Radcliffe-on-Trent Junior School

Radcliffe on trent

Radcliffe on Trent Junior School is similar in size to other schools of its type and has three classes in each year group. We currently have 334 pupils. It is the only junior school to serve the village of Radcliffe on Trent and the majority of pupils transfer from Radcliffe on Trent Infant School. 

The majority of our children are of White British heritage and speak English as their first language. We have 6.6% children who speak English as an addiional language (EAL). The proportion of pupils supported through pupil premium is below average (19%).  The proportion of disabled pupils and those who have special educational needs is below the national average at 10.7%

 

Last Updated

Record Last Updated On:

Contact Details

Contact Name
Helen Gooch or Debbie Banning
Contact Position
SENCOs
Telephone
0115 9110193 0115 9110193 Fax: 0115 9110194 Fax: 0115 9110194
E-mail
office@rotjs.notts.sch.uk
Website
www.rotjs.notts.sch.uk
Scan to visit this website

Where to go

Name
Radcliffe on Trent Junior School
Address
Cropwell Road
Radcliffe-on-Trent
Nottingham
Nottinghamshire
Postcode
NG12 2FS
View on a map
Notes

The school has shared access to the drive. For the safety of the children, please do not drive down the drive between 8.25am and 8.45am and between 3pm and 3.30pm. 

Once you enter the school premises, please drive at 4mph. 

Time, Costs and Availability

Time / Date Details

When is it on
Open Monday to Friday 8.45am until 4pm, term time only.
Session Information
Contact the school by e mail or phone to make an appointment.

Availability

Other notes

Radcliffe on Trent Junior School has a hygiene suite available and is suitable for wheelchair users.

Additional Local Offer Information

Local Offer

Description

Radcliffe on Trent Junior School is similar in size to other schools of its type and has three classes in each year group. It is the only junior school to serve the village of Radcliffe on Trent and the majority of pupils transfer from Radcliffe on Trent Infant School. 

The majority of our children are of White British heritage and speak English as their first language. We have 6.6% children who speak English as an addiional language (EAL). The proportion of pupils supported through pupil premium is below average (19%).  The proportion of disabled pupils and those who have special educational needs is below the national average at 10.7%

Contact Name
Helen Gooch
Contact Telephone
0115 9110193
Contact Email
office@rotjs.notts.sch.uk
Links
Radcliffe on Trent Junior School

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

At Radcliffe on Trent Junior School we make provision for children with difficulties in cognition and learning, communication and interaction, behaviour, anxiety and physical disabilities. 

2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

At Radcliffe on Trent Junior School we make provision for children with difficulties in cognition and learning, communication and interaction, behaviour, anxiety and physical disabilities. Children who have been identified during Key Stage 1 as having SEND will continue to have support at Radcliffe on Trent Junior School. All information will be passed on from their previous school and shared with all relevant staff members. This information is used to form a new support plan for each individual child. 

The first member of staff to recognise that your child may have a special educational need is usually your child’s class teacher. Teaching staff receive regular training on the identification of specific needs. They use this information, together with continual assessment of your child’s rates and patterns of progress, plus any information provided by yourselves, to identify any concerns that may arise. Should your child’s class teacher become concerned about your child in any way, they will speak to you and the school’s SENCOs.

Children are also assessed by outside agencies and specific diagnosis made. Where outside agencies are involved the school will work alongside them in collaboration with your family.

If you think your child has special educational needs, please contact the school SENCOs by phone or by e mail 0115 9110193.

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

During each term and at the end of each academic year, the effectiveness of each SEND provision is evaluated by referring to test results before and after the intervention and by ongoing teacher and TA  assessments and observations. This process is overseen by the Head Teacher and the SENCOs. If provision is not being effective, the approach is evaluated and then changed to suit the needs of the child.

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

Each term, teachers assess and track the progress of pupils with SEND. The outcomes are discussed three times a year during the Pupil Progress dialogue meetings, held between the class teachers and the Head Teacher/SENCO. This information is relayed to parents during SEND meetings held three times a year or during parents evenings, depending on the level of need. If a pupil has an EHCP, they will also have and annual review yearly.

Staff share Individual Education Plans (IEPS) with you at parents/ carers evenings. You will have opportunities to discuss strategies and approaches at parents/ carers evenings, SEND review meetings and annual reviews. If you would like additional support, you can make an appointment to speak with the class teacher or SENCOs by phoning or e mailing the school office. 

 

 

 

3.c) What is the school's approach to teaching pupils with special educational needs?

At Radcliffe on Trent Junior School, all teachers are teachers of pupils with SEND. In order to support our children with SEND, we find patience, encouragement and well trained experienced staff, using a range of teaching strategies is the most effective approach. We use metacognitive strategies to support pupils with SEND.  Working alongside parents/ carers  and with other professionals is essential.

The school curriculum is reviewed regularly by curriculum coordinators together with the SENCOs to ensure that it promotes the inclusion of all pupils. Strategies used include: adaptations to the curriculum through differentiation or an individualised curriculum for children with high level needs, improve learning through strategies that develop long term memory and reduce unnecessary cognitive load, frequent repetition and retrieval of knowledge over a longer period of time, adaptations to resources to support learning, use of ICT and learning outside the classroom. 

When a child is identified has having additional needs a plan is put in place. We support children through a graduated response.

  1. Quality First Teaching: All teachers are teachers of children with SEND.
  2. Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
  3. The child’s class teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied.
  4. The SENCO will be consulted as needed for support and advice and may wish to observe the pupil in class.
  5. Parents/ carers will be fully informed of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.
  6. The child is formally recorded by the school as being under observation due to concern by parent or teacher but this does not place the child on the school’s SEND list, this will be identified and recorded as a Phase 1 child. Parents are given this information. It is recorded by the school as an aid to further progression and for future reference.
  7. Pupil progress meetings are used to monitor and assess the progress being made by the child. If a child has not achieved their Phase 1 targets in an appropriate time frame, this will be reviewed and may lead to an escalation to Phase 2, where the child will be given an Individual Education Plan (IEP).  This is evidenced on our SEND List.
  8. Significantly enhanced support, Phase 3, utilises specialist support which includes children with an EHC Plan. This is also evidenced on our SEND List.

Our primary focus, when supporting a child with SEND, is to ensure that all interventions and strategies are of a high quality and the child is nurtured using a holistic approach. A child’s strengths are recognised and rewarded to help ensure the development of positive self-esteem and a sense of well-being and are child centred. We endeavour to build independence in all children.

 

 

3.d) How will the curriculum and learning be matched to my child/young person's needs?

The school adapts the curriculum and learning environment depending on the needs of each child. The curriculum is differentiated by learning objective or by outcome, to allow children to experience success and to encourage independence. Children with the most complex needs may have an individualised curriculum.

The school curriculum is regularly reviewed by school curriculum co-ordinators together with the SENCOs to ensure that it promotes the inclusion of all pupils. This includes: adaptations to the curriculum through differentiation or an individualised curriculum for children with high level needs. Adaptations to resources to support learning are in place across all subjects including the use of manipulative materials, metacognition skills, use of ICT and learning outside the classroom.

Through the adaptations and approaches to differentiation we have in place, barriers to learning will be reduced and independent learning promoted. By matching the right level of challenge alongside appropriate resources, we ensuring pupils can be successful and build their resilience and self-esteem.

3.e) How are decisions made about the type and amount of support my child/young person will receive?

SENCos oversee the provision of resources, staffing and timetabling of support. Depending on the level of need, appropriate support is given to your child.

Strategies are chosen based on research by the Education Endowment Foundation. 

 

All class teachers are teachers of children with SEND and the biggest impact is for your child to receive Quality First Teaching (QFT) by the class teacher. Teachers differentiate the curriculum to allow all pupils to access their learning at their level. This is essential to allow each pupil to achieve their full potential.  Observations, learning walks, book looks and ongoing training ensure QFT is being delivered. Assessments, reviews and dialogues with outside agencies inform the provision which needs to be provided. Many specific interventions are delivered by TAs and the impact of these interventions is measured regularly. Where interventions are not effective, a different approach is used. 

When children have additional needs which require specific interventions, different to the needs of the other pupils in the class,  the child has an Individual Education Plan (IEP). The IEP has SMART targets which are reviewed with the parent/ carer at parents evening.  These children are Phase 2 children. The SENCOS oversee this decision making process alongside the class teacher and TAs. 

Pupils who have more complex needs and have support from outside agencies are Phase 3 pupils. SENCOs bid for an external pot of funding at the Family of Schools moderation meeting, held once a year. The bids are moderated across all schools and the pupils who meet the threshold for low, medium or high needs, receive the additional funding. 

If your child is a Phase three child, you will be invited to three SEND review meetings held throughout the year. Parents/carers meet with the SENCOS, teacher and outside agencies (if available) and you will have an opportunity to ask questions and share your views and opinions. 

If your child has an EHCP, you will also be invited to their annual review meeting. You will be asked to contribute to the documentation before the meeting and contribute to the review meeting. You will have an opportunity to talk to all professionals, present at the meeting. 

SENCOs work alongside class teachers and TAs to measure the impact of specific interventions and support. 

The budget is allocated based on the level of need. Funding for High Level Needs (HLN) children comes from the Local Authority. Funding for children with more complex needs, not HLN, is devolved through the Family of Schools. 

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

Adaptations are made to equipment and arrangements to enable access for all children to trips, clubs and residentials in years 4 and 6. Adaptations may be through the delivery of controlled medications, personal care support, anxiety or physical disabilities. Staff will work with you to enable all children to attend activities and trips

Adjustments are made at lunchtimes and playtimes, to support children who have specific difficulties at these times of the day.

Some children access our Trail Trekkers provision (Forest Learning). 

3.g) What support will there be for my child/young person's overall well-being?

All class teachers and teaching assistants have received additional training to help to support a young person's well-being. Pupils receive support for improving their emotional and social development through: whole class Personal Social and Health Education (PSHE), circle time, circle of friends, playtime buddies, Trail Trekkers (outside learning) and ELSA support (Emotional Literacy Support Assistant). We have a Pastoral Lead who supports both children and their families and signposts them for specific support when required. 

Staff are all trained in First Aid and we have specialist staff who provide the administration of medicines and personal care. 

We have a strong ethos of promoting good behaviour through a whole school approach. Each class has a behaviour ladder to encourage all pupils to follow our school rules and children are encouraged to work for raffle tickets as part of our reward system. 

A major focus is to encourage good attendance as this is crucial for all pupils. We monitor attendance levels and support parents/carers who have children with poorer attendance. 

Pupils are able to contribute their views through class council and whole school council meetings Each class has a worry box which is closely monitored by class teachers and support and advice is given. All SEND children at Phase 2 and 3 work side by side with their class teacher to create targets for their IEP, where appropriate. These personal targets are reviewed with the child and shared with parents/carers at review meetings or parents evening. Pupils are asked for their views during governor interviews. 

All children will take part in anti-bulling week workshops, every year, where they will be given strategies and advice. We have a strong whole school ethos and philosophy that bullying will not be tolerated.  If a child experiences bullying it is recorded in a designated log book and appropriate sanctions are given. The school’s priority is to ensure that the child who has been bullied is strongly supported and feels safe. Likewise, the child who is doing the bullying will be supported to understand the impact or their actions and given alternative strategies for managing their anger/ anxieties.

Children who have an EHCP are asked for their views before the Annual Review and are invited to attend the meeting and share their views, if appropriate. Pupils are prepared for this in advance and are supported in the review meeting. 

 

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

The SEND Coordinators at Radcliffe on Trent Junior school School are Mrs Helen Gooch and Mrs Debbie Banning.

Contact details: office@rotjs.notts.sch.uk

Telephone number:  0115 9110193

 

5.a) What training have staff supporting special educational needs had and what is planned?

The SENCOs keep an up to date list of SEND training that teachers and teaching assistants (TAs) have attended.

All TAs attend weekly SEND meetings. Twilight sessions are held for all staff throughout the year. The two SENCOs attend three Springboard meetings per year and disseminate  information to all staff during weekly meetings and staff meetings. 

Radcliffe on Trent Junior School is a member of the South Nottinghamshire Academy Family of Schools. We have strong links with all feeder and non-feeder schools in transferring between phases of education.    This enables the schools to build a bank of joint resources and to share advice, training and development activities and expertise. We also have a link with Ash Lea Special School.

We keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND through the Local Authority, Family SENCO meetings, SFSS and in-school training. We recognise the need to train all our staff on SEND issues and we have funding available to support this professional development. The SENCOs, with the Senior Leadership Team, ensures that training opportunities are matched to school development priorities and those identified through the use of provision management.

Recent training for teachers and TAs include; Read Write Inc, writing, maths, guided reading, metacognition, cognitive load theory, autism support through Communication and Interaction Team, PACE, Bpxall Profiles, B Squared assessment tool, behaviour strategies, use of Widget to support communication and OT training for sensory needs. 

Key staff are trained in CRB (Coping with Risky Behaviours) and this training is updated yearly. CRB is only used on very rare occasions and parents/carers are always informed on the day. A report is written and recorded securely. This is in line with BILD (British Institute for Learning Disability).

SENCOs receive additional training in order to support staff. 

Our midday supervisors are a key part of the support team and work with children after lunch time. Midday supervisors have had training on supporting reading, using the precision teaching method to teach high frequency words to developing readers and behaviour support strategies taught by Rushcliffe Primary Behaviour Support Team. 

Strategies are chosen based on research by the Education Endowment Foundation. 

5.b) What specialist services and expertise are available or accessed by the setting/school?

Radcliffe on Trent Junior School invites and seeks advice and support from external agencies in the identification and assessment of, and provision for, SEND. Sharing knowledge and information with our support services is key to the effective and successful SEND provision within our school. Outside agencies provide programmes of work which teachers, TAs and parents/carers follow in order to support the pupil. Parents/ carers are invited to attend meetings with external agencies regarding their child. They are kept up to date and consulted on any points of action drawn up in regards to the provision for their child. We regularly work alongside the Educational Psychology Service, CAMHS, Paediatricians,  SFSS, Occupational Therapists, Physiotherapists, Child and Adolescent Mental Health Services (CAMHS), Communication and Interaction Team and the Cognition and Learning Team.

In order to support parents/ carers who have a child with SEND, our Pastoral Support Leader, Debbie Banning, will liaise with parents and signpost them to relevant outside agencies who can support them. The school’s SEND Governor may be contacted at any time in relation to SEND matters.

Our Pastoral Support Leader meets with professionals, to discuss strategies and carefully monitor children with emotional difficulties. In cases where a child is under observation or a cause for concern, focused meetings will be arranged with the appropriate agency. Parents/carers will normally be invited to and informed about any meetings held concerning their child unless there are over-riding safeguarding issues that would directly affect the safety of the child.

SEND equipment and facilities are updated and added to yearly, depending on the specific needs of the children. Recommendations will be sought from organisations with specialist expertise where necessary.

Radcliffe on Trent Junior School has a hygiene suite available. The school is accessible for wheelchair users and has recently had a new ramp installed. 

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

SEND equipment and facilities are updated and added to yearly, depending on the specific needs of the children. Recommendations will be sought from organisations with specialist expertise where necessary.

Radcliffe on Trent Junior School has had many adaptations made to the school building to enable access to the physical environment. For pupils who need to have wheelchair access, ramps have been installed. Classrooms are planned for in advance to ensure easy accessibility. We have a hygiene suite which includes a washing and drying toilet for pupils with specific disabilities. We work with the local authority to ensure the building has appropriate resources for pupils. 

We use visual timetables and now and next boards to support all children including children with autism, anxiety and attachment needs. Analogue and digital clocks are being installed at the front of all classrooms. We use Widget to support communication so pupils have images as well as words to help them understand the environment and support their learning. Widget also allows us to translate key words and sentences into other languages. We currently use Widget to support our Cantonese, Russian and Ukrainian speaking children. Staff use Google Translate to communicate with pupils who have English as an additional language (EAL). This is particularly important when children arrive in the UK and speak limited or no English. We also use the expertise of parents and carers to help translate for new parents to the UK. 

Adaptations are made in the classroom to support children with dyslexia including coloured backgrounds on interactive white boards, learning ladders or Steps to Success and photocopying slides to help pupils who have poor working memory. All teachers have been trained to understand cognitive load and manipulative materials and clear white board slides reduce the amount of information pupils have to process. Metacognition skills are taught overtly to all pupils so they have a tool box of strategies to utilise when they are not sure of their next steps. Metacognition strategies enable children to work more independently and are skills for life. 

7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

Parents of children with SEND are consulted and involved in the education of their child in a number of ways including; parents evenings, SEND review meetings three times a year and annual reviews. In addition to this, parents are welcome to contact the SENCOs in person, by phone or by email if they require any assistance.

If your child is identified as being at Phase 1 of our SEND provision, you will be invited to attend parents evenings in Autumn and Spring term and will be given the opportunity to discuss their end of year report with their teacher. 

If your child is identified as being at Phase 2 of our SEND provision, you will given an additional 10 minutes at each parents'/carers' evening where you will discuss their Individual Education Plan.

If your child is identified as phase 3 of our SEND provision, you will be invited to three SEND review meetings each year. Parents/carers, class teacher, SENCO and outside agencies will be invited to attend. The purpose of the meeting is to review progress, discuss Individual Education Plan and provision. These are thirty minute meetings where outcomes are minuted and circulated.

If your child has an EHCP, you will be invited to the three SEND meetings as with Phase 3 (see above). In addition, there will be an annual review once a year.

In addition, if you need to speak to your child's class teacher or the SENCOs at any other time, please phone the office to make an appointment.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

Children with SEND are consulted with and involved in their education in several ways: during the  annual review process and during the IEP writing process. The SEND Governor interviews a cross section of children with SEND to monitor and listen to their opinions. 

All pupils take part in class council and school council meetings where they can share their thoughts and opinions. 

 

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

If parents of pupils with special educational needs have any concerns or complaints regarding the provision made at Radcliffe on Trent Junior School for their child, please contact either the SENCO Mrs Helen Gooch or the SEND Governor.

 

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The Governing Body works alongside the SENCOs and the teaching staff at Radcliffe on Trent Junior School, to work with a range of specialist organisations in meeting the needs of pupils with SEND including physiotherapists, occupational therapists, School and Families Specialist Services (SFSS), educational psychologists, community paediatricians and Child and Adolescent Mental Health Services (CAMHS). This is coordinated by the SENCOs, who are the main contacts for supporting families of pupils with SEND.

 

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

The contact details of support services for parents of pupils with SEND can be obtained from the SENCOs, Mrs Helen Gooch or Mrs Debbie Banning.

Mrs Banning is also the Pastoral Support Leader and supports families by signposting to relevant organisations and works alongside families. 

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

The admission arrangements for all pupils are in accordance with national legislation, including the Equality Act 2010This includes children with any level of SEND; those with Education, Health and Care Plans and those without.

Radcliffe on Trent Junior School is a member of the South Nottinghamshire Academy Family of Schools. We have strong links with all feeder and non-feeder schools in transferring between phases of education. 

On entry to Radcliffe on Trent Junior School, all children will be assessed in order to identify their individual academic ability, alongside their Key Stage 1 results. This information will provide a clear picture of their educational ability and needs. If any children have previously been identified as having SEND, this information will be transferred from their previous school and the new class teacher will utilise and build on this information. 

Meetings are held between the SENCOs at infant and the junior school along with outside agencies, to guarantee all information about children with SEND is transferred. Any additional arrangements are made in advance of the new academic year such as TA support, Health Care Plans and any specialist training or equipment required. For children with more complex needs, a transition plan is drawn up between the teaching staff, parents and outside agencies. Additional visits will take place to help settle the child. All data, records, reports and specialist information will be transferred, before the child starts their new school.

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

The admission arrangements for all pupils are in accordance with national legislation, including the Equality Act 2010This includes children with any level of SEND; those with Education, Health and Care Plans and those without.

Radcliffe on Trent Junior School is a member of the South Nottinghamshire Academy Family of Schools. We have strong links with all feeder and non-feeder schools in transferring between phases of education. 

Meetings are held between the SENCOs at secondary schools and the junior school along with outside agencies, to guarantee all information about children with SEND is transferred. Any additional arrangements are made in advance of the new academic year such as TA support, Health Care Plans and any specialist training or equipment required. For children with more complex needs, a transition plan is drawn up between the teaching staff, parents and outside agencies. Additional visits will take place to help settle the child. All data, records, reports and specialist information will be transferred, before the child starts their new school.

 

iii) Prepare for adulthood and independent living?

We endeavour to support children who have SEND to become confident and independent people who are aware of their strengths and abilities. Metacognition skills are taught to all pupils so they have a toolbox of strategies for solving problems. These skills will help them throughout junior school, onto secondary education and for life. 

 

13. Where can I access further information?

The local authority’s local offer provides information about the services and provision that are available to families of children and young people with special educational needs and/or disabilities. This can be accessed at:

www.nottinghamshire.sendlocaloffer.org.uk

Additional information can be sought from the school website. 

If you have specific questions, please phone the school office and ask to speak to the school SENCOs Helen Gooch or Debbie Banning. 

 

SEN Information Last Updated On: 20/11/2022

Actions

Get directions to NG12 2FS Save to shortlistIs this information correct?

Share

Do you need help with childcare costs?
Skip back to top of page
Feedback