All Luton Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the LA to ensure that all pupils, regardless of their specific needs, are able to make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.
The SEN Code of Practice 2014 split all possible special educational needs and disabilities into four areas of need. The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs. This means that whatever needs a child has, the characteristics of their needs can be placed into one or more of those categories.
At Ferrars Junior School, we embrace the fact that every child is different, and, therefore, the educational needs of every child are different; this is certainly the case for children with Special Educational Needs. Our Mission Statement reflects this holistic view of all our children and their qualities as individuals; The questions below will provide more information about how we support children with Special Educational Needs at our school.
Who are the best people to talk to in this school about my child’s difficulties with learning/Special Educational Needs or disability (SEND)?
Your child’s class teacher.
He or She is responsible for:
Teaching Assistants who work in your child’s class and support your child/
They are responsible for:
The school’s SENDCo. This is Mrs Alison McDade
She is responsible for;
How can I let the school know I am concerned about my child’s progress in school?
If you have concerns about your child’s progress you should speak to your Child’s Class Teacher initially. They know your child best and are in the best position to offer advice and support.
If you continue to be concerned that your child is not making progress, you can contact the Special Education Needs/Disabilities Coordinator (SENDCo) Mrs Alison McDade. Mrs McDade is best contacted by email at email@example.com or by making an appointment at the school office.
How will I know that the school will support my child?
The progress of all children in school is underpinned by planning and assessment. The progress of every child in our school is assessed, monitored and discussed in half termly pupil progress meetings between the Senior Leadership Team and Class teacher. Any child who is not making the progress we would expect is discussed with parents and support put in place. Individual targets will be reviewed each term and parent’s views will be sought as part of the review process. Parent’s evenings are held in the autumn and spring terms and parents receive a full report in the summer term. However, if there are any concerns about a child’s progress between these times, teachers will contact parents.
What are the different types of support available for children with SEND in our school?
Class teacher input, via excellent targeted classroom teaching (Quality First Teaching)
For your child this will mean:
Specific group work
Intervention which may be:
Specialist groups run by outside agencies, e.g. Speech and Language therapy
This means a pupil has been identified by the SENDCo /class teacher as needing some extra specialist support in school from a professional outside the school. This may be from
What could happen:
Specified Individual support
This type of support is available for children whose learning needs are severe, complex and lifelong. Usually this means that the child’s needs have been assessed as greater than what the school has a responsibility or the capacity to provide support for.
This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small group teaching.
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
Your child will also need specialist support in school from a professional outside the school. This may be from:
For your child this would mean
How are the school’s resources allocated and matched to pupils?
Our School is an inclusive school and offers a range of provision to support children with SEND (Special Educational Needs or a Disability), where the school has identified a need and staffing levels allow. Pupil’s needs are identified in the termly pupil progress meetings and as a result of these meetings; resources are allocated according to need.
All the interventions at our school are delivered by staff who are trained in that intervention and year group.
The provision of these groups is overseen by the Special Educational Needs/ Disabilities Coordinator (SENDCo) and by class teachers. The school identifies the needs of SEND pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible. The effectiveness of every intervention run in school is monitored using assessments.
What support do we have for you as a parent of a child with a Special Need or Disability?
The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
The Special Needs Coordinator is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
If your child is assessed and diagnosed with a specific learning difficulty ie, dyspraxia, then there may be some workshops run by outside agencies that you can attend.
All information from outside professionals will be discussed with you. Ideally information will be with the person involved directly, or where this is not possible, in a report. Action Plans will be reviewed with your involvement each term. Homework will be adjusted as needed to your child’s individual needs.
A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.
How will the school measure the progress of my child?
Your child’s progress is continually monitored by his/her class teacher.
Each half term your class teacher will formally monitor progress. Information on this is discussed with the Senior Leadership Team at a pupil progress meeting each half term. This information is also carefully monitored by the SENDCo.
If your child has an Individual Learning Plan, this will be reviewed three times per year by teaching staff and Parents which usually coincides with Parent Consultations.
The progress of children with an Education Health Care Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
At the end of each key stage (i.e. at the end of year 6) all children are required to be formally assessed using National Curriculum Tests. This is something the government requires all schools to do and are the results that are published nationally.
The Class teachers and SENDCo will also check that your child is making good progress with any individual work and in any group that they take part in and the school has a range of systems to record this information.
How will the school let me know if they have any concerns about my child’s learning in school?
The School has a wide range of procedures and systems in place to monitor every child’s progress in school. If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to:
We believe that good communication between home and school is vital to ensuring that we deliver the best education and support to your child.
We have a range of means of communication with parents that includes;
We liaise with several different professional bodies (Educational Psychologists, Speech and
Language Therapists, Specialist Support Teachers etc) and we would be happy to meet
to help with the explanation of professional reports were any parents to find that helpful.
Who are the other people providing services to children with SEND in our school?
Provision from outside agencies
How are the teachers/Teaching Assistants in school helped to work with children with SEND and what training do they have?
The SENDCo’s job is to support the class teacher in planning for children with SEND.
The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEND issues such as Autism Spectrum Disorder (ASD) and Speech and Language difficulties.
Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. Dyslexia or Social Stories.
Therefore, training needs form part of the evaluation process at the half termly pupil progress meetings.
How will the teaching and curriculum be adapted and matched to my child’s needs.
What strategies does the school use to support specific areas of need?
Strategies to develop/support English, including reading.
~Strategies to develop/ support Maths.
~Strategies to develop/ support speech and language development.
What support will there be to support my child’s overall wellbeing?
It is our view at Ferrars Junior School that happiness and achievement go together and in order to fulfil this aim we recognise that some children, including children with SEND, may well have Emotional and Social Development needs that will require support in school.
Strategies that we use to reduce anxiety and promote emotional wellbeing include
How will my child be supported when they leave this school or move on to another class?
We recognise that transitions can be difficult for all children but especially so for a child with SEND and take steps to ensure that any transition is as smooth as possible.
If your child is moving to another school:
When moving classes in school:
How will my child be included in activities outside of the classroom?
Our school is an inclusive school and we ensure that every lesson is accessible to every child whether it takes place in the classroom, the school grounds or off site.
How is our School environment accessible to children with Special Educational Needs and Disabilities?
We have a disabled toilet and constantly monitor the buildings to ensure easy access.
Class teachers ensure that classroom equipment is accessible to all children and support for dyslexic children is available.
All Class teachers engage with any support offered from Occupational Therapists with regards to any children who need this.
Please refer to the school’s Accessibility Plan for information on Access and Inclusion.
Where can I get further information about services for my child?
Information on Luton Local Authority SEND offer can be found at:
Parent Partnership Information
The Luton Special Educational Needs and Disability Information Advice and Support Service (SENDIAS) was previously known as the Luton Parent Partnership.
The information, advice and support provided is to help enable children, young people and their parents/ carers to participate in decisions regarding their education needs, in order to achieve the best possible outcomes.