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St John's C of E Middle School Academy

SEND

Frequently Asked Questions

Strategies and support for pupils with SEND 

  • Before entry in Year 5, pupils with SEND are invited to two extra transition events giving them the opportunity to meet staff and pupils and increase their confidence during the transfer to middle school
  • Year 8 mentors and buddies to support pupils on the playground
  • Coping with Change intervention
  • 'Social Skills' intervention
  • Pupils can be assigned a named member of staff/mentor if there is a need
  • Identified pupils can attend break and lunchtime club which encourages friendships and play

Access to a Supportive Environment - IT Facilities 

  • Visual timetables are produced for the pupils to aid organisation
  • Pre teaching of some curriculum aspects to aid understanding in the lesson
  • Dyslexia friendly classrooms
  • Use of portable laptops
  • Microphone system available to enhance hearing in main hall
  • Specialist equipment to access the curriculum

Strategies/Programmes to Support Speech and Language 

  • Use of talk partners in lessons
  • Speech and language intervention are available

Access to Strategies/Programmes to Suggort Occupational Therapy/Physiotherapy Needs 

  • Equipment such as writing slopes or pencil grips are provided as required
  • Support is available from the Occupational Therapist/Physiotherapists
  • Gross and fine motor skills intervention available for pupils who have physical difficulties

Strategies to Reduce Anxiety/Promote Emotional Wellbeing (Including Communication
With Parents)
 

  • 'Meet and greet' sessions can provided for anxious pupils
  • There is a full-time Social Inclusion Support Manager who is trained to offer a wide range of support packages including: theraputic pupil workshops; anger management programmes, parental separation peer support groups and other emotional wellbeing sessions
  • The school nurse is available for referal if required
  • Regular transition events are held for Year 5 pupils entering the school and Year 8 pupils leaving us to attend High School. Extra visits can be arranged for some SEND pupils. All pupils with SEND are supported as they move from one year group to another
  • There is a self-esteem intervention for pupils who lack confidence
  • Designated homework club is available for pupils with SEND

Strategies to Support/Develop Literacy 

  • Small group/individual support with additional guided reading or phonics
  • Booster classes where appropriate in Year 6
  • Handwriting intervention
  • Use of the Nessy intervention programme to identify and correct 'gaps' in knowledge
  • There is a selection of dyslexia friendly reading books
  • Smaller sets with TA support
  • Use of the 'Reciprocal Reading' programme accross all year groups
  • Coloured overlay testing for visual stress

Strategies to Support/Develop Numeracy 

  • Small group/individual support for specific skills
  • Use of small visual apparatus to support kinaesthetic learners
  • Booster classes where appropriate
  • Smaller sets with TA support
  • Possibility of introducing Rapid Maths intervention programme

Promoting Positive Behaviour 

  • Positive behaviour strategies in line with our 'Give of Your Best' behaviour policy
  • Pupils with enough positive achivement points can 'buy' a place on the termly rewarded trips or spend points on prizes
  • House points used as rewards
  • Communication with parents via the planner
  • Use of named member of staff for some pupils to access at any time
  • Positive postcards sent home to parents

Strategies/Support to Develop Independent Learning 

  • Word mats
  • Use of displays in classrooms (e.g. key words, punctuation pyramid, connectives)
  • Personalised activities/tasks
  • Visual timetables and check lists
  • Use of specialist equipment where suitable

Support/Supervision at Unstructured Times of the Day 

  • With supervision, young leaders organise games for younger pupils
  • Year 8 mentors and buddies on the playground
  • Use of break time and lunch time club for pupils who are identified as having difficulties on the playground
  • Staff on duty on the playground
  • TA support when moving between lessons where appropriate
  • Assessment, Planning and Review in line with the SEN code of practice
  • Teachers plan daily lessons to meet the needs of all the pupils in their classes so as to promote learning for all
  • Teachers and TAs also plan additional provision for small group and individual interventions
  • Provision mapping is used to track progress
  • Single Page Profiles for childen with additional learning needs are given to all staff
  • Individual targets set to support pupil progress
  • Regular reviews take place of how pupils are grouped for learning
  • Regular reviews of targets with pupils and parents

Liaison/Communication with Professionals/Parents, Attendance Meetings and
Preparation of Reports
 

  • There are two reports to parents and two parents' evenings in each school year.
  • The SENCo is available for appointments on these evenings
  • Termly reviews for individual targets for children on wave 2 and 3
  • Home/school communication via the pupils' planners
  • Liaise on a regular basis with a range of professionals e.g. Child and Adolescent Mental Health Service (CAMHS), Health, Early Intervention Family Support (EIFS), Stronger Families, Educational Psychologist, Visual Impairment

Access To Medical Interventions 

  • Named, key staff are first aid trained
  • Strategies for the use of personal medication
  • Individual medical care plans for pupils with significant medical needs and allergies
  • Provision of aids and resources to support learning
  • Access to the school nurse on referal if needed