West Bridgford Junior School

West Bridgford Junior School

We are a mainstream Junior School. The ethos of the school is one of caring for individuals and helping them to achieve their full potential in whatever they try to accomplish.

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Record Last Updated On:

Contact Details

Contact Name
Mr James Willis
Contact Position
Head Teacher
Telephone
0115 9140201 0115 9140201
E-mail
admin@wbjs.com
Website
www.wbjs.com
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Where to go

Name
West Bridgford Junior School
Address
Exchange Road
West Bridgford
Nottingham
Nottinghamshire
Postcode
NG2 6DB
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Additional Local Offer Information

Local Offer

Contact Name
Mrs Hanna Mying
Contact Telephone
0115 9140201
Contact Email
admin@wbjs.com
Local Offer Age Bands
Primary (4-10 years)

Schools Extended Local Offer Response

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

West Bridgford Junior School is a mainstream school. The SENCO and SEN Manager oversee the school’s policy for inclusion and are responsible for ensuring that it is implemented effectively throughout the school. The school curriculum is regularly reviewed by the Senior Leadership Team to ensure that it promotes the inclusion of all pupils.

We believe that all children are entitled to be valued equally and encouraged to develop their full potential across the whole curriculum. To this end, we are committed to the implementation of a whole-school, co-coordinated, team approach necessary to address the diverse needs of the children within our school. 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; Communication and Interaction, Cognition and Learning, Behaviour Social and Emotional, Sensory and / or Physical and Anxiety Related Needs.

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?

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 West Bridgford Juniors are;

  • Transition meetings from KS1 – KS2
  • Early Years Inclusion Support Service or other agencies may inform the school about a forthcoming admission of a child with SEN
  • During a child’s school career parents, class teacher or teaching assistant may raise a concern.
  • Termly pupil progress meetings held with the class teacher, SENCO or SEN Manager may raise a concern about a child’s progress.
  • The child’s class teacher may assess their needs and, in consultation with parents, SENCO and SEN Manager identify the level of support they are likely to require. More formal assessments may be completed by any of the following: SENCO, SEN Manager Teaching Assistant or other outside agencies.
3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

In order to make consistent continuous progress in relation to SEN provision, the school encourages feedback from staff, parents and pupils throughout the year. Staff make on-going assessments as well as using a variety of assessment tools. Parent reviews are held in the autumn,spring and summer terms to discuss progress with the parents. Reports are given at the end of the summer term. Pupil progress will be monitored on a termly basis in line with the SEN Code of Practice. Termly progress meetings with the Head Teacher, Assessment Coordinator and year group teams are held to monitor progress of different groups including children with SEND.

The school SEN Policy and Local Offer are updated annually.

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?

Parents’ Evenings are held in the autumn, spring and summer term. Send Support Plans will be shared with parents. Progress is reviewed at these meetings with all the staff who work with your child. Children with more complex needs may have a multi-agency review where outside agencies are invited.  At the end of the year you will receive an Annual Report.

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

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.

We may use interventions to support their learning. Interventions may involve group or one-to-one teaching both in class and away from the main teaching on specific schemes of work. It may also involve use of different equipment or the adaption of the curriculum. Children who have a special need will have the targets and strategies they are working on recorded on a Special Educational Needs  Support Plan. This will be reviewed termly and discussed with parents at individual progress meetings. The SENCO may be consulted as needed for support and advice. Parents will be informed fully of every stage of their child’s development and are encouraged to share information and knowledge with the school. A very small number of children will have exceptional needs that require the school to request support and additional funding from the West Bridgford Family of schools or Children and Young People’s Services

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. Pupil progress meetings are used to monitor and assess the progress being made.

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

The curriculum may be adapted through differentiation, using prompts, adapted resources, ICT and by support from teachers and teaching assistants. Ensuring individual or group support is available where it is felt that pupils would benefit from this provision. Year group teams meet each term to discuss pupil’s progress and set new targets on the Send Support Plan for the following term. If appropriate, interventions may be used. For example, precision teaching, speech and language programmes, use of numicon to support maths and interventions to help with self-esteem, anxiety and managing feelings.

It may be necessary to implement individual access arrangements.

 

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

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 SENCOs will agree and 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.

 

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

A range of extra-curricular activities are available for children and young people at the school. These can take place during lunch times or after school. Reasonable adjustments are made to enable children with special educational needs access to all of these activities including residential trips. Parents/carers are invited to attend a variety of school trips.

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

We recognise 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 changes in behaviour, anxiousness, and being uncommunicative. All classes deliver PSHE (Personal, Social, Health and Economic education) curriculum to support this development. We offer a holistic approach to learning and we recognise the value of the individual and strive to provide equal access of opportunity for all.

  • We have two trained ELSA (Emotional Literacy Support Assistants) who provide emotional well-being programmes.
  • As a school we committed to work alongside additional support services including: Rushcliffe Primary Behaviour Partnership and Children and Adolescent Mental Health service (CAMHs)
  • Training is given to staff regarding diabetes, first aid and the use of Epi-pens
  • The West Bridgford Junior School building is a secure site to ensure the safety of the children
  • E Safety is taught to all children
  • There is a behaviour policy in place
  • School Council and Class Council give children a voice and ensure their social and emotional needs are being met.
  • All achievements are recognised through our 'Learning Champions' certificates.
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.

Mrs Hanna Myring office@wbjs

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

We recognise the need to train all our staff on SEN and we have funding available to support this professional development. Staff training is on-going, relevant to the children in the school and in response to current national developments in SEN provision.

  • The family of schools and Rushcliffe Leaning Alliance schools will also support and use expertise within the schools to train each other where possible
  • The SENCO / SEN Manager may attend the LA SEND annual conference 
  • Teaching assistants may attend the annual TA Conference
  • Schools and Families specialist services provide training
  • Training has included - training on the use of Numicon as a Maths intervention resource and the use of B Squared to assess children with SEN
  • Carol Ward (RPBP) has provided further training on Attachment Awareness in Practice and Emotion Coaching. Her team will continue to offer support to both staff and children where necessary
  • Educational Psychologists have also provided ELSA (Emotional Literacy Support) training to Teaching Assistants
  • Individual staff also attends training to support specific needs
  • Staff access a variety of training through the National College
5.b) What specialist services and expertise are available or accessed by the setting/school?

The school continues to build strong working relationships and links with external support services in order to fully support our SEN pupils and aid school inclusion. Termly Springboard meetings are held with the family of schools, Specialist Family Support Services and  Educational Psychologist. Sharing knowledge and information with our support services is key to the effective and successful SEN provision within our school. Any one of the support services may raise concerns about a pupil. This will then be discussed with the SENCO and SEN Manager who will then inform the child’s parents. The following services will be involved as and when is necessary:

  • Specialist Family Support Services
  • Speech and Language Therapy Service
  • Social Services
  • Educational Psychology Service
  • CAMHs
  • School nurse / Health visitor
  • Community Paediatrician
  • Occupational Health
  • Ask Us (Formally Parent Partnership Services)
  • Rushcliffe Primary Behaviour Partners
  • Small Steps Service (Neurodevelopmental Behaviour Support service) 
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

The school has been partially adapted to accommodate children with a physical disability. The main entrance to the school and building has a ramped approach and door suitable for wheelchair access. There is also a ramped approach and door suitable for wheelchairs that can be accessed from the playground. Both access doors have handrails. There is one purpose built access toilet in the main entrance. Soft touch taps have been fitted in one toilet as well as hand rails for support when using the toilet. There is also an access toilet at our annex on Tudor road.

Adaptations are made for children with hearing impairments.

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?

West Bridgford Junior School is committed to working in partnership with parents. The school recognises that parents have knowledge and experience that will contribute to the shared view of a child’s needs. All parents of children with special educational needs will be treated as partners and supported to play an active and valued role in their children’s education. Parents are invited to reviews in the autumn, spring and summer term to contribute to their child’s Support Plan. School diaries or a daily home / school diary can also be used as another form of communication between parents and teachers. Information on support agencies is available from the SENCO / SEN Manager.

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

Children’s views are sought for in a variety of ways:

  • If they have an EHCP or SEND Support Plan their views are sought through a child friendly questionnaire
  • Children are able to contribute their views in class council and school council
  • The class teacher or TA will share with the children their learning targets as well as celebrate their achievements through an individualised reward system, class rewards and through the 'Learning Champions' certificates and 'Star of the Week' certificates. 
9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

Parents are encouraged to contact the teacher in the first instance and arrange a convenient time to discuss any concerns. As far as possible these concerns would be addressed by the class teacher. If this is not possible, the SENCO will become involved and then the Head Teacher.  When concerns cannot be resolved within this existing framework, the parents may appeal (via the LA complaints procedure) to the Governors.

The SEN Governor of the school is (Lucy James).

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?

Governors have a responsibility to ensure children with SEND can access services by:

  • Determining school’s general policy
  • Appointing the ‘person responsible’ for Special Needs (SENCO)
  • Having regard to the Code of Practice in all decisions
  • Establishing the appropriate staffing and funding arrangements and maintain an overview of the school’s work
  • Ensuring that where the ‘responsible person’ has been informed by the LA that a pupil has special educational needs, those needs are made known to all who are likely to teach him or her
  • Ensuring that teachers in the school are aware of the importance of identifying, and providing for, those pupils with special educational needs
  • Ensuring that necessary provision including accessing other services are made for any pupil who has special educational needs and that all pupils are fully included

The SEN policy is reviewed and discussed, annually, with the Head Teacher and Governors.

 

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

Parents / Carers seeking advice if they have a concern about their child can contact the following: Mr James Willis Head Teacher, Mrs Hanna Myring SENCO and Lucy James SEN Governor Tel: 0115 9140201

Mrs Karen Stephenson SEN Manager Tel: 0115 9140201

ASK US: Helpline: 0115 948 2888

NORSACA: autistic spectrum support group; www.norsaca.org.uk

Tel:0115 976 1805

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. 

More information about the local offer available in Nottinghamshire can be found on the Nottinghamshire County Council website:http://nottinghamshire.sendlocaloffer.org.uk

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
  • Transition from key stage 1 to key stage 2 is carefully managed by all the staff. Parents receive a booklet explaining the provision of support upon the admission of their child to West Bridgford Junior School.
  • The SEN Manager/SENCO attends the reviews of the Year 2 children transferring in September. At the reviews, parents will be invited in the Summer Term to a meet with the SEN Manager to discuss their child's needs.
  • The SENCO from key stage 1 passes on relevant information to the SENCO/SEN Manager who then disseminates it to the year 3 team.
  • Pupils are invited to WBJ for the afternoon to meet their ‘Buddies’ and this is an opportunity for the class teachers and the SEN Manager to meet and discuss the needs of the children.
  • Pupils are invited for a morning ‘Class swap’ to meet their new teacher and teaching assistants
  • In the summer term some children will, with TA supporting transition, attend extra visits at West Bridgford Junior School to familiarise themselves with the support available, meet the staff and support transition.
ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
  • The Inclusion Manager from The West Bridgford School is invited to the Year 6 reviews and there is close liaison with the head of Year 7. When a child is moving to a different secondary school we would also contact and liaise with the relevant staff.
  • In the summer term the KS3 SENCO at both feeder schools invites pupils, for whom there are concerns regarding transfer, for extra visits.
  • Transfer forms are completed by the SEN Manager and class teacher and relevant documentation is transferred indicating the child’s needs, placement on the register, relevant assessments, special arrangements that have been made at KS2 SATS and the nature of current support.
  • The SENCO / SEN Manager informs the feeder schools of any pupils with specific learning difficulties, and if any special arrangements have been made at KS2 SAT’s. The KS3 visits West Bridgford Juniors to discuss all children on Special Needs Register and may attend transition meetings, if appropriate.
iii) Prepare for adulthood and independent living?

We aim to foster the necessary skills and personal qualities to enable children to make responsible choices to benefit themselves and others in their future lives.

13. Where can I access further information?

Information on support agencies are available from the SENCO. Parents/carers can access information about Special Educational Needs at West Bridgford Junior School on the school website.

The SENCO: Mrs Hanna Myring can be contacted by phoning the school office or emailing: 

admin@wbjs.com

 

SEN Information last updated September 2023

 

 

SEN Information Last Updated On: 29/09/2023

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