Jesse Gray is a larger then average mainstream primary school.
Jesse Gray is a larger then average mainstream primary school.
Jesse Gray is a large mainstream Primary school that aims to be as inclusive as possible and tries to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
There is a wide range of special educational needs for which children may need extra support. Sometimes these needs are only short term, others may continue through a child’s school life and some children may have a specific diagnosis.
The needs generally fall into one or more of the following categories; Cognition and Learning, Communication and Interaction, Behaviour, Social and Emotional, Sensory and Physical and Anxiety Related Needs. We are in the process of renewing the Dyslexia Friendly Quality mark.
If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to listen to any concerns you may have, to plan any additional support your child may need, discuss with you any referrals to outside professionals to support your child. Identification methods that are used at Jesse Gray are ;
More formal assessments may be completed by any of the following: SENCO, Teaching Assistant or other outside agencies.
Staff make ongoing teacher assessments as well as using a variety of assessment tools (see identification methods above).We also meet regularly with parents and children at target review meetings which are additional to parent evenings. Pupil progress is monitored on a termly basis in line with the SEN Code of Practice. Termly progress meetings with the Head Teacher and Staff are held to monitor progress of different groups including children with SEND.
The School SEN Policy and Local Offer are updated annually. These were last reviewed September 2019
There are parents evening in Autumn and Spring Term and an Open afternoon in the Summer Term. Targets are reviewed at these meeting for some children. Other children, who may have more complex needs, have an additional review meeting termly. At this meeting targets are reviewed and new ones set together. At the end of the year you will receive an Annual Report.
Quality First Teaching
Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.
Once a pupil has been identified as possibly having SEN they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
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.
The SENCO will be consulted as needed for support and advice and may wish to observe the pupil in class. Parents will be informed fully 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
Class teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met. Strategies to ensure all children can access the curriculum include;
Making use of all class facilities and space
Using in-class provisions and TA support effectively to ensure that the curriculum is differentiated where necessary.
Making sure that individual or group support is available where it is felt that pupils would benefit from this provision.
Setting appropriate individual targets that motivate pupils to do their best, and celebrating achievements at all levels.
Implementing Individual access arrangements for SATS
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 (AFN) might be from a budget which is devolved to and moderated by the Family of Schools. This is accessed by submitting bids according to the level of support required. The SENCO formulates the bids according to LA prescribed criteria. 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 High Level Need funding.
The school curriculum is regularly reviewed by Senior Leadership Team which includes the SENCo to ensure that it promotes the inclusion of all pupils. This includes learning outside the classroom. Reasonable adjustments are also made to ensure children can access extra curricular activities, school visits and residentials. This may involve 1:1 TA support or parents providing extra resources/support for the child.
We recognize that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative. All classes deliver PSHE (Personal, Social, Health end Economic education) curriculum to support this development. However, for those children who find aspects of this difficult we offer in-school nurture provision, run by teaching assistants such as lunchtime and playtime support through planned activities and groups. We have two trained ELSA (Emotional Literacy Support Assistant) and a lead teacher for Well- Being. If your child still needs extra support, with your permission the SENCo will access further support through Children and Adolescent Mental Health services (CAMHs).
If you want know more or have any queries or concerns please phone school on 0115 974 8002 and ask for; Hardip Thompson, SENCO or email
Our school operates the following training programmes:
The school has links with external support services in order to fully support our SEN pupils and aid school inclusion. The following services will be involved as and when is necessary:
Rushcliffe Primary Behaviour Partnership
Speech and Language Therapy Service
Educational Psychology Service
School nurse / Health Visitor
Rushcliffe Primary Behaviour Partnership
Early Help Unit
Schools and Families Support Services
Early Years Support
Sensory Impaired Support
The school has been partially adapted to accommodate children with a physical disability. The car park has a designated disabled parking space with ramped access to the pavement at the rear entrance. The entrance to the main school building has and accessible approach and doors suitable for wheelchair access. There are 2 purpose-built disabled toilets. All steps have yellow or red hand rails; yellow or white paint identifies the edge of steps and pillars around the whole school for children with a visual impairment. There are 3 platform lifts to assist wheel chair users to move around the building.
The class teacher is available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used. Please contact them to arrange a mutually convenient time. The SENCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report. Personal progress targets (SEN Support Plan) will be reviewed with your involvement every term. T
We hold two parents evenings and an open afternoon every year to which parents and children are invited. Some children with SEND have additional review meeting on a termly basis. Where possible and appropriate, the teacher or teaching assistant will share with the children their learning targets and enable them to participate in decision making regarding their special needs.
If you have concerns about your child’s progress, you should speak to your child’s class teacher initially. If you continue to be concerned that your child is not making progress, you can contact the Disabilities/ Special Education Needs Co-ordinator (SENCO) Hardip Thompson. The school SEN Governor, Louise Carey, can also be contacted for support.
The Governing body appoints the ‘person responsible’ for Special Needs (SENCO) who then seek advice and support and liaise with outside agencies and with other SENCOs. This is decided when evaluation a child’s progress and provision. Provision is discussed in meetings between the SENCO and school Governor responsible for SEND.
Organisations and agencies that may offer additional support to parents are mentionned at termly review meetings. The parent liaison teaching assistant may highlight certain support networks to particular parents at her weekly drop-in. Occasionally courses/events for parents may be sent directly to parents by letter or electronically if school thinks it may be of relevance or interest.
We recognize that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.
If your child is moving to another school: We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCO from the new school. We will make sure that all records about your child are passed on as soon as possible. If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.
If your child is joining us from another school: The SENCO will visit pre-schools with the Foundation Stage Leader when appropriate. If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them. Your child will be able to visit our school and stay for a taster session, if this is appropriate.
When moving classes in school: Information will be passed on to the new class teacher in advance and a transition meeting will take place with the new teacher. Targets will be shared with the new teacher. If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.
In Year 6: The SENCO will discuss the specific needs of your child with the SENCO of the child’s secondary school. In most cases, a transition review meeting to which you will be invited will take place with the SENCO from the new school. Your child may participate in focused sessions relating to aspects of transition, to support their understanding of the changes ahead. Where possible, your child will visit their new school on several occasions. If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.
We incorporate the teaching of basic key skills necessary for a successful educational career and future adult life in our curriculum.
Information on support agencies, including the Parent Partnership Project, is available from the SENCO. Parents/carers can access a booklet about Special Educational Needs at Jesse Gray on the school website.
The SENCO: Hardip Thompson can be contacted by phoning the school office or emailing:
SEN Information last updated June 2020
Facebook is monitored during office hours Monday - Friday, however if your enquiry is serious, urgent or involves personal details, we advise you to contact the team on 0300 500 80 80 or email: firstname.lastname@example.org