Beeston Rylands Junior School

Beeston Rylands Junior is an inclusive school setting where a variety of Special Educational Needs and Disabilities is catered for. This has previously included children with ASD, ADHD Downs Syndrome, Cerebral Palsy, Ataxia, Developmental Delay, Moderate and Specific Learning Difficulties and Physical Disabilities.

Information from previous school settings is used to establish whether there has been previous interventions for SEND. Appropriate transition arrangements are put in place to ensure that pupils with specific needs are catered for and that their transition is smooth.

The school uses its assessment systems to identify SEND through looking at work, social interactions and other behaviours observed by adults working with the children.

If you think your child may have special educational needs, please contact the school to discuss this with us.

The school evaluates the effectiveness of provision by closely and regularly monitoring the progress of pupils, through assessment, observation and discussion. Using an assess, plan, do review cycle, we are able to set targets according to need, implement appropriate intervention and assess the success of the work that has been done. Review meetings are held termly to formally identify and record provision that is working well and what needs to be changed. This enables us to identify how effective provision has been and to plan ahead for further interventions.

The school tracks how well pupils are doing through regular target setting and assessment procedures.

Information about progress and attainment is shared with parents and carers at pre-arranged meetings. These meetings also enable us to share ideas about effective methods of supporting your child at home.

If you have concerns or questions about your child's progress, class teachers are happy to discuss these whenever necessary, at a time that is convenient for all.

At Beeston Rylands Junior School we operate a graduated approach to teaching pupils with special educational needs. Pupils are taught using a four part process of assess, plan, do, review ensuring that work is planned appropriately to meet the needs of all pupils. Appropriate work enables children to make appropriate progress, whilst gaining confidence. We strive to ensure that all children are given fair access to the curriculum at an appropriate level to meet their needs. 

A child with significant and complex needs may be referred for an Education Health Care Plan (EHCP).

Our SEN policy can be found on the school's website and contains further information about SEN procedures: https://www.trentrylandsfederation.com/ 

Following assessment of a child's progress, attainment and individual needs, the curriculum is tailored to support learning and further progress at an appropriate level. Individual targets are put in place and strategies outlined that will support that learning, using a range of teaching and learning tools.

The curriculum can be differentiated for specific needs through the provision of different work, resources and support, enabling us to provide inclusion for all pupils.

All pupils with SEND will have access to Element 1 and 2 of a school's budget which equates to £6,000. Some pupils with SEND may access additional funding. This additional funding might be from a budget which is devolved to and moderated by the Family of Schools (the family of schools comprises a secondary school and its feeder primary schools). For those with the most complex needs, additional funding is retained by the local authority. This is accessed through the family of schools. The family SENCO will refer individual applications to a multi-agency panel, which is administered by the Local Authority, who will determine whether the level and complexity of need meets the threshold for this funding.

Resources are allocated through discussion between relevant school staff and this is regularly reviewed.

All pupils have fair access to the wider curriculum and extra curricular activities that take place outside the classroom, including school trips, residentials and clubs.

When additional activities are planned, specific arrangements for individual pupils with SEND are made in discussion with the parents.

At Beeston Rylands we believe that the overall well-being of our pupils is of the utmost importance. We place great emphasis on knowing our pupils and their needs, through observation, discussion and interaction with pupils and their families.

Support for various aspects of well-being is planned in consultation with adults working with the child, who know them well, alongside parents and carers. 

Any concerns or specific needs that arise are discussed with the school's SENCO. Referrals to outside agencies are made where it is felt that further advice and expertise are needed.

The school's SENCO is Mrs Kathrin Barnett. She can be contacted via the school office on 0115 9178355 or at senco@rylands.notts.sch.uk

The school aims to keep staff up to date with relevant training and development opportunities regarding pupils with SEND.

The SENCO, Class Teachers and Teaching Assistants attend training courses that are pertinent to the needs of children within the school. The SENCO also attends Family SEN meetings and SENCO conferences.

We recognise the need to train all our staff on SEN issues. We ensure that training opportunities are matched to the school development priorities.

Referrals are made to relevant external services where additional support and advice are required. These referrals support the identification of, and provision for, children with SEND.

The SENCO is responsible for liaising with outside agencies, in particular: Educational Psychology Service; Speech and Language Service; Health and Wellbeing Services ; Behaviour Support Services; Schools and Family Support Service.

Support is accessed through: termly springboard meetings attended by the SENCO; referral according to thresholds as outlined in the Pathway to Provision; direct referral to services such as Speech and Language and Emotional Health and Well Being Services.

The school building is accessible, being on one level, with ramps and appropriate toilet facilities. There are changing facilities for disabled pupils.

The school will access support, advice and guidance from the Local Authority where specialist equipment and facilities are required for pupils with SEND, enabling pupils to access all facilities and to gain support for their learning.

Parents and carers are regularly informed about the progress and attainment of their children. Targets are identified and shared with parents and carers and opportunities are given to discuss these at parents meetings and termly review meetings.

Parents are invited in to discuss arrangements when it is felt to be necessary. Parents are also welcome to make appointments outside of the regular parents meetings to discuss provision with class teachers when they feel it is necessary.

Class teachers, teaching assistants and the SENCO provide opportunities for discussion with pupils about their education. Individual targets are discussed and agreed in consultation with pupils. Questionnaires and pupil interviews are also used to gain pupil voice about a range of school issues, particularly when planning individual review meetings.

If a parent or carer has a concern or complaint about SEN provision, they can make an appointment to speak with the SENCO, who will discuss the concern with them. The school will provide advice on formal procedures for complaint when necessary.

Parents and carers can also refer to the general complaints procedures which are outlined on the school's website.

The governing body has an identified governor who is linked to SEND. The governor for SEND will meet with the SENCO to discuss the profile of the school in relation to SEND and also to discuss any other relevant issues around SEND provision. The governing body meets to ratify the SEND policy and receives information about SEND through the termly Head teacher's reports.

At Beeston Rylands Junior School, we signpost parents and carers to outside organisations and services through the use of posters, leaflets and fliers; discussions with parents and review meetings.

A careful transition programme will be organised allowing the child to visit the school, enabling them to get to know the setting and key members of staff. Visits may include parents where appropriate. Following visits, a book may be made, using photographs to act as a reminder of key staff and places over the transition period or videos may be made. 

School staff will consult with parents and carers to get a full picture of the child's needs in order for a smooth and happy start to be made.

School staff will also consult with previous school settings in order to establish key areas of need and to identify provision that works for the individual.

A careful transition programme will be organised allowing the child to visit the school, enabling them to get to know the setting and key members of staff. Visits may include parents where appropriate. Following visits, a book may be made, using photographs to act as a reminder of key staff and places over the transition period or videos may be made. 

School staff will consult with parents and carers to get a full picture of the child's needs in order for a smooth and happy start to be made.

School staff will also consult with previous and next school settings in order to establish key areas of need and to identify provision that works for the individual.

We encourage all our pupils to develop good learning behaviours, such as team work, independence, resilience and problem solving, which will form the basis of their secondary education and adulthood.

The expectations for learning behaviours are high and appropriate to the needs of the individual or groups of children.

Please visit the school's website https://www.trentrylandsfederation.com/ 

You are also more than welcome to contact the school and arrange a visit to discuss your questions and concerns and see our facilities.