James Elliman Academy
Service has Local Offer
James Elliman Academy is a mainstream primary school and nursery with over 800 pupils aged 3 - 11. It is a popular school which serves the local community and aims to encourage all children to continually strive to fulfil their potential and embrace their individuality.
The school is committed to creating a learning experience where all children can thrive in a warm, nurturing, positive, inclusive environment and where individual needs are met. We focus on providing all children every opportunity to achieve the highest of standards. We do this by setting high expectations, working in partnership with parents, carers and professionals whilst supporting children to make progress and develop in confidence and ability. Our children grow to have a strong sense of character and individuality whilst maintaining a sense of community and belonging.
Who to contact
- Miss Saira Rasheed
- 01753 810686
Where to go
- James Elliman Academy
The Local Offer – What is it?
The Children and Families Bill (April 2014) outlines the Government’s plans to require Local Authorities to publish information on services and provision across education, health and social care for children and young people aged 0 – 25 with Special Educational Needs and Disabilities (SEND 2014). The purpose of a local offer is to enable parents and carers to see more clearly what services are available for children with SEND in their area and how to access them. The information below is James Elliman’s contribution to the local offer.
- Contact Name
- Miss Rasheed
- Contact Telephone
- 01753 810686
- Contact Email
- Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
Extended Local Offer Response
James Elliman Academy aims to provide every opportunity to all pupils to reach their full potential by creating a positive environment which recognises the achievements of all individuals in our school community.
Our Special Educational Needs Policy can be found on our school website http://www.jameselliman.academy/
All children learn and develop at different rates. We meet our children’s needs by ensuring high quality teaching and outstanding classroom practice. We have a variety of support systems and strategies in place to aid children who may be finding it harder than others to succeed in any area of learning. These often include differentiating lessons and adapting resources so that all children can access the curriculum, grow in confidence and achieve their academic goals.
Children who have been identified as having special educational needs may have certain barriers which prohibit and hinder their learning. We support those children identified via:
· Differentiated planning and teaching of the curriculum
· Small group work covering a range of skills such as literacy, numeracy, developing fine and gross motor skills
· Individual learning support through specific programmes
· Support for behaviour
· Support for health needs
· 1:1 tutoring as appropriate.
Communication groups focusing on speech and language development.
At James Elliman Academy, we believe that it is vital to identify a child who is finding it difficult to make progress with their learning as early as possible. Early support often helps children to succeed.
Children may be identified as having a special educational need by:
· Concerns raised by parents / carers
· Concerns raised by a class teacher / member of staff
· Lower than expected levels of achievement – these are reviewed regularly by class teachers, SENCo (Special Needs Co-ordinator) and the Principal
· Information shared by medical professionals and speech and language therapists.
In the first instance, teachers will continually assess each child and highlight areas where support may be beneficial. Every month inclusion meetings are held, where children who are causing concern for any reason are discussed with Senior Managers.
All concerns are investigated by the Senior Management team and interventions and support are put in place. These are reviewed after 6 - 10 weeks depending on the intervention and next steps are discussed and put into place as appropriate.
We have meetings with Educational Psychologists, Speech and Language Therapists and other special needs professionals on a regular basis, where we discuss individuals’ emotional, academic and social concerns.
We value and respect each child’s view. We strive to fill each child with confidence so that they can make their voice and opinion heard. We encourage communication through verbal and non - verbal means. Children can use sign language, drawings, photographs or visual aids to express themselves as well as verbal expression.
During reviews, children’s opinions are sought and parents are encouraged to share their goals for their child. Parents’ views, experiences and knowledge of their child are invaluable to us, as they provide a fuller picture of what the child is experiencing. Translators can be provided for any parent requiring this service.
Children identified as having an additional need will be given an Individual Education Plan (IEP) and / or a provision map; this will have small achievable targets for the child and the any additional provision which will be discussed with parents and reviewed at least once a term. At all times, staff work closely with parents and utilise professionals outside of school as required. The school holds parents evenings on a termly basis, but parents are welcome to come at any time to discuss their child’s progress. Parents are invited to attend meetings with professionals to discuss their child’s concerns and progress.
Relevant specialist support from outside agencies will be offered to any child who is highlighted as having a special educational need as it is required and with parents’ permission. This support could come from any of the following agencies which support our school:
· Speech and Language Service
· Educational Psychology Service
· School Nursing Service
· Services Supporting Behaviour
· Autism Outreach Service
· Learning Difficulties and Disabilities Service – specialist teacher assessing and offering advice and strategies.
· Physiotherapy and Occupational Therapy Services
· Sensory Consortium Service
. Early Help
James Elliman Academy always makes all reasonable adjustments for any school trips to include the needs of all children. Risk assessments are carried out for all trips.
All children have the choice to attend any extra curricula clubs and activities which are held at the school. Additional funding can be secured to fund any 1:1 support required for any after school clubs that children wish to attend.
One of our school’s core principles is to nurture every child and ensure they develop in self-esteem and confidence. Every member of staff is responsible for the emotional and social well-being of each child under their care.
We have a positive behavioural policy and maintain high expectations at all times. http://www.jameselliman.academy/policies.html
We encourage children to be well mannered, kind and considerate towards one another and to take pride in themselves and their behaviour.
For children who may need some assistance in this area we are able to offer:
· 1:1 support from Mrs New – our child and family support worker
Support from a Learning Mentor
If required, referrals can be made to outside specialists such as:
· Social care
· Early Help
· SEBDOS – this is service offered by a group of professionals who work with schools, families and pupils who have social, emotional and behavioural difficulties.
We have ‘Friendship’ week to openly discuss behaviours which can make friends and those which could lead to bullying. Children feel safe coming to our school and they are confident that any issues will be listened to and resolved quickly.
Once training needs have been highlighted, relevant training for teachers and support staff is organised to ensure the child with additional needs has their requirements met as soon as possible.
Staff have received training on Autism Spectrum Disorders, MPS, TEACCH during the last year (2018/2019)
We have regular INSETs where staff can develop their skills and knowledge.
The teacher and Early Years Practitioner, visit families in their home before starting Nursery. Any SEND issues are discussed and parents are often directed to Early Years Agencies which can offer support and guidance, such as Speech and Language Drop in Service if language or Speech delay is a concern. We also liaise with local children centres when appropriate.
Between Year Groups –
The children visit their new classrooms and the teachers will visit the children and read stories and play games to start to get to know the children.
Transition books can be created to help children to familiarise themselves with their new class. Parents are welcome to come into school and meet with their child’s new teacher and to familiarise themselves with entrance and exit points, cloakroom areas as required.
To Secondary School –
Our school has strong links with the local secondary schools. Children are welcome to visit their new secondary school as often as they need to feel comfortable. Transition books are used to help children to familiarise themselves to the new school.
SENDCo’s from the secondary school chosen can attend the child’s annual review meeting, this encourages parents and the child to ask questions in a familiar setting.
Miss Saira Rasheed – Headteacher
Mrs Rebecca Pinkney – Vice Principal for Safeguarding and Inclusion
Mrs Harjinder Mann - SENCo
Mrs Wendy New – Child & Family support worker
- Last Updated
This information has been collected from third party providers therefore the Slough Family Information Service website and Slough Borough Council cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations