Mundy CE VC Junior School seek to help all children achieve their full potential across all aspects of their personal development in a secure and happy learning environment, and to grow into informed, responsible and caring members of society, with the ability to think for themselves and take authority for their actions. We plan to achieve this through a curriculum that is broad, balanced, relevant and manageable, and through the development of good relationships within and around the school so that everyone feels they have a valued contribution to make.
We are firmly committed to the development of a partnership including the whole school and the wider community. Such a partnership needs to be founded on a genuine investment in people, starting with the children, whose needs are paramount.
The school seeks to educate all children for life in a caring society. This is achieved by:
- Developing each child’s potential.
- Setting and expecting high standards of work and behaviour.
- Developing well-mannered, responsible, caring members of society.
How does the school know if my child needs extra help and what should I do if I think my child may have special educational needs?
The school closely monitors all pupils and tracks their progress in accessing learning. The focus is on quality first teaching. Teachers take full responsibility for all children in their class and progress rests with each teacher who is expected to deliver quality first teaching for every child but has the capacity within the class to deliver interventions. Ongoing daily, weekly and whole year written assessments occur three times per year in November, March and June in Maths Writing and Reading. If a child is falling behind that of its peers the class teacher will consult the SENCO to identify those who need additional help.
All children are tracked through the schools tracking system and all teachers meet with a member of the Senior Leadership Team at the end of each term to hold a structured conversation to discuss assess and review progress. The SLT evaluate the systems in place and reports to the governing body where a named governor takes specific responsibility for monitoring the effectiveness of these systems and in turn reports to fellow governors.
How will both you and I know how my child is doing and how will you help me to support my child’s learning?
The school operates an open door policy and parents are invited to see any member of staff at a mutually convenient time. In addition throughout the year specific parent consultation meetings are held each term. For children with special educational needs additional meetings are timetabled and parents/carers are contacted via telephone or face to face. Support is given to parents/carers to assist their child outside school academically and socially.
How will the school staff support my child?
How will the curriculum be matched to my child’s/young person’s needs?
All work is differentiated depending on the child skills and needs if the child is still not making sufficient progress and has been assessed as having special educational needs by the class teacher and SENCO they will be given an Individual Educational Plan with a set of targets to help them achieve their full potential and appropriate provision given. Children are only added to the SEN register if there is genuine cause to do so – not just because they are not making expected progress. This may include small group work, 1:1 sessions, and inclusion in a nurture group. The IEP will be completed in consultation with parents/ carers and targets will also be set for parents/carers to help their child at home.
How is the decision made about the type and how much support my child will receive?
This is made in consultation with parents/cares, it may include additional support in class, additional time in exams, having someone read to them or write for them. Children with hearing or sight needs are seated carefully in the classroom.
How will my child be included in activities outside the school classroom including school trips?
There is a free breakfast club for all before school and free lunch time clubs. After school clubs are varied and all children are included although there may be a small charge for some which are not run by the school. The clubs follow a range of activities from sport to art and crafts, gardening and drama.
What support will there be for my child’s overall well being?
This will be through the development of good relationships within and around the school, so that everyone feels they have a valued contribution to make. Members of staff are always available for children to speak to and sometimes a specific member of staff may be assigned to a particular child. All children are eligible to be elected to the school council, become a playground buddy, library monitor etc and are elected by their peers to hold these roles. There is also a school based nurture group which meets weekly. Any child with special educational needs will receive extra transition help and visits before they arrive or leave.
What specialist services and expertise are available at or accessed by the school?
The school nurse and educational welfare officer visit regularly. The Educational Psychologist visits approximately three times a year to advise. Other specialists include speech and language autism outreach and occupational health.
What training have the staff supporting SEND had or what training are they having?
All staff receive regular updated training with regards to special needs including behaviour through staff meetings inset days and outside agencies delivering training.
How accessible is the school both indoors and outdoors?
The school was opened in 2005 and is fully wheelchair accessible as there are no steps. There are disabled toilet facilities. There are two disabled parking bays in the school car park.
How are parents involved in the school? How can I get involved?
Who can I contact for further information?
How do parents get information about the additional support on offer?
The school aims to work closely with all parents/carers as well as routine parents/carers evenings there are new parents evenings visits and parent/carers learning sessions. The PTA works closely with the school to support extracurricular activities, school fairs, and fundraising events. The first point of contact for children already in school is the class teacher and other staff will become involved as is necessary. For children not in school the first point of contact is the school office
The Local Authority’s local offer includes information about provision for Children with special needs in the area can be accessed via the internet or information from the school office.
Derbyshire LA publish a Local Offer on their website; http://www.derbyshiresendlocaloffer.org/
How will the school prepare and support my child to join the school, transfer to a new setting or to the next stage of education and life?
Children in year 6 receive several transition days before they leave for their new school. There are opportunities for parents to visit the new school. The SENCO will arrange additional transition for children with SEN.
If you would like further details on our SEN provision please read our full policy. ……….SEN POLICY 2017
The School’s SENCO is Mrs C White