Inclusion at LJS
Our Inclusion Manager Mrs. Moossun leads our Family Link team who offer additional information and support to children, parents and families.
Our educational aims are the same for all our children; we respond to each individuals needs, however we recognise that some children and families may need additional support or guidance to ensure that every child makes good progress or have the opportunity to engage in family or community learning projects. Other children may need additional challenge or the chance to explore different interests or talents.
Able & Talented Pupils
We strive to ensure that all children, whatever their ability and needs, are given equal opportunities to develop their gifts and talents. Our more able children require a broad and balanced curriculum that offers challenge, enrichment and extension.
Enabling them to deepen their knowledge and understanding in different aspects of the curriculum in a way that extends their thinking.
We also focus on the social and emotional aspects of learning to ensure that this challenge and extension is placed in a context that will support these more able children throughout their school life and not just within the junior school context.
Children of junior school age grow in their interest and desire to improve and broaden their skills and abilities in a range of activities. It is often rewarding to see how these skills develop into real talent.
It is very much a part of our joint responsibility with parents to see that we do everything to encourage children to develop these talents, whether they are academic, sporting, musical, artistic or other. We work closely with parents to help sign post children to additional opportunities within our local community and delight in sharing their successes and achievements both in and out of school.
Special Educational Needs
When responding to individual children’s diverse learning needs we recognise that some children may experience barriers to their learning. Such children may need additional or different help from their peers throughout or at any time during their school career. Where a child has a specific individual need, this will be identified as early as possible, working in close partnership with parents and other professionals.
Pupil progress meetings are held every half term with the Headteacher and/or Deputy Headteacher during which we track and identify children who are not making expected national progress. Working alongside the SENCo, interventions and support programmes are then implemented and monitored to ensure that the child makes accelerated progress.
Code of Practice
Lymington junior School is a fully inclusive mainstream school, which ensures that all pupils achieve their potential; personally, socially, emotionally and academically in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, physical ability or educational need.
The school’s SEN policy is monitored and reviewed on an annual basis and reflects the schools commitment to narrowing the gap for all its pupils.
Please click the link to view our SEND Policy 2018-19
Hampshire Local Offer Page can be found here.
Nikki Moossun (Deputy Headteacher, Inclusion manager)
Teresa Davies, SENCo
Lymington Junior school
Tel: 01590 674383
SEN - Frequently Asked Questions
1) What provision is made for children with SEN; with and without an EHC Plan. – in respect of:
a) How is the intervention/support monitored as to its effectiveness?
- Those children identified as benefiting from intervention/support are given Individual Education plans. These plans consist of small, achievable targets and intervention strategies to meet these targets. These are closely monitored in order to monitor the effectiveness of the support based on the progress made by pupils.
b) What are the school’s arrangements for assessing and reviewing progress of children with SEN?
- Those children identified as benefiting from intervention/support are monitored against the progress they are making, at half termly pupil progress meetings with the leadership team. In addition to this the SENCo meets regularly with staff to discuss pupil progress.
c) What is the school’s approach to teaching children with SEN?
- We are a fully inclusive school, which ensures that all pupils achieve to their full potential. We pride ourselves on providing pupils with Quality first teaching which is at least consistently good and often better. We offer an engaging and creative curriculum which is made inclusive and accessible through effective differentiation, small group work with additional adult support or through 1:1 personalised teaching.
d) How does the school adapt the curriculum and learning environment for children with SEN?
- The curriculum and teaching sequences are adapted to meet the needs of the individual. We take all reasonable steps to modify/adapt the learning environment to meet the individual needs of children.
e) What additional support is available for children with SEN?
- The school provides various interventions/support that meet the individual needs of the children. Children who may require higher levels of support have access to appropriately trained support staff.
f) What support is available for ensuring the emotional and social development of pupils with SEN?
- Children access SEAL (Social Emotional Aspects of Literacy) curriculum.
- The school employs a specially trained Emotional Literacy Support Assistant (ELSA)
2) How do we identify children who may have an SEN need?
- We liaise closely with the infant school to ensure that children with SEN needs are provided with the necessary support on entry to year 3.
- Children are routinely screened at the start of the academic year using the Salford reading and Vernon spelling tests.
- Pupils mathematical ability is also assessed.
- This provides us with baseline data as a starting point from which to measure progress.
3) What specific expertise is available to children with SEN?
- All staff receive training in meeting the needs of SEN pupils through a programme of continuing professional development. Where pupils have highly personalised specific needs additional training is implemented for those staff working with those pupils eg: Makaton. In addition to this the school works in partnership with a range of outside agencies in order to access specific support where necessary.
4) What specialist equipment and facilities are there for children with SEN?
- We provides equipment when required either from our own resources or from outside agencies such as the Children’s Occupational health service
5) What arrangements are there for consulting and involving parents of children with SEN?
- Parents are actively encouraged to be partners in their child’s education through; informal discussions(either on an ad hoc basis or as part of a regular programme of meetings as required), telephone contact, home school diaries, IEP /provision map discussions, progress reviews, termly meetings and yearly written reports. We also hold regular family link coffee mornings where parents can drop in to meet the team and not only share any concerns, but also celebrate successes.
6) What are the arrangements for consulting children with SEN about, and involving them in, their education?
- All children, regardless of SEN, are aware of their next steps. Children who have additional needs have IEP targets which are shared, discussed and worked upon with those members of staff who are providing their additional support.
7) What are the arrangements for parents of children with SEN who may wish to complain about the provision?
- Parents who wish to complain are encouraged to initially speak to the Head Teacher regarding their complaint. If the issue can’t be resolved at this level or the complaint is regarding the Head Teacher the parent would be directed to the schools complaints procedure.
8) How does the school/governing body involve health, social services, LA Support Services, and others in meeting the needs of children with SEN and supporting their families?
- In order to meet the individual needs of a child the school will work with and seek advice from a range of professionals and outside agencies such as: the educational psychology service, specialist advisory teachers, speech and language therapists or colleagues from health or social care to support the child’s academic and social progress.
9) What are the contact details of support services for the parents of children with SEN?
- Educational Psychology service
10) What are the school’s arrangements for supporting children with SEN in transferring between phases of education?
- We provide comprehensive and highly personalised transition programmes in order to meet individual needs. These include:consultation with parents/carers in how we can best meet the emotional needs of the child;consultation with teaching staff support staff and other lead professionals as to how we can best support the academic, medical and social needs of the child and opportunities for the child and parent to have supported visit’s to the new setting.
Cluster Parent Support Advisor
Mags Hatfield works across the Priestlands cluster in partnership with our Family Link Team to provide additional support to families and children.
In January 2013 she will be working here on the Lymington Schools site to provide Triple P parenting course. A fascinating and rewarding course that helps parents manage their children’s different stages of development and behaviours. As any parent will know, the one problem with having children is they don’t come with an instruction manual!
If you would be interested in joining this course please contact the school office.