A child has Special Educational Needs (SEND) if he or she has learning difficulties or disabilities that make it harder to learn than most other children of about the same age.
Children make progress at different rates and have different ways in which they learn best. Teachers take account of this in the way they organise their lessons and teach. Children making slower progress or having particular difficulties in one area may be given extra help/ support to allow success. We also identify those children who are achieving beyond what would be expected to extend and challenge them in their learning. We look to identify Gifted and Talented individuals in any area to ensure their achievements are recognised and that they are appropriately challenged. A child with SEN may experience difficulties in one or more areas of their learning/ development as detailed below:
- Learning difficulties – in acquiring basic skills in school
- Emotional and behavioral difficulties
– Making friends, relating to adults or behaving properly in school
- Specific learning difficulty – with reading, writing, number work or understanding information
- Sensory or physical needs - such as hearing or visual impairment, which might affect them in school
- Communication problems – in expressing themselves or understanding what others are saying
- Medical or health conditions – which may slow down a child’s progress and/or involves treatment that affects his or her education.
You should not assume however that just because your child is making slower progress than you expected or if teachers are providing different support, such as help or activities in class, that your child has special educational needs. We all learn at differing rates and sometimes a small intervention is enough to get your child back to where they should be. In Norton Junior School it is our aim to identify any child who may have a potential barrier to succeeding in their learning as soon as possible to ensure that the right support can be offered at the earliest stage.
Discussion with parents/ carers is of high importance to us to ensure that we are working together to provide the best outcomes for your child. Because SEN encompasses such a broad range of difficulties we as a school work with each child as an individual to allow personalised provision that meets their needs in the best possible way. We are very proud of the way in which pupils with SEN in our school take ownership of their own learning through our SEND Support Plans. Pupils, parents and teachers regularly meet to discuss andmonitor progress towards agreed targets to ensure the children are constantly striving to achieve and move forward in their learning. We also have learning mentors who work with a variety of children throughout the week on personalised plans tailored to the needs of each individual child, including targeting support for children with social, emotional communication difficulties.
We are committed to whole staff development and awareness raising of different aspects of SEN and hold half termly staff meeting to discuss aspects of SEN in more detail. Often, outside agencies are invited to deliver our staff training to ensure that we are provided with the most up to date and current information on ways of supporting children with SEN. We have made outstanding links with the SENCO’s in our Infant and Secondary school and hold regular transition meetings to ensure that provision is maintained when a child enters or leaves our school.
NJS has developed strong multi agency links allowing targeted and specific support to be sought when needed. We hold regular termly Nurse Liaison meetings with our school nurse. The inclusive nature and personalised provision was highly commended in our recent Ofsted inspection. We are proud of the quality and range of provision that permeates our school and of the positive ‘can do‘ attitude of our children.