SEND Information Report

At Cubitt Town Junior School our vision is to ensure that every child reaches their full potential in an environment that supports both academic achievement and the wellbeing of all.

We aim to develop an inclusive school culture and we are committed to nurturing the highest achievement possible from those pupils with special educational needs and barriers to learning. We aim to celebrate their successes and foster their development as independent learners and responsible citizens in partnership with families and the wider community.

How do we know if a child/young person has special educational needs?

Pupils are identified as having SEND according to the following criteria:

  • They have been identified with SEND on arrival in Y3
  • Little or no progress is made even when teaching approaches target their needs
  • They are working at age-related expectations substantially below their age group
  • They have continuing difficulty in developing literacy and numeracy skills even after support
  • They have continuing difficulties with their social or emotional development which interfere with their own learning, or that of the class group, despite positive behaviour management techniques or appropriate school-based emotional support
  • They have sensory, physical or medical needs which affect learning, such as a physical disability or a problem with hearing or vision
  • They have continuing communication difficulties that prevent the development of social relationships and cause problems with learning.

What do we do to help children/young people with special educational needs?

There is a wide range of interventions for SEND that are available in Cubitt Town covering the areas of:

  • Literacy – phonics, word reading, comprehension, spelling and writing
  • Numeracy
  • Speech & Language
  • Emotional needs

How do we adapt our teaching for children/young people with special educational needs?

Children with special educational needs are taught alongside other children, and – as with all our children – additional interventions are also put in place to ensure their learning needs are met.

Class teachers’ plan for the individual needs of all children and how other adults – usually teaching assistants – will assist in supporting children with SEND

Lessons are differentiated to match the needs of the children. This may involve any or all of the following:

  • A different task for certain children;
  • A different level of support for children who need it;
  • A different output in terms of what work the children will produce;
  • Different resources, equipment, etc. which will support the children with their learning.

Any additional support children receive will usually take place in the classroom, with individual or group input. In addition classes have spaces attached to them where more focused individual or group work can take place.

How do we decide what resources we can give to a child/young person with special educational needs?

All staff are involved in identifying how the child’s needs are met, and the ongoing cycle of “Assess/Plan/Do/Review” is central to this. We assess a child’s learning and progress, plan the learning activities that will address those needs, ensure the planned activities are put in place, and review the success of the work that has been done.

Quality First Teaching includes a strong focus on all children’s individual needs.

If children need more targeted interventions to address their learning needs – for example, if they have gaps in their basic skills in literacy or numeracy – small groups will be set up within the class or the year group to address those skills.

The SENCO may also be involved in the discussion. Teachers take into account specialist advice which may have been provided by particular external agencies such as the Educational Psychology Service, the Children’s Speech & Language Therapy Service, the Children’s Occupational Therapy Service or the Phoenix School Outreach Service for children on the autistic spectrum.

How do we check that a child/young person is making progress and how do we keep parents informed?

All staff are involved in identifying how the child’s needs are met, and the ongoing cycle of “Assess/Plan/Do/Review” is central to this. We assess a child’s learning and progress, plan the learning activities that will address those needs, ensure the planned activities are put in place, and review the success of the work that has been done.

Quality First Teaching includes a strong focus on all children’s individual needs.

If children need more targeted interventions to address their learning needs – for example, if they have gaps in their basic skills in literacy or numeracy – small groups will be set up within the class or the year group to address those skills.

The SENCO may also be involved in the discussion. Teachers take into account specialist advice which may have been provided by particular external agencies such as the Educational Psychology Service, the Children’s Speech & Language Therapy Service, the Children’s Occupational Therapy Service or the Phoenix School Outreach Service for children on the autistic spectrum.

What support do we offer for children’s/young people’s health and general wellbeing?

Behaviour Team and Learning Mentor Team

  • Anger management
  • Emotional support
  • Friendship groups
  • Circle of Friends
  • Special arrangements for play & lunchtimes
  • Children monitored by reports

Children follow the PATHS programme – Promoting Alternative Thinking Strategies. This is a programme that teaches social and emotional learning to primary school children. It involves helping children to:

  • recognise emotions and values;
  • make constructive choices about personal and social behaviour; and
  • show understanding and empathy for others

Systematic circulation of information on medical, physical, sensory needs to inform staff

A Pastoral Carer who is responsible for areas relating to Child Protection and children’s safety within the school.

A wide range of resources to support the development of handwriting and other motor skills, and other sensory/physical needs as necessary.

The use of IT to support a range of sensory/physical needs

Staff who are trained to meet medical, physical, sensory needs as necessary – e.g. diabetes, epilepsy, etc

What specialist external services do we use when we think extra help is needed?

  • Achievement for All programme to support the school on systems and strategies to meet the needs and promote the progress of children with SEND
  • The London Children's Practice provide Speech & Language Therapy services as required to assess and meet children's needs through therapy sessions and advice to staff
  • Tower Hamlets Support for Learning Service Specific Learning Difficulties Team
  • Tower Hamlets Support for Learning Service Speech Language & Communication Team
  • For children on the autistic spectrum, the ASDAS Service based at the Wellington Way clinic assess children and the Phoenix School Outreach Team provide training, advice and resources for school staff
  • SLS Behaviour Team – assessment & support
  • Cherry Trees School Outreach Team
  • CAMHS (Child & Adolescent Mental Health Service)
  • Art Therapy
  • Liaison with NHS services as required
  • Occupational Therapy Children’s Service
  • Support for Learning Service Vision Impaired Team
  • Support for Learning Service Hearing Impaired Team
  • Support for Learning Service Disabilities Team

What training have our staff have had or are they getting?

We have five full days of staff training a year as well as weekly staff meetings, and a proportion of this time is devoted to SEND issues.

Training sessions, often supported by the Achievement for All project, has included Planning for Individual Needs, Writing Effective IEP Targets, Dyslexia and Structured Conversations (person centred parents meetings), and Autism, with regard to Planning, Behaviour and sensory Issues.

In addition, individual staff receive a wide range of training, often provided by Tower Hamlets through the Support for Learning Service, with whom we have a Service Level Agreement. This has included:

  • 3 whole-day SENCO Conferences to ensure the SENCO is fully aware of a range of issues, in particular recently the new SEND structure from Sept 2014
  • Person Centred Annual Reviews
  • Autism Training from the Phoenix Outreach Service
  • British Sign Language Training
  • First Aid Training
  • Child Protection Training
  • Training on other medical issues such as Diabetes and Epilepsy
  • Bullying
  • Literacy Training, including Phonics and Guided Reading
  • Numeracy Training, including First Class @ Number, a programme to support early number skills
  • IT
  • Working with children of Parents with Mental Health issues

How do we include children/young people in activities and school trips?

We welcome and expect all children to take part in a full range of trips and extra-curricular activities. Comprehensive risk assessments are carried out, and we take all necessary steps to ensure that appropriate support is in place to enable them to do so regardless of their SEND or disabilities. This will include ensuring that additional staff are in place to so that children can participate fully by providing individual support if that is required. Parents are fully consulted, and encouraged to take part if they so wish.

All such trips and extra-curricular activities are open to all children unless we – very rarely indeed - assess the risk to be too high for certain children to participate.

Our school environment

We are on the 1st floor of a pre-war building, and although we have a lift, and are mostly wheelchair accessible, there are still some obstacles to this in certain parts of the school. Disabled toilets are available in our smaller ground floor areas.

We are have a room which can be used to meet the sensory needs of children with autistic spectrum difficulties, and we are committed to ensuring that funds are made available for any reasonable purchase of equipment that will support the learning of children with SEND.

How do we prepare for children/young people joining our school and leaving our school?

Most pupils join us from Cubitt Town Infant School. Transition arrangements include meetings with parents, pupils, and staff from Year 2. Children visit for a day of learning in the Juniors during the Summer Term.

Specific arrangements are put in place for children with SEND involving the SENCOs from the two schools, and other key staff such as Learning Mentors or TAs. Where appropriate, Junior School staff attend key meetings such as Annual Reviews during Year 2. Staff may then make visits to see the children in their classes, or arrange additional visits to the Juniors.

Similar arrangements are in place for transition to secondary school. George Green’s School, which takes the largest number of our Year 6 pupils, runs a 6 week transition programme for children with SEND to ensure that they are comfortable about joining their new school, and other local secondary schools provide similar opportunities for smooth transition.

How are parents involved in school life?

We place a high priority on working with parents as this invariably leads to a better outcome for children. Parents are involved in a wide variety of meetings to address their children’s special educational needs, many of them involving outside specialists. Parents’ views are paramount in decisions about the next steps to assess children’s needs, and any referrals that might be necessary.

In addition to all the other meetings that take place, we have an initiative called “Structured Conversations” where selected families have the opportunity to have extend meetings with their child’s class teacher, and have support with how to support their child at home.

We have worked with LB Tower Hamlets to ensure that Annual Reviews for children with EHC Plans follow a Person Centred approach, whereby high priority is given to the child and the parent’s views.

Cubitt Town Community House provides a wide range of workshops, to help parents support their children’s learning and their own personal development, and also provide family learning and trips.

Who should parents contact for more information or to discuss a concern?

Any parents who have questions or concerns about their child should generally first contact the class teacher, and if in the resulting conversation the issue of special educational needs or disability is raised, the class teacher will then contact the SENCO, Mr Mike Coysh, or Inclusion Co-ordinator, Ms Angie Drew Rennie, who will be happy to meet with parents to plan next steps.

To email the SENCO Team please send an email to: senco@cubitttown-jun.towerhamlets.sch.uk

The Tower Hamlets website contains information about their Local Offer with all kinds of information about SEND in the Borough.

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