John T Rice Infant and Nursery School

John. T. Rice Infant and Nursery School celebrates the differences between all of our children and young people and values the contribution which every member of school makes to the school community and our community as a whole.

We recognise that good quality teaching for all children and young people and at every stage in a child and young person’s journey through early education, school and further education and training is vital to unlocking their potential. (CoP 2014 1.24)

The four broad ‘areas of need’ recognised by Nottinghamshire Local Authority are:

• Social, Emotional and Mental Health Difficulties

• Communication and Interaction

• Sensory and Physical Needs

• Cognition and learning

We are an inclusive setting and will offer support for all Special Educational Needs from the areas above when needed.

The Head Teacher, Governors, SENDCO and staff work as a team to monitor results and progress of children. There are regular meetings to discuss the results and progress made and discussions are made to focus on specific children and their 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 may speak to the Special Education Needs/Disabilities Co-ordinator (SENDCO) Mrs. Samantha MacDonald

The school SEN Governor is Mrs Melissa Stevenson

They can be contacted via the school office on 01623 465588

The children are monitored through our tracking system and regular progress meetings with senior management and teachers are had. Regular assessments are made to be added to the tracking system and reports can be created to show specific or groups of children. We have specific tracking systems in place to support SEN children therefore allowing for small steps of progress to be shown. The SENDCO along with the Head teacher regularly review the progress of children with additional needs and monitor the tracking systems in place. 

Regular book scrutiny’s and lesson observations will be carried out by the members of the Senior Management Team every half term to ensure that the needs of all children are met and that the quality of teaching and learning is high.

Where necessary, children will have a Pupil Support based on Connecting Steps/Early Steps assessment or based on targets set by outside agencies specific to their needs.

Targets will be set using these assessment levels and designed to accelerate learning and close the gap. Progress against these targets will be reviewed regularly, evidence for judgments assessed and a future plan made.

The progress of children with an Education Health Care Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education. The SENDCO along with the teaching staff will also check that your child is making good progress within any individual work and in any group that they take part in. The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEN.

This includes whole school training on SEN issues, such as Autism Spectrum Disorder (ASD) Speech and Language difficulties and Anxiety related needs Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from the SFSS Team

• Training for 2022-2023 has been :

1.  Adaptive teaching and 5 a day  (EEF)

2. Whole school autism awareness training.

3. Types of SEND and the graduated response. 

4. Precision teaching and SEND.

5. B square - using and utilising

6. Level 2 autism training

• Training for 2021-2022 has been :

1. Risky Behaviour training for  handling children
2. Mental Health and Well-Being level 1: introduction
3. Training and support for SENDCO through Springboard Meetings/collaboration meeting 
4. Health training on the use of diabetes and Epi pens
5. Specific training on communication and language support 
6. ELSA support sessions
7. Therapeutic Play  
8. Talking matters training and Communication Matters Training 
9. Talking and Drawing intervention
10. Intensive interaction training 
11. Autism awareness
12. Use of B Squared assessment system
13. NELI -Nuffield Early Language Intervention

Money for specific support 

Money that the school receives for place funding (prior attainment low cost high incident SEN –not achieving a good level of development notional SEN) is currently £135,418 (Sept 2023)  This is used in a variety of ways to include additional specialist support for specific children who have needs such as ASD/Speech therapy. This also is used to give specific intervention of Switch on Reading and Switch on Writing and a nurture group support to specific children at lunchtimes.

This has also allowed for a catch up programme using a Numicon Maths intervention and NELI Language support assessment.  The current pupil premium is £58,200.  This is used for school trips, the ability to join the after school club and breakfast club for free for children and a free school uniform for each PP child. In addition to this it partially funds teaching assistants who take small groups focused on the needs of  children who are in receipt of PP.  This is also to close the gap.(updated Sep 2023) 

One TA has been trained in the ELKLAN Speech and Language support. Children are taken on a specific one to one session to be supported for their speech needs.

One TA has been trained as an ELSA (Emotional Literacy Support Assistant) and the school is part of the Attachment Friendly School project. There is also a nuture group at lunchtime to support specific children's needs. 

The class teacher is regularly available to discuss progress with or any concerns parents may have and to share information about what is working well at home and school, so that similar strategies can be used.

The SENDCO 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 parents with the professional involved directly, or where this is not possible, in a report.

Personal progress targets /Pupil Support Plan/Individual Behaviour Plans (IBPs)/Provision Maps will be reviewed with parental involvement every term. Homework will be adjusted as needed to the child’s individual requirements and shown to the parents. A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.

Class teachers plan lessons according to the specific needs of all groups of children in their class (including using B Squared targets where necessary) and will ensure that your child’s needs are met.

Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary. Specific resources and strategies will be used to support your child individually and in groups.

Planning (including that for specific B Squared targets where necessary) and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs.

The Head Teacher and the SENDCO discuss all the information they have about SEND in the school, including:

• the children getting extra support already;
• the children needing extra support; and
• the children who have been identified as not making as much progress as would be expected.

From this information, they decide what resources/training and support is needed.

The school identifies the needs of a SEN pupil on a Pupil Support Plan. This identifies all support given to specific children within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.

The Head Teacher and the SENDCO discuss all the information they have about SEND in the school, including:

• the children getting extra support already,
• the children needing extra support,
• the children who have been identified as not making as much progress as would be expected. From this information, they decide what resources/training and support is needed.
• Involvement by the class teacher and the parent is also made through discussions.

• The school is fully compliant with Physical Disability Support Service requirements.

• Before-school and after school provision is accessible to all children, including those with additional Needs.

• Extra-curricular activities are accessible for children with additional needs. All children are involved in all trips and the trip is moulded to enable inclusive education. Risk assessments are made that incluse resonable adjustments for children who have additional needs and disabilities. Risk assessment is made through the Evolve system.

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 behavioural difficulties, anxiousness, and being uncommunicative. All staff monitor children's wellbeing and involvement through the use Leuven Scale, at the beginning and end of the year. We ask for support from the Educational Psychologist where necessary through our springboard meetings. The school is part of the Attachment Friendly Schools project. A nurture group is set up at lunchtime to support specific children's needs and a TA will be trained as an ELSA Emotional Literacy Support Assistant) We also have a well-being lead who is Mrs Clare Renshaw.

All classes follow a structured Personal, Social, Health end Economic (PSHE) education curriculum and the RHSE curriculum to support this development. However, for those children who find aspects of this difficult we offer: 

• Lunchtime and playtime support through planned activities and groups where necessary.

• If your child still needs extra support, with your permission the SENDCO will access further support through the CAF/EHAF process or mental health team or Sherwood Area Partnership support.

• We ensure that different aspects of Pupil Voice are heard throughout the year including where necessary questionnaires regarding issues in school and regular school council meetings.

The School SENCO is Mrs Samantha MacDonald. She can be contacted via the School Office or by telephone on 01623 465588.

Her email address is senco@johntrice.notts.sch.uk 

The Governors with responsibility for Special Educational Needs and Inclusion are Mrs Melissa Stevenson who can be contacted via School or telephone no 01623 465588  

The SENCO’s job is to support the class teacher in planning for children with SEN. 

Recently specific  teaching assistants have undergone training on coping with Risky Behaviour training including single person holds for small children. (CRB). The school has had training on behaviour management through the Sherwood Area Partnership( SAP)

The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEN. 

This includes whole school training on SEN issues, such as Autism Spectrum Disorder (ASD) Speech and Language difficulties and Anxiety related needs Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from the SFSS Team

• Training in school has been :

• 1. Risky Behaviour training for  handling of children
  2. Mental Health and Well-Being level 1: introduction
  3. Training and support for SENDCO including support through Springboard meetings or collaboration meetings
  4. health training on the use of diabetes equipment  
  5. specific training on communication and language support using the Elklan training for speech and language 
  6. Attachment Friendly Schools training for the School to become a Trauma Aware and Attachment friendly school 
  7. Intensive interaction training
  8. Talking Matters and Communication  Matters Training 

One TA has been trained in the ELKLAN Speech and Language support. Children are taken on a specific one to one session to be supported for their speech needs. We are also part of the NELI project.

One TA will be trained as an ELSA (Emotional Literacy Support Assistant) And the school is part of the Attachment Friendly School project. There is also a nurture group at lunchtime to support specific children's needs. 

Local Authority Provision delivered in school is as follows:

• Schools and Families Specialist Services (SFSS) this includes specialist sensory support for visually and hearing impaired pupils.
• Educational Psychology Service (EPS)
• Ask Us  formerly Parent Partnership Service
• Children's Support through Children's Centres/Family Support Service (EHAF) 
• Sherwood Area Partnership
• Health Provision delivered in school:
• Small Steps support service 
• Medical Support from pediatric support worker
• Occupational Therapy
• Physiotherapy
• Children and Adolescent Mental Health Services (CAMHS)
• Primary Mental Health Team 
• Community Pediatric services 
• Speech and Language Service
• Physical Disability and sensory support service (PDSS)
• Achievement and Equality Service for Children with English as an Additional Language.

. We have specific rooms called Rainbow Room and the Zone which are used for a variety of needs from sensory to specific learning. This room can also be used as a calm time room.

• The school is fully compliant with Physical Disability Support Service requirements.
• The school is on a single level with easy access and double doors.
• The front desk is wheel-chair height
• There is an onsite disabled toilet and changing facilities.
• We ensure where ever possible that equipment used is accessible to all children regardless of their needs.
• Use of Computing Equipment support where needed
• use of wedges to aid physical needs regards writing 

An access plan has been created with the agreement of the head teacher and governing body. This can be found on our website.

Parents are involved at every step of their child’s education. Parents are consulted as much as possible in person but letters/reports are also used to aid parent’s knowledge or understanding of a recent visit or input towards their child.

Parents have homework sent home on a regular basis and this will be specific, where necessary, to your child’s needs. Pupil Support Plans (PSPs) have targets that are regularly discussed with the parents and their input towards supporting these targets are noted on the PSP form.

Class/individual target sheets in reading and writing are sent home regularly to show parents what a child needs to attain to succeed and move to the next level of attainment on the curriculum.

The children's voice is heard in the reviews and where appropriate they are involved in their own target setting on Pupil Support Plans. 

The children are involved where possible in monitoring their progress. The older children are made aware of their current target and progress made towards these targets. Discussions are held with class teachers and parents about their input towards the targets on the child's Pupil Support Plans, where appropriate. The children's voice is heard through questionnaires sent out regularly for the children to discuss their observations. Our School Council meets regularly every half term.

In the first instance any concerns should be raised with the class teacher.

If the matter cannot be resolved at that stage then parents can discuss the matter with the school SENDCO. If parents feel further discussion is needed then this can be raised with the Head Teacher.

Finally a concern or complaint can be made in writing to the Governing Body who will be able to either meet with parents or discuss through a governing body meeting the concern made. Please see our website for the Complaints Procedure Policy. 

The governing body through regular meetings of the full governing body and sub committees discusses the needs of the children.

The Head Teacher reports back to the governors about how many children have SEND and how they are being supported.

There is a specific SEN Governor who meets regularly with the SENDCO to discuss information regarding day to day support of children with SEN.

The school currently receives place funding and AFN funding. The school receives AFN funding which is £15,666 with an addition of one HLN funded child that receives £4,548 and one child with emergency HLN funding of £8,462 ) (July 2023). This is allocated as follows:

• The employment  specific Teaching assistants to work with children who have specific needs within the classroom. This is mainly to support children on the autistic spectrum but also to support any additional needs where needed.
• Physical support for one child.
• Additional traing for specfic needs of children with complex needs (HLN)
• Additional support for interventions such as Switched on reading and maths interevention.
• Communication needs supported through activities and intereventions such as NELI (Nuffield Early Language Intervention) 

Links to organisations can be found on our website. The organisations can also ask us to distribute leaflets and display posters regarding information. There is also a leaflet for parents/carers to gain information.

Further links and information can be found at www.sendirect.org.uk and www.sendgateway.org.uk 

We recognise 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 joining us from another school:

• The SENDCO will visit pre-schools or home with the Foundation Stage Leader when appropriate.
• Your child will be able to visit our school and stay for a new starter’s session.
• The SENDCO will arrange any multiagency meetings appropriate to support you and your family.

When moving classes in school:

• Information will be passed on to the new class teacher in advance and in every case a planning meeting will take place with the new teacher
• PSPs or Pupil Support Plans /Provision Maps will be shared with the new teacher. Where necessary the children will have a pupil passport to aid smooth transition.

When moving classes in school:

• Information will be passed on to the new class teacher in advance and in every case a planning meeting will take place with the new teacher

• Pupil Support Plans /Provision Maps will be shared with the new teacher.

• Where necessary the children will have a pupil passport to aid smooth transition.

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.
• We will endeavor to make regular and planned transition visits to your child’s new school with your child.

In Year 2:

• The SENDCO will discuss the specific needs of your child with the SENDCO of the child’s junior school. In most cases, a transition review meeting to which you will be invited will take place with the SENDCO from the new school.
• Your child will participate in focused learning 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, and in some cases staff from the new school will visit your child in this school. We always help children become independent in everyday expectations from staff across the school. We also focus on specific issues through our PSHE/RHSE curriculum.

We always help children become independent in everyday expectations from staff across the school. We also focus on specific issues through our Social Emotional Aspects of Learning programme and our PSHE/RHE education curriculum using the Jigsaw programme. We promote positive mindsets through out the school using many different strategies. We are supporting children to take risks and supporting them in our drivers through our curriculum. This will allow children to access skills and knowledge to support them in adulthood. 

Further information can be accessed through our website:

www.johntrice.notts.sch.uk 

by contacting the Head Teacher Mrs Shelley Bennett or SENDCO Mrs Samantha MacDonald at school  on 01623 465588.

You can also access information about the services and provision available to support families of children with special educational needs and/or disabilities via Nottinghamshire's Local Offer - www.nottinghamshire.sendlocaloffer.org.uk