporting Children with Speech Language and Communication Needs
  • Supporting Challenging Behaviour.
  • MAPA (Management of Actual or Potential Aggression) training
  • Future training includes Dyslexia and ASD for teaching staff
 
8 How will my child/young person be included in activities outside the classroom including school trips?
  • Before the activity or trip, the needs of any child with SEN will be considered.  Parents may be consulted and a risk assessment undertaken.  Medicines are taken and there will be a designated member of staff responsible for medical needs.  On occasions where a child’s needs are very complex, we may request that a parent accompanies the child to enable him/her to go.
 
9 How accessible is the setting / school / college environment? We have:

 

  • A ramp into the school entrance
  • A ramp from the school playground into a classroom
  • A disabled toilet

All classrooms except one are wheelchair accessible.  There is one communal exit to the playground that is wheelchair accessible.

The Race Equality and Minority Achievement team (REMA) provide translators for children and parents whose first language is not English or who speak no English in the first instance.  We make every effort to interpret letters to these parents.

 

 

 
10 How will the setting /school / college prepare and support my child/young person to join the setting /school / college, transfer to a new setting / school / college or the next stage of education and life?
  • Children coming to Queen Eleanor’s in Year 3 are invited to several Transition days when they will spend time with their new teacher.  Parents are also invited to meetings and the SENCO will be available to speak to. Children with SEN can have extra visits with a TA from their infant school if it is felt beneficial.
  • Parents are advised to visit secondary schools in year 5 and ask to speak to the SENCO about their child so they can get an idea of what support would be available.  Parents should visit several schools to get an idea of which is best for their child.  Parents of Statemented children have first choice of school.
  • We run a Transition Programme for all children, with extra sessions for those who we feel need it.  This includes extra visits to the secondary schools.  They will tour the school and meet teachers.  Each school deals with transition differently.
  • The SENCO meets with or speaks with the SENCO at the secondary schools and provides relevant information about SEN children.  SEN files are sent to the secondary schools.
 
11 How are the setting’s / school’s / college’s resources allocated and matched to children’s/young people’s special educational needs?
  • SEN funding comes from a range of pots and we have an amount allocated to children with SEN from our Level 2 funding.
  • The finances are monitored by the Head, the Governors and the Bursar.
  • Most of this funding goes to pay our TAs.
  • The SENCO and Senior Leadership Team look at where need is greatest and allocate resources accordingly.
 
12 How is the decision made about what type and how much support my child/young person will receive?
  • First and foremost, tracking, teacher assessment and test results enable us to follow a child’s progress.
  • If a child is not making progress, the teacher and SENCO work out why.  We may notice there is a barrier to learning such as weak memory, weak reading skills or weak motor skills and we then put strategies such as extra reading support in place to aid learning and improve progress. This is at the lowest level of SEN.  All interventions are monitored for impact and outcomes are defined at the start of any intervention.  The SENCO oversees all additional support.
  • If the outcome of this is not satisfactory, the child will be put at a higher level of SEN and the advice of an outside professional from Surrey Children’s Services may be consulted.

 

 
13 How are parents involved in the setting / school / college? How can I be involved?  Parents can be involved in the following ways at Queen Eleanor’s:

 

  • Join the PSA
  • Come to Parents’ evenings
  • Come and see the SENCO
  • Read our Weekly Newsletters
  • Answer the annual Parent questionnaire
  • Come in and hear readers
  • Come and help on Days of Difference
  • Accompany the children on outings and trips
  • Come and see your child in netball or football matches, in the class assembly, singing in the choir or in the school play – just reply to any letters or emails about these activities
  • Come to subject led meetings
  • Come to the School Development Meeting held in January and make a difference
  • We have an Open Door approach after school
  • Look at the School website
  • Comment in your child’s Homework diary
  • Hear your child read 3 times a week
  • Help your child with homework
  • Come and see us if your child is not coping with homework – we will listen!
  • Read, sign and return the second copy of your child’s IEP
 

 

14 Who can I contact for further information?
  • In the first instance, parents/carers are encouraged to talk to their child’s class teacher.  Further information and support can be obtained from the school’s SENCO, Mrs Maddy Wilkinson – please contact the school office first.
  • Our school website will tell you the role of each member of staff.
  • The Surrey County Council website has much useful information about SEN.
  • The Surrey Parent Partnership Service gives unbiased advice about the SEN service at: www.surreyparentpartnership.org.uk or 01737 737300
  • The Surrey Local Authority’s ‘Local Offer’ is to be found on their website.