At Stocksbridge Junior School, we take great care to ensure that we consistently provide an educationally inclusive environment. Our inclusion policy includes provision for:
- Children with Special Educational Needs or Disability (SEND)
- Children with English as an Additional Language (EAL)
- Children who are particularly able
- Children who need additional help to develop their social, emotional and behavioural skills
- Children who are vulnerable because they are looked after by the local authority
- Children who are refugees, asylum seekers or from Traveller communities
Amanda Woods, SENco
Children may be identified as having SEND at any time during their education. If we think that your child has SEND, we will contact you to discuss our concerns. We will then work with you to meet your child’s needs, providing support in school as appropriate. We are committed to equality of opportunity and believe that every child has the right to achieve his/her full potential. We pride ourselves on being an inclusive school with provision for children with special educational needs being a matter for the whole school.
SEND Code of Practice
The Government published a new SEND Code of Practice published in 2014 and as a result SEND organisation procedures have changed. We continue to ensure that children of all abilities are included and supported at SJS.
For children and young people this means that their experiences will be of a system which is less confrontational and more efficient. Their special educational needs and disabilities will be picked up at the earliest point with support routinely put in place quickly. As parents you will be included in discussions around what could be provided for your child and how and when this will be put in place. Along with the parents/carers, the children at Stocksbridge Junior School will be fully involved in decisions about their support and what they want to achieve. Importantly, the aspirations for children and young people will be raised through an increased focus on life outcomes, including employment and greater independence.
The Inclusion Team also provide support for improving emotional and social development. This includes extra pastoral support arrangements when necessary, alongside PSHE learning within the curriculum.
Councils and their local health partners have been working together to prepare for the new arrangements, to jointly plan and commission services for children and young people who have special educational needs or are disabled. Those with more complex needs will have an integrated assessment and where appropriate a single Education, Health and Care plan for their support
The new SEND Code of Practice states that schools should address SEND in the following way:
If a class teacher identifies a child as having SEND, the teacher will plan additional work, more appropriate to the child’s level of ability.
The class / set teacher will remain responsible for planning and delivering the child’s education.
Appropriate individual outcomes will be set in order to meet specific needs, these will follow the plan, do, review cycle and may involve a one page profile being implemented, which will provide support through a child-centred approach.
The Special Educational Needs Coordinator (SENCo) will support the child’s class/set teacher in monitoring the progress of children at School Support.
With the permission of parents, the SENCo and class / set teacher can also ask for advice from outside agencies, e.g. Learning Support, Speech and Language.
New strategies are put into place and a personal outcome plan is written in light of advice from these agencies.
Children at this level will have their outcome plan reviewed every term and this will be discussed with parents and pupils at review meetings . Parents will also have the opportunity to meet with the school SENCo and involved professionals from outside agencies.
Children with learning or behaviour difficulties no longer need a Statement of SEN to receive additional support. This is now usually provided at the School Support stage, as necessary. In some cases, where a child’s needs are more extreme, e.g. a serious medical condition, the child may need a ‘My Plan’ putting in place. This will follow on from the ‘plan, do,review’ cycle, and look at the child’s long term outcomes and goals. This then may progress to a request for statutory assessment if necessary, involving an “Educational Health Care plan” to access specialist support. If an Educational Health Care plan is issued, it will be reviewed once a year at an Annual Review Meeting. The Annual Review Meeting ensures that parents, pupils, the LA, school and all relevant professionals monitor and evaluate the effectiveness of the Educational Health Care plan.
Since September 2014, transitional arrangements have been in place to support the changeover from the current system to the new system in a phased and ordered way. These arrangements facilitate the transfer of those with statements to EHC plans. They ensure that during the transition period local authorities must continue to comply with elements of the Education Act 1996 in relation to children with statements, and the Learning and Skills Act 2000 in relation to young people who have had Learning Difficulty Assessments and remain in education or training (provided they still have learning difficulties).
The legal test of when a child or young person requires an EHC plan remains the same as that for a statement under the Education Act 1996. Therefore, it is expected that all those who have a statement and would have continued to have one under the current system, will be transferred to an EHC plan – no-one should lose their statement and not have it replaced with an EHC plan simply because the system is changing.
Able, Gifted & Talented Children
Stocksbridge Junior School has an Able, Gifted and Talented policy which aims to identify and provide for our more able pupils. Our objective is to provide a curriculum that challenges able, gifted and talented children and ensures that they meet their full potential. For our talented pupils, we provide opportunities to attend extra-curricular clubs, visit a variety of venues as educational visits and enter a range of sporting and arts competitions. In addition, professionals connected with sport, the arts and other subject areas are frequently invited into school.
Able, Gifted and Talented learners are defined as those who have one or more abilities developed to a level ahead of their year group (or with the potential to develop those abilities).
The school recognises that:
Able pupils – are typically advanced in comparison with the average for their year group, but not significantly so.
Gifted pupils – are those pupils who achieve, or have the ability to achieve, at a level significantly in advance of the average for their year group.
Talented pupils – are learners who have the ability to excel in practical skills such as sport, music, leadership, artistic performance or in an applied skill.
The school normally expects to identify between 5 and 10 per cent of each year group as able, gifted or talented, although this will vary from year to year.
Within the school, we recognise that able, gifted and talented pupils can be:
- Good all rounders.
- High achievers in one or more areas.
- Of high ability, but have poor writing skills.
Stocksbridge Junior School is committed to supporting children and young people with special educational needs and disabilities. View our Local Offer on the Sheffield Directory website. N.B. We have reviewed and updated our Local Offer, however, we continue to request that Sheffield Directory approve our changes. (October 2021)