Grove Junior School
Grove Junior School, Turner Street, Northwood,
Stoke-on-Trent, Staffordshire, ST1 2NL
Telephone: 01782 234550

SEND Revised Provision

Special Educational Needs

All children are welcomed to Grove Junior School they are valued and respected. We are aware that some children will require extra support whilst at school and we aim to provide this for them. In some cases this will only be for a short time but in other instances their needs will be ongoing.

 

We aim to provide you with a short overview of how our Special Educational needs department works.

 

All teachers are teachers of children with Special Educational Needs but are supported by a SENDCo (Special Educational Needs Co-ordinator) and an Assistant SENDCo who oversee provisions in school.  In our school Janette Bissell is the SENDCo and Sarah Corcoran is the Assistant SENDCo. There is a also a statutory duty to monitor SEND by the Governing Body. The SENDCO, Assistant SENDCo and SEND Governor meet to discuss SEND within school, in its broadest sense; specific children are never discussed.

 

The SENDCo and Assistant SENDCo co-ordinate teaching assistant support in classrooms, liaise with outside agencies who may offer further support for your child; usually if your child requires extra support they will be added to Special Educational Needs Audit and their progress carefully monitored.

 

Mrs Bissell and Ms Corcoran run SEND drop in sessions once a term; sometimes these have a specific focus but are open to all parents with any queries or concerns.

 

Admissions    

A disabled child has equal access for admission. Reasonable adjustments are made if the need arises. We would always seek to do our utmost to provide for a child with a disability. There are also new rules regarding admissions due to health, medical, social and special access reasons. Please contact the school for further information.

 

Special Educational needs Audit

The audit is a list that is kept in school, of children who may require support from various people. In the past there have been three categories of support but this has recently changed under new Government guidelines.   In the past children who have extra support in Literacy or Numeracy were identified as School Action. Children who required further support from outside agencies were identified as School Action Plus and children whose needs were very complex may have had a Statement of Special Educational Needs – these have subsequently been replaced with an Education Health Care Plan.  This list is usually compiled in October and is updated regularly throughout the year. Parents are informed annually by letter and can discuss this with the school. If there are significant changes parents are also updated.

 

Teachers, teaching assistants and either the SENDCo or Assistant SENDCo meet termly, to discuss the progress of your child, especially if they are on the audit. In some cases very specialist targets are set and written on a Pupil Passport (previously individual education plan) in order to identify specific targets and work towards these.

 

 

 

There are 4 main categories of SEND

  • Communication and Interaction
  • Cognition and Learning
  • Physical and Sensory
  • Social, Emotional & Mental Health

 

OUTSIDE AGENCIES

A variety of people visit school to offer support and advice with children. Schools meet regularly with outside agencies to discuss children who we have concerns about and commission services. Parental permission is always sought prior to these meetings. They include:

Specialist teachers- these are teachers that have further qualifications in Special Educational needs and many have worked in special schools.

School nurse- they provide information to help us deal with children with medical difficulties such as diabetes or asthma.

Educational Psychologist- these are psychologists, many of whom, also hold teaching degrees and usually help in assessing children’s strengths and weaknesses.

Speech and Language therapists- these provide support for children who are struggling with speech production and understanding and using grammar.

Physiotherapists/Occupational therapist- these provide support for children with cerebral palsy or dyspraxia and offer guidance on exercises and activities we can run in school.

 

SUPPORT PROGRAMMES FOR YOUR CHILD

A variety of support programmes are carried out in school, the following list is not exhaustive but provides an idea of provision in school.

 

Literacy Intervention

Literacy intervention varies throughout the school, some children work in small groups in the afternoons to focus on reading, writing or speaking and listening skills; or their area of difficulty may require precision teaching on a one to one basis to learn something they are finding very tricky. These sessions may involve use of the computer and are usually delivered by a teaching assistant in your child’s year group. All planning for intervention groups is completed by your child’s class teacher.

 

Numeracy Intervention

Numeracy intervention varies throughout the school, some children work in small groups on an area they are finding tricky, such as times tables, counting on 10 or place value. Sometimes precision teaching on a very specific area is required. These sessions are usually delivered by a teaching assistant in your child’s year group. All planning for intervention groups is completed by your child’s class teacher.

 

Counselling Services

Grove Junior has access to a counselling service and if the need arises children may be referred to this. For example if there has been a bereavement, or other significant emotional trauma that requires specialist support.

 

 

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Special Educational Needs

All children are welcomed to Grove Junior School they are valued and respected. We are aware that some children will require extra support whilst at school and we aim to provide this for them. In some cases this will only be for a short time but in other instances their needs will be ongoing.

 

We aim to provide you with a short overview of how our Special Educational needs department works.

 

All teachers are teachers of children with Special Educational Needs but are supported by a SENDCo (Special Educational Needs Co-ordinator) and an Assistant SENDCo who oversee provisions in school.  In our school Janette Bissell is the SENDCo and Sarah Corcoran is the Assistant SENDCo. There is a also a statutory duty to monitor SEND by the Governing Body. The SENDCO, Assistant SENDCo and SEND Governor meet to discuss SEND within school, in its broadest sense; specific children are never discussed.

 

The SENDCo and Assistant SENDCo co-ordinate teaching assistant support in classrooms, liaise with outside agencies who may offer further support for your child; usually if your child requires extra support they will be added to Special Educational Needs Audit and their progress carefully monitored.

 

Mrs Bissell and Ms Corcoran run SEND drop in sessions once a term; sometimes these have a specific focus but are open to all parents with any queries or concerns.

 

Admissions    

A disabled child has equal access for admission. Reasonable adjustments are made if the need arises. We would always seek to do our utmost to provide for a child with a disability. There are also new rules regarding admissions due to health, medical, social and special access reasons. Please contact the school for further information.

 

Special Educational needs Audit

The audit is a list that is kept in school, of children who may require support from various people. In the past there have been three categories of support but this has recently changed under new Government guidelines.   In the past children who have extra support in Literacy or Numeracy were identified as School Action. Children who required further support from outside agencies were identified as School Action Plus and children whose needs were very complex may have had a Statement of Special Educational Needs – these have subsequently been replaced with an Education Health Care Plan.  This list is usually compiled in October and is updated regularly throughout the year. Parents are informed annually by letter and can discuss this with the school. If there are significant changes parents are also updated.

 

Teachers, teaching assistants and either the SENDCo or Assistant SENDCo meet termly, to discuss the progress of your child, especially if they are on the audit. In some cases very specialist targets are set and written on a Pupil Passport (previously individual education plan) in order to identify specific targets and work towards these.

 

 

 

There are 4 main categories of SEND

  • Communication and Interaction
  • Cognition and Learning
  • Physical and Sensory
  • Social, Emotional & Mental Health

 

OUTSIDE AGENCIES

A variety of people visit school to offer support and advice with children. Schools meet regularly with outside agencies to discuss children who we have concerns about and commission services. Parental permission is always sought prior to these meetings. They include:

Specialist teachers- these are teachers that have further qualifications in Special Educational needs and many have worked in special schools.

School nurse- they provide information to help us deal with children with medical difficulties such as diabetes or asthma.

Educational Psychologist- these are psychologists, many of whom, also hold teaching degrees and usually help in assessing children’s strengths and weaknesses.

Speech and Language therapists- these provide support for children who are struggling with speech production and understanding and using grammar.

Physiotherapists/Occupational therapist- these provide support for children with cerebral palsy or dyspraxia and offer guidance on exercises and activities we can run in school.

 

SUPPORT PROGRAMMES FOR YOUR CHILD

A variety of support programmes are carried out in school, the following list is not exhaustive but provides an idea of provision in school.

 

Literacy Intervention

Literacy intervention varies throughout the school, some children work in small groups in the afternoons to focus on reading, writing or speaking and listening skills; or their area of difficulty may require precision teaching on a one to one basis to learn something they are finding very tricky. These sessions may involve use of the computer and are usually delivered by a teaching assistant in your child’s year group. All planning for intervention groups is completed by your child’s class teacher.

 

Numeracy Intervention

Numeracy intervention varies throughout the school, some children work in small groups on an area they are finding tricky, such as times tables, counting on 10 or place value. Sometimes precision teaching on a very specific area is required. These sessions are usually delivered by a teaching assistant in your child’s year group. All planning for intervention groups is completed by your child’s class teacher.

 

Counselling Services

Grove Junior has access to a counselling service and if the need arises children may be referred to this. For example if there has been a bereavement, or other significant emotional trauma that requires specialist support.

 

 

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