James Elliman Academy

Schools extended Local Offer response

Special Educational Needs policy

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. 

• Check James Elliman Academy Special Educational Needs Policy.

Teaching and learning

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 teaching through specific interventions covering a range of skills such as literacy and numeracy
• support for emotional development
• support for behaviour
• support for health needs
• communication groups focusing on speech and language development.

Communication groups focusing on speech and language development.

Identifying and assessing Special Educational Needs

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 Inclusion 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.    

The SEND Pathway demonstrates the steps involved in the identification and support offered when a concern is raised by either a parent or member of staff.

We have a team of Mental Health Champions and ELSA's who are available to support children.

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. 

In Reception, all children are screened with a language screening tool, Nuffield Early Language Intervention and SpeechLink. This helps to identify children who may benefit from an intervention related to speech and language development.

Involving parents and children/young people in planning and reviewing progress

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 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.   

Additional support

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 
• Integrated Support Services - from Slough Borough Council.
• Learning Difficulties and Disabilities Service – specialist teacher  assessing and offering advice and strategies. 
• Physiotherapy and Occupational Therapy Services 
• Sensory Consortium Service 
• SENDIASS
• Early Help Assessments.

Extra activities

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. 

Meeting social and emotional needs of children/young people

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 a pupil well-being policy and maintain high expectations at all times. Please check James Elliman Academy policies.

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:

• support from a behaviour outreach service SEBDOS
• support from ELSA's
• support from Mental Health Champions
• support from Learning Mentor
• if required, referrals can be made to outside specialists such as:
• Social Care
• Early Help
• SEBDOS - this is a service offered by a group of professionals who work with schools, families and pupils who have social and emotional difficulties.

     We have 'Friendship/ Anti-Bullying' 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. 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. 

Keeping up to date with knowledge and skills

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 Precision Training, Colourful Semantics and other communication and interaction based training for pupils who find developing theses skills a challenge.

We have regular INSETs where staff can develop their skills and knowledge.

Transitions

Nursery  

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. These books contain photographs of the:

• child's new classroom
• entry and exit points
• teachers, other adults who will be supporting their learning
• information about their school day in the new year group.

Many children have found these books useful as they help to prepare them for their new class during the summer holidays.

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.   

ELSAs provide additional transition support groups if required.

SENDCo’s from the secondary school chosen can attend the child’s annual review meeting, or an additional transition meeting can be held between both schools and parents. This encourages parents and the child to ask questions in a familiar setting.

Helpful contacts

• Mrs Tajinder Johal – Principal
• Mrs Rebecca Pinkney – Vice Principal for safeguarding and inclusion
• Ms Karisse Morgan - Child and Family Support Officer
• Mrs Ritu Khosla - Speech and Language
• Mrs Harjinder Mann - SENDCo