In the SEN policy we have information about Special Educational Needs and Disabilities, including how we support, identify and assess children with SEND at Greengate Junior School. Please access this information from the policies section of our website.
We recognise that there are four main areas which cover Special Educational Needs. These areas and their meanings are as follows:
Delay in attention / Interaction Skills—children may have difficulties ignoring distractions and may need regular prompts to stay on task. They may find whole class work difficult. They may need individualised motivation in order to complete tasks. These children may have peer relationship issues or may not be able to initiate or maintain a conversation.
Understanding / Receptive Language—children may need visual support to understand or process spoken language. Children may repeat language.
Speech / Expressive Language—children may use simplified language and use limited vocabulary. Ideas and conversations may be difficult to follow, with the need to request further clarification. Some immaturities are in the sound system. Grammar/phonological awareness is still fairly poor and therefore literacy can be affected.
Children may have difficulties with the skills needed for effective learning such as use of: language, memory and reasoning skills; sequencing and organisation skills; an understanding of number; problem-solving; fine and gross motor skills; independent learning skills; exercising choice; decision making and information processing.
Social, Mental and Emotional Health
Children may have difficulties with social and emotional development which may lead to or stem from: social Isolation; behavioural difficulties; attention difficulties; anxiety and depression; attachment disorders; low self esteem and issues with self image.
At Greengate Junior School, we believe that children should be placed at the centre of their learning and development. 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 targets, discussing them with the class teacher/teaching assistant and SENCo.
We also strive to promote and develop pupil voice by:
- Asking pupils to fill in an ‘About Me’ form for the EHCP Annual Review and we are gradually phasing in Pupil Passports for all classes to support those on SEN support
- Asking pupils to share their opinions during School Council and Pupil Governor meetings, which are then acted upon by the Head teacher within reason
- Discussing behaviour and other related personal, social and emotional issues during 1:1 sessions with the SENCo
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.
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 EHCP
We also aim to promote and develop parent voice by:
- Sending out a parent questionnaire for the EHCP Annual Review
- Providing an opportunity on our school Facebook and Twitter pages for parents to provide feedback
- Welcoming parents to be a member of our ‘Greengate Coffee Afternoon’ group