Killisick Junior School

Children and young people’s SEN are generally thought of in the following four broad areas of need and support:

1. Communication and interaction

Box of Feelings intervention, Social Skills groups, Theraplay session, Playing CBT game, Social Stories, Forest School.

1. Cognition and learning

A variety of support in class, including pre-teaching skills, resources to support literacy and numeracy skills and adult support (to aide independence).

Literacy Interventions include: Reciprocal Reading groups, Phonics teaching, Precision teaching.

Numeracy interventions include: Numicon, Precision teaching.

1. Social, emotional and mental health

Nurture groups, Theraplay groups, Drawing and Talking therapy, ELSA, Resilience Leaders, Yoga, Mindfulness, daily Well-being teaching, Forest School activities, Playing CBT game, My Hidden Chimp and Anxiety Gremlin texts.

1. Sensory and/or physical needs

FunFit group (Occupational Therapy programme), Bench programme, Specialist IT equipment including computer keyboard, slanted writing boards, laptops/iPads, Forest School activities.

High quality first teaching and additional interventions are defined through our annual dialogue across the school contributing to our provision management approach. These documents help us to regularly review and record what we offer every child or young person in our care and what we offer additionally.  These discussions also serve to embed our high expectations among staff about quality first teaching and the application of a personalised approach to teaching and learning. We have high expectations for all our children and scaffold-up their learning, to ensure they can aim to reach age-related-expectations wherever possible.

Underpinning ALL our provision in school is the graduated approach cycle of: Plan, do, review

All teachers are responsible for every child in their care, including those with special educational needs.

Assess:  All teachers assess needs of learners regularly through ongoing teacher assessment.

Plan: Any extra provision is planned by teachers, with support from the Senco for groups and individual children. This is regularly reviewed (formally each half term, but at other points when necessary).

As of September 2023, we have 22 children receiving some form of SEN Support. We have internal processes for monitoring quality of provision and assessment of need.  These include monitoring achievement through targets from passports, tests, and comparing progress to the children without SEND. Other agencies also are involved with some of our children with SEND, and they comment on our provision and assessment.

Consulting with children, young people and their parents

Involving parents and learners in the dialogue is central to our approach and we do this through:

• Action/Event
• Who’s involved
• Frequency
• Parents’ meetings
• All parents/carers of children with SEND
• 2-3 times per year
• Questionnaire
• All parents/carers

Yearly

Annual reviews

All parents/carers of children of children with an EHCP

Yearly

At Killisick Junior School, we firmly believe that ALL children have a right to equal access to a broad, balanced and relevant education. We aim to be a school that is inclusive of all pupils for whom placement in a mainstream school is appropriate. We will encourage all pupils to give their best and to reach their potential. We recognise that all pupils could have special educational needs at some time in their school careers, whether temporary or permanent. This may be a result of learning difficulties, being very able, having medical problems or social, emotional and/or behavioural difficulties.

High quality first teaching and additional interventions are defined through our annual dialogue across the school contributing to our provision management approach. These documents help us to regularly review and record what we offer every child or young person in our care and what we offer additionally.  These discussions also serve to embed our high expectations among staff about quality first teaching and the application of a personalised approach to teaching and learning. We have high expectations for all our children and scaffold-up their learning, to ensure they can aim to reach age-related-expectations wherever possible.

Underpinning ALL our provision in school is the graduated approach cycle of: plan, do, review.

All teachers are responsible for every child in their care, including those with special educational needs.

Assess:  All teachers assess needs of learners regularly through ongoing teacher assessment.

Plan: Any extra provision is planned by teachers, with support from the Senco for groups and individual children. This is regularly reviewed (formally each half term, but at other points when necessary).

Staff are deployed throughout the school, depending on the needs of the children

Small groups run throughout school to support a range of needs. It is not common practice for pupils to be supported 1:1 but does happen for certain interventions.

Some children are allocated additional funding by the Local Authority, to resource extra support. This is commonly accessed in a small group, in class, but may be 1:1 or small group in the KIT room, when beneficial.

it is expected that all children will be assessed for access all extended provision, for example, school trips. Reasonable adjustments to a trip or club will be made, for example, extra staff when available, different or extra transport, additional support for physical needs, e.g. pushchair/wheelchair.

A risk assessment will be made to ensure this is safe for all.

Well-being curriculum; Social skills groups; trained ELSAs providing strategies and teaching around- anxiety, mental health issues, confidence, etc.

A daily check-in with children 1:1 who are in need of this extra support.

Referral to CAMHS/Healthy Families Team.

Ms George Smith- 0115 9535585

Staff development

We are committed to developing the ongoing expertise of our staff.  We have current expertise in our school:

Initials of person and Area of expertise

NW-Support for Well-being, Well-being curriculum, Social skills, Resilience

DR-Nurture/SEAL/therapy/ Dyslexia screen and support/ELSA

KA-Nurture/therapy/ELSA/Mindfulness and Wellbeing

GS-ASC/ADHD

RN-Visual impairment support/Assessment tools

LR-Early reading and Phonics

JD and AR-Forest School

Specialist Family Support Services include Educational Psychology, Cognition and Learning Team, Communication and Interaction Team, Healthy Families Team, Gedling Area Partnership, the Redhill Family of School's Senco.

The Flying High Partnership Inclusion Team.

The school is wheelchair accessible. It has extra resources for children with visual impairment- cream-coloured paper in books with defined lines, slanted writing boards.

It has a Sensory Room (our KIT room), with areas to play, sit, read, sleep, calm.

We have spent a significant amount of money to resource a room for children with cognition and learning difficulties, including sand and water and small-world play. 

Our Forest School has been resourced for children to be able to access risk-taking activities in a safe way. Children with social and emotional needs are encouraged to work with others, developing co-operation and teamwork.

A meeting takes place with parents before the child starts at the school, to find out about the child's needs.

School then meets with the parent/carer termly and a conversation is held to discuss targets and progress. the pupil's profile is updated and any actions needed are fed to the Senco to action.

If another agency becomes involved with the child's support, the parent would be asked for consent and then involved in any ongoing discussions/target-setting.

Pupil Voice is gathered termly and if any actions arise they are actioned by the Senco.

You can follow our complaints procedures if you wish to make a complaint.

Healthy Families Team, Family Services as well as Social Care, Ask Us Nottingham support children and families.

School offers parents and carers ideas for organisations and services through the Local Authority website and any services we are aware of that may best support them.

Parents and carers are invited to a meeting before the child starts, which gives information about the school and support offered. A meeting for Year 2 parents and carers is held during the Summer Term. Year 2 children attend the school during the Summer Term for 3 sessions, working with Killisick staff to produce arts, which is then showcased to parents and carers. They are also invited to attend a Potted Sports event. These visits to the school prepare them for a good start to Year 3.

Children joining after Year 3, or not from our feeder infant school, will be invited to a meeting with the Senco, to disuss the school and the child's needs, before starting at the school.

All children with additional needs have an enhanced transition to secondary school.

The Senco at each setting meet to discuss the needs of the child. All paperwork is sent. 

When beneficial, with the parent or carer's permission, the child will be taken to the secondary school for extra visits during the Summer Term.

The Killisick Senco contacts the secondary school in the Autumn Term to have an update on how the child has settled into secondary school and to offer any support/ideas.

https://www.killisick.notts.sch.uk