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Supporting your Child's Education & SEN

Inclusion and Special Educational Needs and Disabilities at NBJS

North Baddesley Junior School is committed to the meaningful inclusion of all pupils within our school community. Through working to identify needs early in conjunction with families, we seek to remove barriers to learning so that pupils can thrive in learning through a broad and balanced curriculum.

As a staff team, we have worked on a definition of inclusion which we seek to adopt in the classroom:

Enquiries about an individual child’s progress should be addressed at first to the class teacher since they are the person who knows the child best. Other enquiries can be addressed to Mrs Daas – SENDCo. Please make an appointment with the school office if you wish to speak to the SENDCo.

Universal Support as ordinarily available for your child

All children receive responsive support in their learning journeys through regular teacher assessment of their learning. Our focus is that all children, including those with SEND, receive high quality teaching and that learning is adapted according to their emerging needs.

Targeted Support and the SEND Register

Some pupils who have a SEND need, which has been identified in line with the school’s SEND Policy and Identification flow chart, benefit from further SEN Support where our SENDCo will have discussed placing your child on the school’s SEND Register. This would be supported through detailed analysis and reflection of your child’s needs (including attainment, progress and behaviour).

As a result of this, your child’s progress will be closely monitored through setting termly targets in an Individual Education Plan (IEP) written by the class teacher which you will receive with your child’s report.

The Assess, Plan, Do, Review process allows teachers to set personalised targets for your child, plan their learning and reflect and adapt accordingly.

When your child is making progress and consistently achieving their targets, they may be removed from the SEN register, in discussion with families, and remain closely monitored by the school to ensure good progress is maintained.

Specialist Support

Where your child has a higher level of need, and with parental permission, the school may need to seek advice from external agencies. These agencies include:

  • Educational Psychology Service (EPS)
  • Solent Speech and Language Therapy Service
  • Solent Physio Therapy Team
  • Primary Behaviour Support (PBS)
  • School nurse/Paediatric health team
  • Occupational therapist
  • Outreach support
  • Social services

Education, Health and Care Plans

Where some children, who have complex and long-term needs, may need more support than SEN support or the school’s own resources can provide, requests for individual assessment for Education, Health and Care Plans can be made to the local authority. The aim of these plans is to collate support from health and social care alongside the school with their individual SEND in mind. Decision making around this process would be discussed with the school SENDCo.

The 2015 SEND Code of Practice explains that:

“Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child or young person, the child or young person has not made expected progress, the school or parents should consider requesting an Education Health and Care needs assessment.” (6.63 CoP, 2015)

Enquiries about  Inclusion and SEND at the school should be addressed to Mrs Daas – SENDCo. Please make an appointment with the school office if you wish to speak to the SENDCo.

We are continuously trying to make sure that our school is fully accessible for pupils and adults. Our recent cladding project has allowed us to incorporate a second accessible toilet - so we now have one at either end of the ground floor. We have also moved the ICT suite and Music rooms downstairs. The design of the building on two floors means that 4 classrooms are only accessible via stairs. Nevertheless, there is step free access to the whole of the ground floor. In the Reception area, we have inductive loop hearing assistance and a lowered counter height. The number of disabled parking bays has doubled. The main Reception door is also power assisted.

Useful Links and Organisations:

Hampshire Educational Psychology