At Ditton C of E Junior School we pride ourselves on being an inclusive environment; welcoming children with a range of needs and disabilities. We strive to ensure our classrooms cater for all need types through outstanding teaching and informed methods that enable all children to succeed academically, socially, emotionally and spiritually.
In order to ensure our everyday classroom practice is as inclusive as possible we welcome suggestions and recommendations from outside agencies, with whom we work closely. We are also readily available to parents to discuss any concern that they may have at any stage of their education with us. We run a range of interventions and support groups which are closely monitored to ensure that they are making an impact on a child’s learning and improving their level of progress.
At Ditton C of E Junior School we believe everyone plays a part in a child’s development and work tirelessly alongside parents, children and other agencies to make sure we do everything we can to remove barriers to learning and enable every child to reach their full potential.
The Senco is Mrs Karen Gillard who has been a Senco for three years and has been working in education for the last 12 years. As well as being a Senco and working across KS1 and KS2 as a Qualified Teacher she has also worked as a Qualified Reading Recovery Teacher.
Mrs Gillard is closely supported by Mrs Dennison, an SEN assistant and HLTS with a good knowledge of SEND. The school also employs a large number of Teaching Assistants many of whom have a specific SEND interest and receive regular training.
The SEN Code of Practice:
In 2014 the Dfe launched the new SEN Code of Practice and have written a guide for parents
https://www.gov.uk/government /publications/send-guide-for-parents-and-carers (last updated May 2015).
As a result of these changes we have updated our SEN policy in line with Kent County Council guidelines and in collaboration with parents, governors and pupils.
Supporting children with SEND:
Are you concerned about your child’s development? Please read the following information which will help you access the help we can offer at Ditton C of E Junior School.
A Special Educational Need is identified if a child:
- Has a significantly greater difficulty in learning than the majority of others the same age; or
- Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
A child would be placed on the SEN register following consultation between parents, class teacher and the Senco.
At Ditton C of E Junior School we work closely with Ditton Infant School to ensure a smooth transition into our school completed via a successful transition programme. Mrs Gillard is available for meetings with parents prior to your child joining the school to aid a smooth and well planned transition.
We have a highly skilled staff team at Ditton Junior School and all members of the team have knowledge and experience of supporting children with Autism, Dyslexia, Speech and Language Difficulties, Dyspraxia, Sensory Needs as well as a range of find and gross motor needs.
We also have a qualified Speech and Language Therapist; Alice Sinclair, who works with us to support our staff in recognising if children in their class have a barrier to learning due to a speech or language need. She provides training to staff and also supports intervention groups focusing around the speech and language needs of the children at Ditton C of E Junior School.
Kent County Council have produced a list of core standards that must be met in mainstream school, which outline the level of general classroom support for children with SEND. These can be found here: http://www.kelsi.org.uk/special-education-needs/special-educational-needs/local-inclusion-forum-teams
Kent County Council also set out the provision available across the country for children with SEND, entitled the local offer http://www.kent.gov.uk/educaion-and-children/special-educational-needs
Teachers will aim to adapt their teaching methods and differentiate classroom work in order that all children can make progress regardless of need. If this is not sufficient we would meet with parents and pupils to write their Personal Provision Plan. A personal provision plan will outline the support available for each individual child and be a joint target setting process to ensure the support programme is working.
We currently offer the following interventions in school:
Maths: Precision Teaching Methods, Rising stars intervention, Maths Booster groups.
English: Booster Groups, Toe by Toe, Phonics, Learn Nessy, Wordshark, BRP
Speech and Language: Speechlink, Language link, pre-teaching, communicate in print, social communication groups.
Fine and Gross Motor: Cleve Fingers, Sensory Circuit.
Other: Moving sit cushions, Drawing and Talking, Lego Therapy
If we continue to see a lack of progress despite a high level of support we can refer to outside agencies for more specialist support. These include speech therapists, occupational therapists, physiotherapists, specialist teachers, educational psychologists and paediatricians. All recommendations from outside agencies are then put in place by the school to help ensure children reach their full potential.
If your child is on the pathway for a diagnosis, or has a diagnosis already, please contact the school.
For children with severe and complex needs, who would otherwise be in a special schoo, we would sometimes apply for an Education and Health Care Plan (EHCP). For more information about this visit http://www.kelsi.org.uk/special-education-needs/special-educational-needs/how-to-apply-for-assessment
If you think your child may be eligible for statutory assessment for an EHCP please look carefully at the eligibility criteria set out by KCC.