" />

Warden Hill Junior School

SEND Offer/Report

At Warden Hill Junior School we believe in achievement, ambition and progress for all children. We aim to meet the needs of individual children through highly effective teaching and learning. There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning. To ensure that the school can meet a broad range of special educational needs, we build effective partnerships with pupils, parents/carers and relevant external professionals and outside agencies. We have a rigorous system for monitoring children’s progress and for supporting academic and personal achievement. We use a wide range of strategies to foster a culture of lifelong learning and independent living skills for all children. Admission arrangements for pupils with SEND will not differ from those of other children unless there is a medical condition needing special facilities. In this case, there will be prior consultation between parents, school staff and other professionals. We warmly welcome all children and would do our utmost to make the reasonable adjustments when necessary to admit children with disabilities. To read a copy of our SEND Policy please click here.

How does Warden Hill Junior School identify and organise support for pupils with special educational needs?

Information received from the previous school

  • Transition meetings with feeder schools and especially close links with Warden Hill Infant School
  • Attendance at Year 2 summer term school liaison meeting at Warden Hill Infant School
  • Monitoring progress through close tracking and termly meetings between class teachers and SENCo
  • Termly school liaison meetings to discuss individual pupil progress with external professionals
  • Pupils may be referred to the school SENCo at any time by class teacher or parent/carer to discuss any concerns

 

Who are the key people at Warden Hill Junior School available to discuss concerns about pupil’s difficulties?

 

What support will parents/carers receive if their child has been identified as having special educational needs?

  • Parent/Teacher consultation meetings
  • Termly meetings to discuss individual targets for children with special educational needs
  • Mid year progress report
  • Annual written report to parents
  • Annual review meetings for children who have Statements or Educational Health and Social Care Plans
  • Meetings with parents and external professionals when appropriate

How will progress be measured?

  • Half termly assessments
  • Regular reviews of individual targets

 

How will parents/carers be informed about their child’s progress within school?

Support from Deputy Headteacher for Inclusion, Family Worker or Welfare Assistant

  • Information about local support groups such as PPS (Parent Partnership Service), FLAG (Families in Luton Autism Group), DADS (Autism group for Dads), CALM Children with Autism in Luton meetings), CHUMS (Bereavement Service for Children)
  • Meetings with external professionals to discuss any reports written by them
  • Discussion with class teacher at termly meetings
  • Support from Social Care as required

 

What support is offered to ensure the well-being of pupils with special educational needs?

Support with key staff

  • Trained staff to administer medication
  • Social skills groups and support with friendships
  • Access to lunchtime clubs
  • School Council representation
  • Teaching children how to stay safe
  • Regular safeguarding meetings and vulnerable children’s meetings with key staff in school
  • Clear procedures to address bullying, unkindness and discrimination

 

How will teaching be adapted to support pupils with special educational needs?

  • Class teachers will provide pupils with a relevant and suitable differentiated curriculum
  • Targets for special needs children will build on previous learning
  • Parents/carers will be involved in setting and reviewing individual targets through termly meetings
  • Children will have individual support or small group support as appropriate
  • Advice given by external professionals will inform targets and classroom practice

 

What different types of support can pupils receive in school?

  • Children with a statement or Educational Health and Social Care Plan will receive 1:1 personalised support for the required hours
  • Small group support for literacy and numeracy in class
  • Intervention groups for children not achieving their targets/potential
  • Social skills groups
  • 1:1 Pastoral support
  • Specialist equipment following advice from external professionals
  • Intervention or assessment may be carried out by the SENCo (BEd (Hons), Post Graduate Certificate in the Coordination of Special Educational Needs), Specialist teaching staff (BA (QTS), Diploma in Specific Learning Difficulties), Psycho-dynamic Therapist (Cert Ed, Post Graduate Diploma Contemporary Therapeutic Counselling, Registered MBACP), Family Worker (NVQ 2, Diploma in Communication Studies for the Deaf, Level 2 Sign Language, Certificate in Counselling Studies), Teaching Assistants (NVQ Level 1, 2 or 3)

 

How will pupils be supported in unstructured times such as lunchtimes and playtimes and enable access to after school clubs and school trips?

Trained midday supervisors who set up games and activities

  • A range of play equipment provided
  • Access for some pupils to lunchtime clubs
  • A designated quiet area on the school playground
  • Children are supported on school trips as necessary either 1:1 or in small groups
  • Risk assessments are carefully carried out when planning school trips
  • Adaptations to the arrangements for school trips can be made based on the needs of individual pupils and through discussion with parents when appropriate

 

How does Warden Hill Junior School involve pupils in decisions that affect them?

Seeking pupil’s views before Annual Reviews of Statements or Education, Health and Social Care Plan and inviting them to attend a part of the meeting

  • Sharing individual education plan targets with pupils
  • Pupils complete an annual pupil survey
  • Representation on the School Council
  • Pupil progress meetings

 

How does Warden Hill Junior School allocate resources to support pupils with special educational needs?

The school receives funding from the Local Authority for children with special educational needs

  • Extra funding is provided if a child has a Statement or Education, Health and Social Care Plan
  • Specialist equipment and resources are purchased as necessary
  • Specialist services are bought in, Eg. from the Local Authority (such as Educational Psychology) and private providers
  • Teaching Assistant time is allocated to support children with special educational needs
  • Assistant head for Inclusion manages and monitors the special needs provision within school and reports to Governors termly

 

What external services do we use to support our work with children who have special educational needs?

Educational Psychology Service

  • Speech and Language Therapists
  • Behaviour Support Service
  • Social and Communication Difficulties Team
  • Child and Adult Mental Health Service
  • Edwin Lobo Child Development Centre
  • Hearing Impaired outreach team
  • Visually Impaired outreach team
  • Lady Zia Wernher outreach team
  • School Nursing Service and Specialist nursing team
  • Behaviour support via alternative provision at “The Lantern” at Whitefield Primary School
  • We hold termly school liaison meetings to discuss pupils causing concern with some of Local Authority colleagues. Parents are consulted before a child is referred to any of the above services.

 

How are staff at Warden Hill Junior School trained and supported to work with pupils who have special educational needs?

Staff receive training from relevant health care professionals to meet pupils’ physical and medical needs

  • Whole staff training is regularly delivered to support specific aspects of special needs as required by the SENCo or an external professional
  • All staff have annual safeguarding training
  • Newly qualified teachers receive training and support from the school SENCo

 

How will Warden Hill Junior School support pupils moving to another school?

Transition meetings with high school colleagues

  • Good systems for passing on relevant information to the next school
  • Transition plans for the most vulnerable pupils
  • Arranging and accompanying pupils on extra transition visits

 

How accessible is Warden Hill Junior School?

People using wheelchairs can access most of the school building, apart from upstairs classrooms and the ICT suite

  • There are two toilets for people with physical disabilities, both with a shower facility
  • Adaptations can be made for pupils who are visually or hearing impaired
  • We have a range of staff who can translate for parents /carers when English is not their first language

To read a copy of our Accessibility Plan please click here.

 

Who can parents/carers contact for further information?

If parents of children with Special Education Needs (SEN) have a complaint about the support the school provided they should contact Mrs L Bithrey (DHT and Inclusion and Special Needs) via the school office.