SEND Information Report
First Written in December 2015
Updated and reviewed in April 2016
Last updated in July 2016
How pupils are identified and assessed
Pupils with Special Educational Needs are identified in a
number of ways at St. Giles Junior School:
tracking the progress of pupils using our tracking system called O track
pupil progress meetings
may identify difficulties through observations; work in books or through
conversations with the child
Our first response to difficulties is to ensure that we
provide high quality teaching including a differentiated curriculum (that the
work set is challenging to ensure progress but not hard so it cannot be
accessed). If the concern continues we
will meet with parents and pupils and discuss ways we can help with the
difficulty - this can be by providing targeted intervention (initially for 2
terms). If after targeted intervention
we still have concerns about progress then we can undertake a number of
specialised assessments in Reading, Spelling, Maths and writing – this is
usually undertaken by a specialist teacher from the Early Intervention
Service. We can also access support from
an Educational Psychologist, the Speech and Language Service and the Integrated
Disability Service. This usually takes
the form of an initial assessment and then recommendations or a programme of
targets set for the child that have to be worked on over a specified time frame.
Sometimes problems with learning have an emotional or
social base and we provide Emotional therapy here pupils are given a
Goodman’s assessment so that we can identify areas to work on. We have a growing Nurture group provision in
our school which enables our pupils to develop the skills needed for
learning. For this pupils are assessed
using the Boxall Profile which assists in identifying the areas which need to
targeted. Where appropriate, children
can also benefit from our Forest School provision and Lego Therapy.
We assess all our pupils on entry to our school for reading,
writing spelling and maths to ensure that they all have a good start and any
difficulties are identified quickly.
How pupils and parents are consulted, involved and take
part in review
Parents and pupils are invited to the IEP reviews which are
held each term. Appointment times are
sent out and we use our best endeavours to find a suitable time for all concerned.
are a key part in this discussion, so that they are able to be involved in
the decisions that are made about their learning.
- If a
pupil is nervous about this, we will ensure a trusted adult is able to
talk things through with the pupils so that they can take an active part
in the meeting.
review meetings we aim to consult parents about the provisions being
planned for the term and ask if they have any suggestions for targets.
parents and pupils are encouraged to share their opinions on the work that
is going on as well as celebrating the achievements that have been made.
Parents and children are also
invited to attend EHCP and Statement annual reviews once a year.
How pupils are supported during times of transition
Transition to Secondary School:
visits are organised as is the transfer of SEN information and provisions
provided in St. Giles.
runs transition courses in St. Giles for vulnerable pupils.
can be accompanied by trusted adults to new settings and questions are
asked and answered until pupils are confident about the new setting.
files are transferred to the new setting.
Meetings take place between the new teachers and current class
teachers and between the two school SENCOs to pass on important and personal
Transition within the school:
If your child is joining us from another school:
The SENCo will visit previous school when appropriate.
If your child would be helped by a book/passport
to support them in understanding moving on, then one will be made for them.
Your child will be able to visit our school and
stay for a taster session, if this is appropriate.
The approach to teaching pupils with Special Educational
Quality first teaching is at the forefront of our
philosophy at St. Giles and we advocate multi-sensory activities wherever
possible. Work is differentiated so that
all the learning in the class (regardless of whether a child has SEN or not) can
make progress and are involved in new and classroom based learning.
We work to ensure that all pupils including those with
Special Educational Needs are able to take part in the full life of the school -
this may mean additional staffing to ensure pupils get the most out of all
activities. Some Pupils are supported in
Literacy and Maths with special programmes - these are often drawn up with
advice from outside agencies such as IDS or the Educational Psychologist. The majority of our interventions take place
outside of Literacy and numeracy so that all children can learn with their
peers in class. For children with more
complex needs specialist teachers are brought in to plan alongside the
classroom teacher so that the best provision can be provided.
We have Nurture Provision, Forest Schools, Lego therapy and
Emotional Therapy at school, to provide all round opportunities for our pupils.
How adaptations to the curriculum and environment are
We adapt the curriculum by breaking it down into small steps
for our pupils and provide specialist teaching in small groups where we can and
when it is necessary. We seek advice and
guidance from outside agencies such as: Physiotherapists, OT, Speech and
language, EIS, IDS and our Educational Psychologist as to the learning
environment and make adjustments when advised.
We have made adaptations for visually impaired pupils with
bright paint and flat entrances and exits to the buildings. We have Braille signs in important places and
we also have specialised equipment for visually impaired pupils such as Jaws,
braille machine and a classroom magnifier.
We have additional lunchtime supervision for pupils who find
this time challenging who have received specialist training.
We have a place of safety for distressed pupils to have time
to calm down before continuing with lessons.
In addition to this we have a learning mentor who is on hand to pick up
students who feel they need extra support who is able to listen, support and
give guidance too.
We also have additional materials, which are specific to the
needs of our pupils who need support. We
have an outside learning area and where possible make sure the learning is
kinaesthetic (hands on) and sensory. The
adaptations made reflect the nature of the needs in school at any given time.
We have toilet and hygiene facilities for any pupils
with additional physical needs.
The Expertise and training of staff
All Staff undertake regular training and CPD (Continuing
Professional Development). Staff
training is based around the children who are currently on roll and their needs
– training is on-going and is up-dated regularly. Any teachers who have children with ASD have
training at the beginning of the academic year.
Focuses for the next academic year include Specific learning
difficulties in literacy, attachment disorder, EAL and Nurture.
Bethan Davies is the SENCo and Interventions Manager at
St. Giles Junior school and has completed the 'National SENCo' award and is
currently undertaking a Master’s Degree at Worcester University in ‘Special and
Other staff who promote inclusion are:
Mrs Hough: has expertise in Emotional Therapy and in
Mrs Copson: has expertise in working with Autistic Pupils and
children with Behavioural Difficulties.
Ms Smith: has expertise in Nurture Groups and in working
with Autistic children.
Mrs Randle has expertise in Nurture Groups, LEGO therapy and
working with Autistic children.
Mr Pateman: has
expertise in working with small groups in Literacy, EAL and computers (keyboard
skills, Jaws and Nessy)
Mrs Panesar: has
expertise in working with children with English as an Additional Language in
Literacy and Maths.
Mrs Baldwin: has expertise in working 1:1 with children with
Specific learning difficulties in Literacy and Maths
Mr Whiteside and Mrs Whiteside have expertise in running
How the effectiveness of the provision is evaluated
At St. Giles Junior School the teachers are incredibly
effective at assessing and evaluating both themselves and the provision given
to ALL children. All lessons are
evaluated including assessing how particular groups or individual children do.
Intervention groups are evaluated termly looking specifically
at progress and impact and a report is sent to the school leadership team and
the school Governors each term.
After every assessment a pupil progress meeting takes
place. Teachers meet with the maths and
Literacy coordinators and with the SENCo.
An action plan is drawn up to
assist in identifying and supporting pupils in all vulnerable groups and
identifying children who have not made sufficient progress and why this might
It also has to be noted that pupils with complex learning
needs sometimes make very small steps in improvement and outside agency advice
and assessment is sought for pupils who are slow to progress.
All our extra provision such as precision teaching , Toe by
Toe and Speech and Language packs are all progress based – whereby the child is
base-lined before the provision starts and again afterwards to accurately
measure progress made by all the children.
The progress of all children is reviewed termly.
How pupils with Special Educational Needs are included in
St. Giles is an inclusive school where all children regardless
of their abilities are supported and able to part-take in all activities we
offer. Where appropriate we will make
adjustments to the curriculum, environment and activities so all children can
The support available for emotional and social
development, including pastoral support
Within the framework of Emotional Therapy are a number
of different groups which provide support in making friends our main one being
buddies – delivered by Mrs Randle. In
addition to this Mrs Randle also delivers LEGO therapy which promotes making
friends, team work and speaking and listening skills.
Mrs Hough (our Pastoral Worker) delivers programmes to help
children in many areas. These include:
Coping with anxiety; bereavement groups; Time to Talk; emotional resilience,
anger management and Self-esteem.
Nurture Group provision is used to support pupils to become
ready to learn. It takes place three
afternoons a week by Mrs Randle and Miss Smith.
We also offer Forest Schools which enables pupils to work
together in the environment to promote self-sufficiency and group work which
builds self-esteem and co-operation.
If class teachers want to work in a pastoral setting with
individual pupil’s, additional time can often be provided to enable this to
We also have a School Worry Box where children can
write down any concerns or worries – these are then picked up by Mrs Hough who
deals appropriately with each ‘worry’ in a safe and confidential way.
How the views of pupils are listened to
are encouraged to talk during circle time.
are also encouraged to respond to marking by adding their own feedback to
who are shy and find it difficult to talk are provided with time with a
trusted adult to enable them to find their voice. They are encouraged to talk to a member
of staff they feel safe with or can use the school worry box.
are invited to annual reviews and to termly IEP reviews to discuss
progress and provision.
have an active school council where children are encouraged to give their
views on a number of subjects.
The measures taken to prevent bullying
can happen in any school; in St. Giles we use a programme called CPOMS to
record Child Protection issues and bullying. This gives us a process to
monitor incidents so that we can provide appropriate counselling for both
victims and those responsible for bullying incidents.
have peer group support for the victims of bullying to enable those pupils
who find it difficult to talk to adults chance to talk with other pupils.
have a Worry Box so that pupils can write down any issues they have.
also meet and greet each child every morning in school this enables us to
spot any reluctant pupils - extra midday supervisors who are
specifically trained to deal with incidents of bullying.
also have very involved parents who are very good at keeping us informed
about any worries their children may have.
How the school involves health, social care and other
bodies in meeting needs and supporting families
We actively work with the health and social services to
provide all round support and care for our pupils. We attend meetings and provide information
with outside agencies to support pupils.
We also seek training and guidance for children who require additional
We carry out work and aim to meet any advice given by other
services to support pupils in a school setting.
We write to other agencies usually within 24 hours of a request for
We support the Common Assessment Framework (CAF) to support
families across a range of services and with a range of needs.
How do I make a
complaint about the provision my child is receiving?
We endeavour to deliver an individualised program of
provision for children within the school.
However if you were to become unhappy with the provision your child was
receiving the first person to speak to would be the school SENCo – Miss Davies
- who will try to resolve any concerns and work with you to adapt or change
provision given. If this was not
resolved satisfactorily the Head Teacher, Mr Mann, would then listen to your
concerns and together with the SENCo find an amicable resolution.
By September 2011 all Local Authorities were required by the Children and Families Act 2014 to make significant changes to their special educational needs and
The link provides more details - http://www.warwickshire.gov.uk/send