Ryhope Junior School is an inclusive school. No child will be discriminated against because of physical, learning, emotional or behavioural difficulties, or sensory impairment. We are passionate about ensuring all children reach their potential in all areas of school life.
We recognise that all pupils are entitled to a quality of provision which will enable them to achieve their potential.
We believe in positive intervention; removing barriers to learning; raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all SEND pupils.
At Ryhope Junior School, we believe that parents are equal partners in their child’s education. If parents are concerned about their child’s progress they should speak to their child’s teacher in the first instance. Where you may feel necessary, contact should be made with the headteacher, Mrs. F Lynn.
The key responsibilities of the SENCO include:
The Headteacher – Mrs. F Lynn
The SEND Governor – Mrs. S Jardine-Watson
A termly meeting will take place between the SENDCO and the Link Governors in order to ensure the Governor is kept up to date regarding the provision for SEND pupils.
Special Educational Needs provision is the responsibility of the whole teaching staff and will be dealt with, on the whole, by presenting a differentiated curriculum to meet the individual pupil’s measurable targets agreed with the child, parents, school and, where required, outside agencies.
Currently staff are working with the following outside agencies:
Special Educational Needs Support Service, Educational psychology, Portage (pre-school – home-based), Service for physical disability, Autism Outreach Team, Early Help Team, Sensory Support including the Hearing Impaired service and Visually Impaired service.
Speech and Language Therapy, Occupational Therapy, Physiotherapy, Specialist Consultants, General practitioner, Paediatrics, Health visitor, School nurse, Child and Adolescent Mental Health Service – CAMHS and Social Services.
A child with Special Educational Needs and/or a Disability will have a PSP (Personal Support Plan) which sets out targets that are currently being worked on and what additional provision is put in place for that child. The content of the PSP is negotiated, as appropriate, with the child and the child’s family
For many children, targets will be connected to learning and will often be specifically to do with literacy and numeracy. For other children, they may linked with social interaction, communicating with children and adults, emotional difficulties, overcoming physical issues (for example problems to do with fine motor control). The targets depend on the needs of the child.
The school offers many different forms of additional provision. This can include: additional in-class support; additional out-of-class support; one-to-one support; flexible groupings (including small group work); access to specific resources; mentoring; counselling; and access to a wide range of outside agencies. The additional provision depends on the needs of the child.
School adheres to the 2014 Code of Practice for Special Educational Needs and the Disability Act of 2004.
All staff in school continue to remove the barriers to learning, making all aspects of school life accessible to all pupils and ensuring all pupils reach their full potential.
Ryhope Junior School is committed to providing an education that includes and stimulates all children, regardless of ability. We have pupils with a wide range of abilities and different needs and endeavour to include them in all activities, providing them with the opportunity to fulfil their full potential. We recognise that some pupils will need extra support and adaptations to access the school curriculum and to participate in school activities.
All children should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers must set high expectations for every child, whatever their prior attainment. All teachers are teachers of children with SEND.
Teachers have a responsibility to:
Definition of Special Educational Needs and the Four Areas of Need
(As stated in the Revised Code of Practice)
A child has SEND when their learning difficulty or disability calls for special educational provision that is different from or additional to that normally available to pupils of the same age. Higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. Such improvements in whole class provision tend to be more cost effective and sustainable.
Broad areas of need (As outlined in the SEN Code of Practice April 2014)
Children’s needs and requirements may fall into at least one of four areas though many children will have inter-related needs. All areas of need will have a varying degree of impact upon the child’s ability to function, learn and succeed. Children experiencing difficulties in any one or a combination of these areas may be entered on either the school’s Medical Register or SEND Register (or both). Children whose difficulties are solely due to home language differing from the language in which s/he is taught are not identified as having SEND.
Children with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Children with an Autism Spectrum Disorder, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication, social interaction and imagination, which can impact on how they relate to others.
Support for learning difficulties may be required when children learn at a slower pace than their peers; even with appropriate differentiation. Learning difficulties cover a wide range of needs including:
Children may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Our School has clear processes to support children including how we manage the effect of any disruptive behaviour so it does not adversely affect other pupils (see Behaviour and use of Reasonable Force Policy).
Some children require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children with an MSI have a combination of vision and hearing difficulties which makes it even more difficult for them to access the curriculum or study programme than for those with a single sensory impairment.
Some children with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.