How does Dane Royd Junior and Infant School know if children need extra help?
Children may be identified as having SEN through a variety of ways including the following:
• Liaison with teachers from the previous class
• Child performing below age expectations
• Concerns raised by parents
• Through termly Pupil Progress Meetings held between teaching staff and SENCO
• Concerns raised by teacher for example behaviour or self-esteem is affecting performance
• Liaison with external agencies e.g. Learning Support Service, Education Psychology, Medical
• Health diagnosis through paediatrician/doctor
As a school, we measure children’s progress in learning against national expectations and age-related expectations.
The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track the children’s progress from entry Nursery / Upper Foundation Stage through to Year 6, using a variety of different methods.
Children who are not making expected progress are picked up through our termly assessments and Pupil Progress Meetings to discuss what further support can be given.
What should I do if I think my child may have special educational needs?
Talk to us – first contact your child’s class teacher. If you require more information contact our SENCO. We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.
How will Dane Royd Junior and Infant School staff support my child?
Our SENCO will closely monitor all provision and progress of any child requiring additional support across school. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress is made in every area. There may be a teaching assistant working with your child either individually or as part of a group, if this is seen necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.
How will the curriculum be matched to my child’s needs?
All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically, this might mean that in a lesson, there would be three different levels of work set for the class, however, on occasions this can be individually differentiated. The benefit of this type of differentiation is that all children can access a lesson and learn at their level.
The Special Educational Needs Coordinator in school is:
Mrs Elliott. Mrs Elliott is a very experienced SENCo and can support parents with concerns and referral pathways. She can be contacted via the school office. Her door is always open.
Roles and Responsibilities of the Special Educational Needs Coordinator (SENCO)
The SENCO is responsible for the operation of the Special Educational Needs Policy and coordination of specific provision made to support individual children with SEN.
The SENCO liaises with staff to monitor the children’s progress and plan further interventions where progress is slower than expected.
The SENCO has regular contact with a wide range of external agencies that are able to give more specialised advice.
If you have any concerns regarding SEN, please do not hesitate to contact us.
The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.
To visit the Wakefield Council Local Offer website click on this link