Special Educational Needs

Special Educational Needs Co-ordinator (SENCO) – Mrs Lisa Greenwood
Contact details:  Phone/fax 01489 877537  senco@droxford.hants.sch.uk

Special Educational Needs
We aim for all groups of children to make great progress.
As a small school we know our children well and support them through appropriate challenging learning pathways.

We are an inclusive school and work in partnership with parents and other agencies to help children overcome barriers for learning.  Our core offer outlines how the school can enable all children to succeed and grow in confidence.

SEND Information Report

SEND Provision at our school

Droxford Junior School is a mainstream school who strives to provide the best learning opportunities for all children. Our core values promote an inclusive school community. The school, including the governing body, recognise that all children are individuals who have different learning needs. We work hard to ensure all children are given the right balance of support and challenge.

How does our school identify and assess SEND?
The Special Educational Needs Coordinator (SENCo) coordinates SEND provision, liaising with parents, school staff and specialist advisors from the local authority and health service. In Hampshire, there are clear guidelines set out in the SEND Code of Practice, which indicate what are considered special educational needs, and as a school, we work closely with these guidelines when identifying children with SEND. Throughout the school, we continually monitor and assess the progress of all our children. We track the progress of children, and where expected progress is not being made, steps and interventions are put in place to support areas of need. We also work closely with our local infant schools and previous schools to identify any special educational needs children may have prior to them joining us, in order to ensure we have appropriate support in place when they come to us.

If parents/carers have any concerns at all regarding the progress of their child, or believe they may have an area of special educational need, then we would urge them to talk to the class teacher, SENCo or Head teacher.

Support4SEND can also offer valuable advice and can be contacted by; telephone on 01962 845870 or by e- mail: enquiries.support4send@hants.gov.uk

Hampshire SEN team can also be contacted by telephone on 01962846569 or by email: Winchester.sen@hants.gov.uk

How does our school provide support for children with SEND and involve parents?
The SENCo, supported by the SEND Governor, regularly check how well SEND support is helping children in our school.

Through monitoring, observing and assessing a child’s needs, staff work together with the SENCo to put in place appropriate support and provision. Progress of all children is shared termly. In both Autumn and Spring terms, parent teacher meetings are held, to discuss how children are doing. Children with SEND will be set individual targets recorded on an individual education plan (IEP), which will be shared and reviewed with parents. In the summer term, parents/carers will be provided with an end of year written report, detailing progress within all areas of learning. However, we have an ‘open door’ policy and would encourage parents to discuss any concerns they may have with the class teacher or SENCo. We firmly believe that effective SEN provision is secured when children, parents and staff work together to support a child’s individual need.

If a child has a complex SEND, an IPA (inclusion Partnership Agreement), statement of SEN or an Education, Health and Care Plan may be put in place, which means a formal meeting will be held annually to discuss progress, and a report will be written.

Class based learning is adapted for all children. Some targets will be supported within lessons by the class teacher or a teaching assistant (TA), others may be supported outside of a lesson through a specific intervention programme.

Teachers work hard to ensure work is adapted for children, providing appropriate support but also challenge. We aim to deliver a stimulating and exciting curriculum in a multi-sensory way that engages all children. For Mathematics and English, children are set according to the level of support required, helping to ensure that those children with SEND have the opportunity to achieve. Where necessary, children may be supported by a TA. We aim to make sure our learning environment meet all our children’s needs.

We value highly the benefit of education outside of the classroom and believe that all children should have the opportunity to participate in these experiences. Prior to any trips, a pre-visit is made by staff and a risk assessment is carried out, which considers the needs of children with SEND, making changes where necessary. Where necessary we will meet with parents to discuss concerns and additional support that may be required. We aim to ensure all children have the chance to be part of lunch time or after school clubs.

The social and emotional wellbeing of our pupils is valued, and we have worked to develop and maintain a strong community ethos. Personal, health and social education provides the opportunity for children to discuss issues such as low self-esteem, positive relationships and teamwork. We have a trained Emotional Literacy Support Assistant (ELSA) who is able to offer additional support. Where necessary, specific plans may be put in place to support a child’s wellbeing; parents will be consulted.

How can I contact the SEN Coordinator?
The SENCo can be contacted through the school office.
Phone/fax 01489 877537 

What specialist services and expertise are available at or accessed by the school and what training has the staff supporting children with SEN had, or is currently having?We have links with a wide range of outside agencies who offer specific guidance and support to our school and families. These include;

  • Educational Psychologist
  • Therapists including Speech and Language Therapists and Occupational Therapists
  • County advisors
  • Primary Behaviour service
  • Health services including school nurse and CAMHS
  • Social care
  • Outreach services

We will seek support from outside agencies for staff and families if it is needed.

We have a SENCo overseeing the provision within the school and an effective team of teaching assistants; training is ongoing to ensure the school is kept up to date with any changes and priorities. The training needs within the school reflect the needs of the staff and children we work with. Our SENCo meets regularly with SENCos from other local school, chaired by an Educational Psychologist.

How accessible is the school?
The school is mainly single storey but does have a number of different levels. Our Computing suite is on a mezzanine floor. Wheelchair access has limitations but access to classrooms, hall and toilets is possible. There is currently one accessible toilet for children and adults. There is a designated disabled parking bay. Reasonable adjustments have been made to improve accessibility.

Who can I contact for further information?
If you are unsure about any of the support or provision being made for your child, please do not hesitate to contact the school office to make an appointment with their class teacher or SENCo. If you feel your concern is not resolved through this process, please refer to our complaints procedure which can be found on our school website. Complaints Procedure

How will the school prepare and support my child to join the school or transfer to a new setting?
The transfer to a new setting can be an anxious time for both child and parent, and we encourage visits to the school before applying. Careful planning is made for all children, but for children with SEND, an additional transition plan may be put in place. This will generally include early discussions with the school they are coming from or going to and any existing support from external agencies. Parents will be involved in discussions. During this time, the needs of the child and any particular concerns are shared. Staff at the new setting will then meet with the child. Specific visits are often planned, allowing the child to familiarise themselves with the learning environment and the staff who will be working with them.

An IPA (Inclusion Partnership Agreement), which details clear targets and action points, may be put in place to support transition if it is felt necessary.

What is the purpose of this report?
This information report has been written as required by Section 65 (3)(a) of the SEN (info) Regulations and links to the local authority local offer.

Consultation with parents and children has taken place at county and school level. It has been approved by the governing body of our school, and responsibility for updating it has been delegated to the SEND Governor.