Special Educational Needs and Disabilities (SEND)
Our Special Education Needs and Disabilities Lead (SENDCo) is Miss Lyndsey Grogan.
Our Special Education Needs and Disabilities Governor is Mrs Carolyn Sutcliffe after a period of handover from our previous SEND Governor, Mrs Karen Bull.
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Intent
Our aim is to ensure that all our pupils achieve their full potential, regardless of differing needs. Occasionally some children experience greater difficulties in aspects of their learning than others. These children may be identified as having Special Educational Needs. In line with the Special Educational Needs and Disability (SEND) Code of Practice (2015), these children are placed on our SEND register. At the heart of Dronfield Junior School is a deep-rooted commitment to inclusion, a desire to treat everyone equally and a respect for differences.
Our aim is to provide an exceptional education for all our pupils both academically and socially through a broad and creative curriculum, including those with SEND. We model and set high aspirations and expectations for every pupil and we provide opportunities and experiences for all of our pupils. We are passionate about removing barriers to learning wherever possible and making reasonable adjustments to allow inclusive practice at every level so that every pupil reaches their full potential.
DJS champions early identification and intervention and recognises how vital parental involvement is in keeping a pupil’s self-esteem high. We aim to develop a strong partnership with parents / carers and value the insight they bring into their child’s needs.
We work hard to secure special educational provision for pupils for whom this is required, that is ‘additional to and different from’ that provided within the differentiated curriculum to respond better to the four areas of need identified in the SEND Code of Practice.
If a pupil has special educational needs or disability needs (SEND), we will take every reasonable step to identify and meet them. We strive for every pupil to make good or better progress from their starting point not just educationally but also in their ability to socialise and apply strategies taught to everyday situations.
We also recognise our pupils’ abilities outside of academic outcomes. Our staff identify and recognise our pupils’ talents and support the flourishing of these. All our pupils have individual skills that we encourage and nurture whether these be artistic, musical, sporting or otherwise.
We recognise that every teacher is a teacher of SEND and every teacher upholds high expectations for all their pupils.
Documents:
Our school's SEND Information Report
If you would like to contact Miss Grogan, please call school on 01246 413 145 or complete the form https://forms.office.com/e/mM9hA8Z1kP
and Miss Grogan will endeavour to respond within 48 hours.
Alternatively, please use your camera and follow the QR code:
Parents' SEND Newsletter
Spotlight on Dyslexia (October 2024)
Our Reasonable Adjustments
The Equality Act 2010 guidance for Schools states that a person has a disability if:
“They have a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day-to-day activities.”
Schools have a duty to make reasonable adjustments to avoid putting disabled pupils at a substantial disadvantage compared to their non-disabled peers. This applies to all provisions, criteria and practices, and indeed every aspect of a school’s daily operations. The table below outlines the ways in which Dronfield Junior School aims to meet the needs of all pupils, regardless of disability. Please note, the strategies outlined in the table are not exhaustive but reflect the reasonable adjustments provided based on the current SEND provision in school. This is reviewed and updated according to the current need of pupils at any given time.
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Communication and Interaction |
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Area of Need |
Reasonable Adjustments in place to support area of need |
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Difficulties expressing themselves and being understood by others |
Whole school awareness and understanding of the children’s or young person’s communication and interaction needs. Pupils will access strategies and resources typically available in the ordinary classroom, with an emphasis on visual teaching aids to support learning and social activities Tasks may need to be differentiated by level, outcome, pitch, pace and grouping. Aspects of structured teaching might be helpful Staff are skilled in adjusting the pace and order of activities to maintain interest and attention. Provide an additional method of communicating eg, use of ICT, symbol communication eg, Makaton, Picture Exchange Communication System (PECS). Implement a language programme devised by a speech and language therapist (SALT) or via use of CYPIT toolkit. |
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Difficulties comprehending words spoken to them |
Use a range of multi-sensory approaches to support spoken language and key vocabulary eg, symbols, visual timetables, role play, artefacts, concrete artefacts. Use a range of multi-sensory approaches to support spoken language and key vocabulary eg, symbols, visual timetables, role play, artefacts, concrete artefacts. Use Now (you are doing this) and Next (you are going to be doing that) boards to give pupils a clear understanding of their routine. |
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Difficulties with language and communication |
Gain the pupil’s attention before speaking to them (use the pupil’s name or agreed cue), followed by a simple instruction eg, ‘Jack, stop’. Minimise use of abstract language (avoid sarcasm and figures of speech) and use literal language. Supplement spoken language with symbol communication eg, Picture Exchange Communication System (PECS). Staff awareness around body language - 70% of what we communicate is non-verbal. Be aware of what would be an appropriate tone of voice eg, calm, not too loud. |
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Cognition and Learning |
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Area of Need |
Reasonable Adjustments in place to support area of need |
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Cognitive processing needs and Global Delay
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Additional time during tests Use of aids such as laptops to word process Individual Education Plan to support learning Adaptive teaching within the classroom Additional Teaching Assistant support Access to services such as SSSEN, Education Psychologist support |
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Dyslexia and Dyscalculia |
Additional time during tests Use of a scribe Use of aids such as laptops to word process Individual Education Plan to support learning Adaptive teaching within the classroom Additional Teaching Assistant support Access to services such as SSSEN, Education Psychologist support Interventions to support learning e.g. Lexia phonics and reading programme |
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Visual perceptual/visual motor deficits |
Enlarged copies of texts/ workbooks/ materials Use of coloured overlays Exercise books and paper allocated in specific colour |
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Social, emotional and mental health |
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Area of Need |
Reasonable Adjustments in place to support area of need and additional information |
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Attachment needs
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ACES trained members of staff 1:1 sessions with ELSA support teacher Key adult allocated Attachment and Relationship Aware School (ARAS) accreditation ARAS informed strategies used in every classroom Trauma informed practitioners Nurture provision in school x3 afternoons per week |
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Anxiety and self esteem |
1:1 sessions with ELSA support teacher Forest school programme during curriculum time and after school club My Happy Mind mental health and well-being scheme used across school Mindfulness club before and after school Designated quiet zones in the playground and classrooms Relaxation Realm area in the school grounds Strategies for self-regulation Key adult support for co-regulation strategies Positive behaviour policy |
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Mental Health |
My Happy Mind mental health and wellbeing scheme used across school Mental Health policy OPAL play and a wide offer of active extra-curricular clubs Mindfulness activities provided at transition points ELSA support teacher Pastoral manager to work with families Active involvement with external services including CAMHS and Early Help services |
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ASD
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Social stories Trained staff members are Autism Advocate trained Autism awareness training for school staff Key adult allocated The school works closely with Autism Outreach service in Derbyshire Sensory boxes and safe spaces allocated in school to aid regulation |
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Sensory and/or physical needs |
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Area of Need |
Reasonable Adjustments in place to support area of need and additional information |
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Textures and fabrics of clothing |
Pupils with sensory needs in this area are given permission, in agreement with parents, for modified uniform to accommodate sensory sensitivities. |
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Noise levels |
Ear defenders are kept in every classroom to support those pupils who are sensitive to loud noises. Each Year group has a designated quiet area in the corridor for pupils to use. Each classroom has a separate work station and ‘calm corner’ |
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Crowded areas and ‘pinch points’ |
Pupils with physical disabilities are given additional time to transition from break times and lunchtimes. Pupils with sensory needs are able to start and finish lessons at slightly different times to avoid crowded corridors. |
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Lighting
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Lighting in classrooms has been replaced with LED bulbs Teachers undertake sensory audits of their classrooms and make the necessary adjustments based on need, to include the use of dimmer lamps, black out tents/dens and ‘lights out’ times where appropriate. |
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Seating and furniture
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Those pupils with physical disabilities make use of supportive equipment such as specialist chairs provided by occupational health. Staff are trained in how to use these aids and work with OT’s. For those pupils with ADHD, specialised ‘wobble stools/ cushions are provided For those pupils with short stature or dwarfism, adjustments are made to seating, desks, peg levels, door handles etc. Where changes cannot be made, small steps are used to support. |
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Toileting
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Pupils needing support with toileting have use of a separate accessible toilet. An intimate care plan will be in place. Spare clothing / underwear is provided to pupils and kept in the staff room for ease of access |
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Access to school trips / residentials |
No child with a disability will be excluded from a school trip / visit or residential. The school will always liaise with the SENDCO and the external provider to ensure that a pre-site visit is made and a specific risk assessment is completed. Reasonable adjustments will be made in order to allow the pupil to participate as fully as possible in a visit, trip or residential activity. |
Training
Some of our staff have completed training in the following areas. When staff go on a course, they have an opportunity to give feedback to the rest of the staff during staff meeting sessions.