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Willesborough Junior School

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SEND (Special Educational Needs and disabilities)

 

Special Educational Needs and Disabilities

We meet the statutory requirements of the Revised Code of Practice which include Kent’s ‘Local Offer’. You can view the Local Authorities offer below.

www.kent.gov.uk/education-and-children

Our school policy includes;

  • The kinds of SEN provided for
  • Pathway for identifying pupils with SEN and assessing their needs
  • Arrangements for consulting parents and pupils and involving them in their education
  • Arrangements for assessing and reviewing progress towards outcomes
  • The approach to teaching pupils with SEN
  • How adaptations are made to the curriculum
  • The expertise and training of staff to support pupils with SEN +D, including how specialist expertise will be secured
  • Evaluating the effectiveness of provision
  • How pupils with SEN are enabled to engage in activities available to pupils who do not have SEN
  • Support for improving social and emotional development
  • How the school involves other bodies
  • Arrangements for handling complaints

Please click here to view the school SEN policy

Links between Infant and Junior Schools

Our experienced SEND leaders, Julie Greenwood, Willesborough Junior School and Tina Godden, Willesborough Infant School work together to ensure cohesive and progressive provision across the two school sites, from Reception to year six.

Transition from Year Two to Year Three

There is a strong transition programme in place for year two children, preparing them for their transfer to year three. This includes:

  • Additional visits for the children
  • Social stories and visual resource packages
  • Parent/teachers and SENDCO meetings
  • Team teaching sessions where the child’s year two and year three practitioner work with the child together.

 

Health and Special Access

Medical, health, social and special access reasons will be applied in accordance with the school’s legal obligations, in particular those under the Equality Act 2010.

Priority will be given to those children whose mental or physical impairment means they have a demonstrable and significant need to attend a particular school. Equally, this priority will apply to children whose parents/guardians physical or mental health or social needs means they have a demonstrable and significant need to attend a particular school. Such claims will need to be supported by written evidence from a suitably qualified medical or other practitioner which can demonstrate a special connection between these needs and the particular school that parents feel is the only school that can accommodate their child’s needs.

This must be sent to the Primary Admissions Team with the application form.

Provision Plans

Children with an Education Health Care Plan and those children in receipt of High Needs funding will have a Personal Provision Plan which specifies end of key stage outcomes. 

SEN support children will also have SEN outcomes and SMART targets that directly link to the end of key stage outcomes.  The continued support and interventions the particular child receives will be present on a class provision map and will be reviewed with the parents at least three times a year.

Medical Needs

If a child has a medical need, they will have a specific Care Plan which is completed in consultation with parent/carers. The plan is discussed with all staff who are involved with the child.  All relevant staff receive regular epipen, asthma and diabetic training delivered by the school/nursing team.  when necessary, and in agreement with parents/carers, medicines are administrated in school if a child has a specific or long term identified medical need, but only with signed parental consent and with medicines in the original packages.

Equality of Opportunity

There are equal opportunities for all pupils to participate in activites, events and educational visits. Risk assessments are carried out and procedures are put into place to enable all children to fully participate.  However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during a specific activity or visit.

Contact our SENDCO

If you would like further information or to speak to someone regarding Special educational needs and inclusion, you should contact Julie Greenwood via the school office.

A ‘Parents Guide’ to the new SEN code of Practice outlines what provision should be made by schools. www.gov.uk/government/publications/send-guide-for-parents-and-carers