SEND Contact Details

  • Mrs Cheryl Miller

    Inclusion Manager

    cheryl.miller@ntlp.org.uk

    My name is Cheryl Miller and my role within Wallsend Jubilee is the Special Educational Needs (and disabilities) Co-ordinator (SEN(D)Co). I have been doing this role for nearly 10 years. I have been teaching for more than 19 years at Wallsend Jubilee and have taught from Nursery up to year 5. I am member of
    the Senior Leadership Team and have gained the NASENCo national qualification .

    My day-to –day responsibilities are to ensure that children in our school have their needs catered for, regardless of ability. This is done by coordinating the specific provisions we have for SEND in our school, supporting staff and parents to address the needs of all children, and liaising with outside agencies. I also have up to date training on EHA (Early Help Assessments) and therefore can lead these when necessary. In addition to this I am a full time year three teacher and deputy designated safe guarder.

    My key responsibilities include:

    Ensuring key documents (SEND policy, SEND register, Information reports, etc.) are kept up to date, shared with and followed up by all key stakeholders.
    Have in place a system that is both concise and robust for the identification of children with SEND.
    Enable staff to meet the needs of SEND children in their care and to ensure barriers to learning are removed, through equipping them with the knowledge and resources they need to do this.
    Ensure SEND children are fully included in all aspects of the curriculum
    Ensuring that staff delivering interventions are adequately trained and that the impact of interventions are tracked.
    Monitoring our SEND children through meetings with staff and analysis of data, to ensure that they are on track to make the best progress they can, in line with their ability
    Sharing information (specifically reports written by external agencies) with parents and all relevant staff/professionals
    Supporting staff, where required, to ensure SEND Reviews are person centred, purposeful and productive, that targets set are SMART (Specific, Measurable, Achievable, Relevant and Time-bound) and that Pupil files are kept up to date and shared with parents/carers and all relevant staff/professionals
    Holding person-centred Annual Reviews for SEND children with an Education and Health Care Plan (EHCP) and subsequently writing up a report for the Local Authority SEND Team and all relevant people involved in supporting the child.
    Supporting and advising key workers supporting SEN children with EHCPs
    Liaising with Wallsend Jubilee’s in-school experts – school based Speech and Language Therapist (Amy Hope), Pupil Premium Manager, (Joanne Tappenden) Care, Guidance and Support Officer (Lorraine Bryson)
    Support staff (when required) through writing referrals to and liaising with external agencies - the Educational Psychologist, CAMHS, Language and Communication team, Speech and Language (SALT), Dyslexia Team, Occupational Therapists
    Writing EHCP applications where appropriate
    Supporting our Year 6 SEND children (and their parents/carers) through their transition to high school by working closely, and sharing information with their chosen high school, whilst also preparing them here for their move

    In short, my role is to ensure that I get the right support for you and your child regarding their SEND, to enable them to achieve their best and become confident individuals living fulfilling lives. This is a role I am passionate about.

 

We use SEND as a shorter way to say Special Educational Needs and Disabilities.

 

Our SEN Information Report – which is part of North Tyneside’s Local Offer– provides details about how we support children and young people with Special Educational Needs in our school.

 

At Wallsend Jubilee Primary, we are committed to the equal inclusion of all pupils in all areas of school life. We recognise the diverse and individual needs of all of our children and take into account the additional support required by those with Special Educational Needs and Disabilities (SEND). We have a written Special Educational Needs Policy which you can view on our website. Please ask school if you would like a paper copy or would like any information about the policy.

This SEND Information Report should be read alongside the school’s SEND Policy, and the Accessibility Plan.

 

 

The following are the main contacts for Special Educational Needs and Disability at Wallsend Jubilee Primary

  • The Head teacher is Mr. David Harrison and he can be contacted at: david.harrison@wallsendjubileeps.org.uk
  • Mrs Cheryl Miller is the Special Educational Needs and Disabilities Co-coordinator and she can be contacted at:  cheryl.miller@ntlp.org.uk
  • Mr Adam Stubbs is the SEND link governor.

 

If you would like to discuss your child’s SEN in more detail please contact the school to arrange an appointment.

 

What are Special Educational Needs and Disabilities?

The Government define a child as having a SEND if they have a learning difficulty or disability which calls for special educational provision to be made or has a significant greater difficulty in learning than the majority of others the same age. The types of special educational needs and disabilities can include difficulties with:

  • Communication and Interaction
    This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs
  • Cognition and Learning
    General Learning Difficulties – children who need a longer time to succeed with learning  Specific Learning Difficulties – Dyslexia (difficulties with reading, writing and spelling), Dyscalculia (difficulties with maths)
  • Social, Emotional and Mental Health Difficulties
    This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn. This might include: ADD (Attention Deficit Disorder – ADHD (Attention Deficit Hyperactivity Disorder) Anxiety and attachment related difficulties.
  • Sensory and/or Physical Difficulties
    This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

Our staff are committed to supporting all children, regardless of what their special educational need or disability might be.

 

Our approach to teaching children & young people with SEN

Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the Early Years Foundation Stage Curriculum / National Curriculum, but also a range of additional opportunities to enrich the experiences of all pupils.

The Curriculum also included the social aspects that are essential for lifelong learning, personal growth and development of independence.

At Wallsend Jubilee Primary School, we:

  • Understand that all children are unique and have many talents which should be celebrated
  • Understand that parents are the experts of their children and work in close partnership to provide for children’s special educational needs and disabilities
  • Work in partnership with pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities
  • Ensure that all pupils have access to the school curriculum and all school activities
  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs
  • Enable pupils to gain in confidence and improve their self-esteem
  • Identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • Make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement
  • Promote self- worth and enthusiasm by encouraging independence at all age and ability levels
  • Give every child the entitlement to a sense of achievement.
  • Regularly review the policy and practice in order to achieve best practice.

 

How we adapt the curriculum and learning environment for children & young people with SEN

 

Wallsend Jubilee Primary is committed to promoting equality of opportunity and to valuing diversity for all children and families.

At our school we aim to offer excellence and choice to all our children, whatever their ability or needs. We want all our children to feel that they are a valued part of our community and we have high expectations for everyone. We believe in providing a curriculum which is relevant and appropriate to meet the needs of all of our pupils.

Pupils follow the ‘Early Years Foundation Stage Curriculum’ whilst in Reception and where appropriate in Year 1. Children in Year 1 through to Year 6 follow the ‘National Curriculum’. We work hard to ensure that our SEND pupils receive a carefully differentiated curriculum, at an appropriate level and pace, to allow them to enjoy their school life as well as ensuring they make expected levels of progress.

On occasions, it may be appropriate to make adaptations to our curriculum in order to remove barriers to learning and ensure all SEND pupils are fully included.

This can be provided in a number of ways:

  • class teachers providing a curriculum using a range of learning styles: auditory, kinaesthetic and visual
  • carefully planned differentiated activities in class and for homework
  • access to additional adult support, class teachers, TAs, students etc.
  • flexible groupings, both in and out of the classroom
  • appropriate resources to support the needs and difficulties of the child, for example, word mats, individual word books, visual timetables, social stories etc
  • access to additional technological support if appropriate e.g. access to an i-pad or laptop
  • access to intervention programmes as well as daily intervention sessions, to meet specific needs and difficulties
  • access to 1 to 1 support programmes which may have been recommended by an external agency, for example, Speech and Language programmes.
  • access to exercise programmes which may have been recommended by a physiotherapist
  • access to a range of sensory resources which may have been recommended by an occupational therapist
  • use of visual time-tables according to need
  • access to areas of minimal stimulus and distraction
  • access to our extra-curricular activities within school
  • additional support / timing arrangements for our robust assessment procedures
  • rest breaks should a child require work to be completed in short sharp bursts
  • access to teachers and / or TAs who have had some training with regard to specific difficulties or guidance from an appropriate external professional, such as a Speech and Language Therapist
  • Home/school diaries can be used to share information between parents/carers and staff where desired

More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan or Our school’s Offer

 

 

Early Identification of Need

 

We aim for early identification of any special educational needs and disabilities. This starts before children enter our school. Information from a child’s last school is used to help ensure every child settles easily into Wallsend Jubilee Primary

We also welcome parent/carers contacting us to talk about their child’s skills and support needs, before their child starts to attend.

When SEND first become apparent, it can be difficult for the child and their family, therefore we aim to make families aware of additional support we put in place, without causing any alarm. We will talk to the people who know the child best:

  • the child
  • their parents/carers

In that first sharing information meeting, the child, their parents and their class teacher are asked to:

  • give their views
  • talk about the child’s strengths
  • talk about what the child may find difficult
  • share their hopes for the future

This is the starting point for future support planning. Remember that your child doesn’t need to have a medical or formal diagnosis to receive additional support in school.

Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.

In deciding whether to make special education provision to support educational, social, physical or emotional needs, we:

  • Work in partnership with parents/carers and pupils
  • Consult with relevant external agencies
  • Use assessment tools & materials
  • Use observations
  • Monitor progress against targets

 

SEN Support

 

Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”.
This means that we will:

  • Assess a child’s special educational needs
  • Plan the provision to meet your child’s aspirations and agreed outcomes
  • Do put the provision in place to meet those outcomes
  • Review the support and progress

As part of this approach, if it is deemed appropriate, a SEN Support Plan will be created for your child. This has 2 or 3 specific, measurable, achievable and realistic outcomes. These outcomes may be to help your child make progress in lessons. Outcomes may also help your child make progress with any life skills that are weaker than their academic skills (e.g. social skills)
A SEN Support Plan will outline what the appropriate support or intervention programmes (specific activities) will be and who will be the person carrying out the work. Interventions can be changed when need, to make sure your child succeeds.

The views of parents/carers and the child are integral when formulating a support plan. Any outcome agreed has to have a clear benefit for your child. It is important that parent/carers, the child and any adults working with the child, know what outcome a target may have for the child. Outcomes are looked at least every term with the child, their parents and class teacher/TA. This helps us see what is getting easier for the child and make sure we are all doing what we agreed.

A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan. This is a very detailed assessment of a child’s needs. Parents or carers, the school and a range of professionals will all be asked to provide written reports to the Local Authority.

The Local Authority will read the reports, talk about the information and say whether an Education Health and Care Assessment is needed. They have 6 weeks from 1st being asked to think about this, to deciding if the child needs an Education Health and Care Assessment.

When the Local Authority says an Education Health and Care Assessment is needed the Local Authority looks at all reports given to them about the child. This helps them decide whether or not to issue an Education, Health and Care Plan for the child. The Local Authority has 20 weeks from first being asked do an Education Health and Care Assessment, to agreeing to a child having an Education Health Care Plan.

Parents/carers and other professionals also have the right to ask the Local Authority to carry out this assessment. It is usually best if you can do this with the support of the school.

 

Details of Identification and Assessment of Pupils with SEN

 

If your child has a special educational need our SENCO, Mrs Miller will:

  • Ensure the right support is put in place for each child as part of the Assess, Plan, Do, Review cycle
  • Advise other teachers and teaching assistants on how to help each child
  • Training for staff so they understand each child’s needs
  • Work closely with parents on a regular basis to talk with them about their child’s needs and listen to any ideas or concerns they might have
  • Work with other professionals (if necessary) who may be able to help individual children, e.g. speech and language therapist /medical professional/ educational psychologist
  • Monitor progress in relation to individual outcomes as well as in relation to national measures

All teachers are aware that children learn in different ways. Some children need to work at a slower pace to ensure they fully understand one thing before they move onto something new.

Teachers’ planning will:

  • Reflect the short term targets for the child which are linked to their needs as part of the Assess, Plan, Do, Review cycle
  • Give details of any extra support the child will get and who will give the child help
  • Give details of how often the child will get help
  • Review outcomes specific to the child

We are committed to working with parents and carers to identify their child’s needs and support. Parents and carers will be involved throughout the process. We believe that the help of parents is particularly important in supporting the progress made by each child and we will consult with them when decisions need to be made.

There is a range of ways this can be done, for example:

    • Termly parents’/ carers evenings
    • Ongoing discussions with a class teacher and/or SENCO
    • An ‘open-door’ policy, where parents and carers are welcome to come into school to discuss any concerns they may have
    • Through a review of a child’s SEN Support Plan or the Annual Review of their Statement of SEN or EHC Plan

 

How children with SEN engage in all activities?

 

At Wallsend Jubilee Primary, we aim to offer excellence and choice to all our children, whatever their ability or needs. We want all our children to feel that they are a valued part of our community and we have high expectations for them all. We aim to achieve this through the removal of barriers to learning and participation by:

  • Providing a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued
  • Providing an appropriate curricular provision, that respects the fact that children:
    • -have different educational and behavioural needs and aspirations
    • -require different strategies for learning
    • -acquire, assimilate and communicate information at different rates
    • -need a range of different teaching approaches and experiences
  • Including and valuing the contribution of all families to our understanding of equality and diversity
  • Providing positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people
  • Improving our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity
  • Making inclusion a thread that runs through all of our activities
  • Ensuring every child has the entitlement to a sense of achievement

 

We continuously ensure the provision has a positive impact on the outcomes for all of our children/young people. According to our school policy, children’s academic progress is monitored through summative assessments every term. The progress of children with SEND is monitored by both the class teacher and the SENCO using both summative assessments and the day to day informal assessments that are made during lessons. This information regarding progress is then used to evaluate the effectiveness of the support that is given. We will also gather information from the child, parents, carers as well as professionals from other agencies.

It is of the upmost importance to us that the provisions we provide are effective and therefore we regularly review their impact. Review meetings are held with the SENCo and class teacher every term, in addition to regular informal discussions with all staff. Other methods of our evaluation include:

  • Book scrutiny
  • Provision mapping
  • SENCO/SLT/Governor monitoring
  • Learning walks
  • Performance management targets

With the permission of parents, we may seek additional advice from outside specialists. This extra advice may come from health professionals, specialist teachers or educational psychologists.

They would:

  • Carry out further activities to show what the child finds easy and what they may need specific help with
  • Provide advice to schools on how to best support the child
  • Suggest resources (things) that would help the child make progress

If your child needs lots of help from a range of professionals to succeed in school and in life, we will talk with you. We may with your permission, ask the Local Authority to carry out an Education, Health and Care Assessment.

How do we respond to parental concerns:

We always encourage parents to come in and discuss any concerns with us face to face. Children who are working with a number of agencies will have termly reviews, even if they don’t have an EHCP, so that parents have a chance to discuss any concerns about the provision their child id receiving. 

 

Support for Emotional & Social Development

 

At Wallsend Jubilee Primary, the whole school works as a team in order to ensure each and every child’s needs are met effectively. We have a number of systems in place to support children who may have pastoral, medical or social needs. The support given is individualised to the child and could come in a variety of forms.  Mrs Bryson, our Care ,guidance and support officer works closely with the SENCo to offer a wide range of support for children and their needs.  

Ways in which we can support these needs:

  • Working in partnership with a range of external agencies such as the emotional wellbeing and effective learning team and medical professionals.
  • Counselling
  • Buddy System
  • The use of social stories
  • Drawing and talking therapy
  • Socially Speaking programme
  • Time to Talk
  • Forest of feelings
  • Zippy’s friends
  • Bereavement
  • counselling
  • Confidence and Self esteem
  • Friendship and social skills
  • building resilience

Looked After Children with SEND

Our Pupil Premium Manager, Joanne Tappenden is also our Designated Teacher for Looked after children and her role is to ensure all teachers in school understand the implications for those children who are looked after and have SEN.

The designated LAC teacher will review the child’s progress through the PEP process with the relevant Local Authority and carers. If the child also has SEND Support Plan/EHCP this can be reviewed at the same time.

 

 

SEN Transition

How we support children/young people with SEN starting at our school

In the summer term before children start in Reception, we organise transition visits for all children to help familiarise them with their new environment and the staff. This involves the Reception Class teacher visiting the children in their nursery settings before they join us for a visit. Children with SEND may require additional support when moving from their nursery and we work with staff at the nursery to ensure this is as supportive to parents and seamless for the child as possible. In addition, we ensure that staff from both our school and from the nurseries meet so they can share records and key information about the child’s needs, use of equipment, strategies for teaching, agencies involved and so on.  It is also a good time for families and school staff to plan together for the needs of children with SEND. Your views and hopes and dreams for your child are important to us in planning for success and achievement, whatever the starting point.

How we support children/young people with SEN moving between classes in our school

We understand that any kind of transition can be challenging for children with SEND and we have several measures in place to ensure our children have a positive experience when moving between classes within school. At the end of each school year, the children all take part in a ‘Move-Up’ day, when they move into their new classroom and meet their new teacher. Children with SEND are supported by a teaching assistant they are familiar with during this process and if appropriate to the child’s needs, this assistant will move with them. Children may also have supplementary classroom visits and spend time getting to know their new teacher before the Summer break.

How we support children/young people with SEN leaving our school

At the end of Year 6, we work in partnership with our feeder secondary schools, to provide an enhanced level of transition for those who we feel would benefit from this. This may take the form of additional visits for children,  one to one / small group working with secondary school staff or pupil mentoring from secondary schools.

We are particularly keen to involve parents/carers as much as possible in their child’s transition to secondary school. School staff will take opportunities to work alongside parents/carers to visit secondary schools in advance of secondary placement applications being submitted to the Local Authority. This ensures parents/carers can make the most informed placement decision for their child. When a secondary school has been allocated to the child, parents are fully involved and consulted at all stages of the transition process.

If you would like to discuss your SEND requirements in detail please contact the SENCO – Cheryl Miller

 

Consultation with Children and Young People with SEND

Teachers/SENCO and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes. The provision is planned and interventions are allocated to individual needs. The children take an active role with setting their outcomes and discussing them with the class teacher/SENCO. The children have regular meetings with staff to discuss their progress and support.