Inclusion

At Alfred Street Junior School we acknowledge that children learn in different ways and we recognise the need to develop pedagogies that enable all children to learn in ways which suit them. All of our classrooms have regulation stations to support children with SEMH needs and SEND toolkits to support children with additional needs. Teachers expect everyone to succeed at their learning by offering higher levels of support or extra challenge for those who need it so that all pupils can access the learning at the expected standard. This support might be in the form of ICT, scaffolds, prompts or adult support. Our curriculum offers a variety of ways for children to learn which includes: open ended tasks, investigations and problem solving, reasoning, research and drama and presentation.

Supporting Children’s Wider Needs

As a school we have close communication with parents and carers and liaise with outside agencies. We have a dedicated Learning Mentor to support our families and vulnerable children and children with emotional regulation and to develop a restorative approach across the school. We also  put a range of pastoral interventions in place to help children manage their needs. These interventions include: Drawing and Talking, Social Stories, Anxiety Gremlins, Volcano in my Tummy, Super Flex and ELSA.

Intervention

Individual and groups who are not making enough progress, are identified and provision is mapped according to pastoral and academic need. We use Pixl as a way of identifying academic gaps in learning and put therapies in place to address gaps. We also use a variety of intervention programmes such as Colourful Semantics, Precision Teaching. Pre-teaching,Toe by Toe reading and Sounds Write phonics.

EHCP

The school has a duty to meet the individual needs of all pupils, including those who have Special Educational Needs (SEN). The class teacher, in consultation with the Special Educational Needs Co-ordinator (SENCo), will identify such children and parents will be involved in discussion and in any decisions about specific action that may need to be taken

The Local Authority is ultimately responsible for the assessment of all children with SEN through the Educational Health Care Plan (EHCP) process in line with the Code of Practice. Full co-operation exists between the school, health service, social care, education psychology service, hospital outreach, speech and occupational therapy services, and other external agencies.