Chester Park Junior School

Caring and happy. Purposeful and peaceful. Jointly achieving Success.

Abingdon Road, Bristol, Avon, BS163NX
Head teacher Mr Mike McNama

01173773365

chester.park.j@bristol-schools.uk

SEND

 

Our SEN Lead is Miss  Laura Woodham 

Chester Park Junior School SEND Information Report

2019 2020

 

This document sets out how we, as a school, provide for our pupils with Special Education Needs and Disabilities.

If you have specific questions about your child, please contact your child’s Class Teacher or school SENCO.

The school currently has pupils in the following Department for Education categories of SEND need:

Specific / Moderate / Severe Learning Difficulty

Yes

Communication and Interaction

Yes

Social, Emotional and Mental Health

Yes

Physical and Sensory

Yes

 

Questions and Answers for parents

What should I do if I think my child may have special educational needs?

We have systems in place for identification and assessment of Special Educational Needs (SEN) for all stages of the pupils’ school life and we actively encourage parents to contact the school at the earliest opportunity if they have any concerns.

Your child is about to start school and you think they have additional needs:

  • Phone the school and give a brief overview of your child’s needs
  • Arrange an appointment with the school SENCO
  • Discuss whether your child might need a transition plan
  • Bring in all paperwork from the child’s previous school / reports from professionals like doctors, speech and language therapists etc

Your child is already in the school and you think they have additional needs:

  • Arrange a meeting with your child’s Class Teacher to talk about your concerns
  • Arrange a meeting with the school SENCO and Class Teacher
  • Bring any paperwork from doctors or other professionals you have seen to help the school understand your child

How does the school know if children need extra help?

 

 

 

 

 

 

 

 

 

How will school support my child?

  • All Class Teachers are responsible for ensuring children receive additional support if they need it
  • Children with SEND needs have a Support Plan which tracks how well additional support is going and whether the child is making progress
  • Children may get extra support from the class teacher
  • The classroom might be modified to help the child learn
  • The child might need to work in a small group
  • The child might need intervention out of class
  • The child might need a specialist to come into school to support them
  • Children with SEND needs are on the SEN register and their progress is also monitored by the SENDCo
  • The SENDCo and parents may decide to make a referral to a specialist
  • The SENDCo may attend Paediatric appointments with parents and child
  • The school has a named Governor who supports the school in its SEN provision

How will the curriculum be matched to my child’s needs?

  • The curriculum may need to be broken down into small steps
  • Learning might need to be at a slower pace for the child
  • Learning might need to be based on the child’s interests
  • Learning might need to be focused on a specific area of need and taught more frequently
  • The child might need extra lessons in a small group
  • The child might need different and additional resources

 

How will both you and I know how my child is doing and how will you help me to support my child’s learning?

  • Teachers review children’s Support Plans with the SENDCo
  • Teachers review children’s Support Plans with parents
  • Your child’s Support Plan will have their targets, what is happening to help them achieve the target and how that is going
  • Support Plans are reviewed throughout the year
  • Your child will be regularly assessed
  • Senior Leaders look at the data from every class and talk about how to help children
  • Parents with SEN children can request three additional meetings with their class teacher throughout the year on top of Parent’s Evenings

What support will there be for my child’s overall wellbeing?

We are very aware of how important it is for a pupil to feel safe and happy in school in order to reach their full potential. We aim to have a kind and caring ethos that centres on the well-being and happiness. We have a wide range of systems in place to achieve this.

  • We have Nurture Groups running during school lunch times – Class Teachers can apply to enter a child into the Nurture Group if they feel this is necessary
  • We have specially qualified staff who deliver emotional literacy interventions (ELSA)
  • We take recommendations from our Primary Mental Health Specialist such as activities and workbooks and support our learners with games and ‘check-ins’ to see how they are feeling
  • All of our teaching staff are regularly trained to observe and notice pupil behaviour – we have routines in place such as Morning Greeting which gives Class Teachers a daily opportunity to pastorally support pupils
  • We have caring Senior Leaders who spend a lot of time with our pupils when they need a break or they need more intensive pastoral support
  • Pupil Voice – we have a fantastic School Council who meet regularly and share what their peers think

 

 

Medical

  • If your child needs to be medicated in school, all parents must bring up to date medication instructions to the school office and sign a consent form to enable staff to administer
  • If your child needs prescription medication for a high risk or life-threatening condition eg epilepsy, parents must notify school immediately and provide a Care Plan from the child’s health practitioner

What specialist services and expertise are available at or accessed by the school?

We have a range of services who we work with

  • Paediatrics
  • Educational Psychology
  • School Nurse
  • Speech and Language Therapy
  • Occupational Therapy
  • Physiotherapy
  • Behavioural Outreach
  • Primary Inclusion
  • Children’s Services
  • Bristol Autism Team
  • Child and Adolescent Mental Health Service
  • Play Therapy
  • Hope Virtual School

What training are staff working with children with SEN had or having?

Our Class Teachers, Senior Leaders and LSAs have access to the following training:

  • Positive handling
  • Emotional Literacy Support
  • Phonics delivery training
  • Medical training for administering medicines
  • Speech and Language

How is my child supported with activities outside of the classroom and on school trips?

We provide a wide range of experiences for our pupils outside the classroom. From learning to ride a BMX, Boxing, cooking, sewing, residential camp, Forest School, Theatre trips, acting workshops and cultural experiences. Additional support our pupils is usually available through additional adult support, tailored experiences to enable access, targeted experiences to engage a child’s interests and of course, the involvement of our parents and carers. We ensure that all trips are risk assessed to include children with additional needs.

How accessible is the school environment?

The school has not been purpose-built to provide for accessibility and is a new building.


Most of the school buildings are fully wheelchair accessible through provision of ramps and lifts.
The school is equipped with disabled changing and toilet facilities.


English as an Additional Language (EAL)
An EAL specialist visits the school when needed and class teachers are kept regularly up to date with strategies/advice. For parents whose first language is not English or who have learning needs or disabilities the school will seek to meet their needs e.g. through inviting a friend or family member to translate, arranging meeting in a wheelchair accessible location.

The school has a well organised system for budgeting, and this includes ensuring appropriate allocation of funding for SEN.

 

How does the school support transitions?

 

Secondary

  • Theatre trips to watch Secondary performances happen almost yearly
  • Head teachers from Secondary schools often come and visit the pupils to answer questions
  • Additional visits are coordinated to ensure our Year 6 have the best and most settled start
  • Primary and Secondary SENDCos discuss all pupils in advance and go through what support they need

 

Key Stage Transfer from Chester Park Infant School

  • Transition meetings for children begin two months before transition
  • Children with additional needs are brought over to take part in enrichment activities to support their knowledge and confidence in their new setting
  • Additional meetings are held between senior leaders
  • A meeting between transferring and receiving staff from both schools is held in Term 6
  • Continuous curriculum provision from EYFS to year 6

 

How are the school’s resources allocated and matched to children’s needs?

 

  • The school keeps thorough records of funding allocated to SEN and tracks expenditure. This is overseen by the Head who reports to the Governor's Finance Committee.
  • The SENCo determines SEN pupils' needs and allocates SEN provision accordingly, with EHC pupils always prioritised.
  • Staffing and resource expenditure on support/groups/alternative provisions is recorded within the school’s provision map.

 

How is the decision made about what type and how much support my child needs?

 

  • The SENCO, Class Teacher, Deputy Head and Head regularly review pupil’s progress
  • Advice is taken from external agencies/parents
  • Assessments are done internally in school inform this process.
  • Teacher assessments are considered
  • LSAs give feedback to SENCo on observation in class
  • SENCo may observe in class
  • Allocation is made based on level of need, EHC documentation and external agency recommendations are always considered
  • There is an on-going monitoring of impact through for example weekly line manager meetings and frequent up-dating of information on the provision map

How can I, as a parent, be involved with the school and SEN?

 

We welcome all parents to actively contribute to the school – through volunteer to support school trips, listen to readers, support their child in class when needed and helping at lunch times.

Our official parent groups are:

 

  • BAME Parent Group run by the Inclusion Leader
  • The Friends of Chester Park
  • Governors

There are many opportunities to join in with school life and be involved with the school such as;

  • Termly whole school open days
  • Whole school community events
  • Meet the Teacher Meetings
  • Parents Evenings

 

If you would like to be involved with any aspect of the school, please contact the School Office with your request and you will be put in touch with the relevant member of staff.

 

Who can I contact for further information?

 

Our friendly Office team, led by Miss Ball, are always available to direct any queries to the relevant member of staff. Contact them either face to face, over the phone 0117 3773365 of via the school email address chester.park.j@bristol-schools.uk.  All queries are treated with sensitivity.

For safeguarding and medical emergency, one of the Senior Management Team or Designating Safeguarding Leader must be involved immediately.

 

Mr Mike McNama – Federation Headteacher / Deputy Designating Safeguarding Leader of Infant and Junior site

Mrs Claire Woolley – Junior Deputy Headteacher /  Designating Safeguarding Leader of Junior site

Miss Laura Woodham – Junior Assistant Headteacher / SENDCo / Deputy Designating Safeguarding Leader

Mrs Kathryn Morley – Junior Deputy Designating Safeguarding Leader

 

 

 

 

 

 

 

                                                                                          

 A warm welcome to Chester Park Junior School. 

Please visit our page for regular updates, courses and information about SEND at CPJS. 

If you would like to discuss your child's existing needs or you have a concern, please  email

chester.park.j@bristol-schools.uk                                              

Our Inclusion  lead is Mrs Jenny Donatien

Useful links

Supportive Parents:

provides the statutory SENDIAS Service in Bristol, North Somerset and South Gloucestershire. It provides free, impartial, confidential, information, advice and support to children, young people from 0-25 and their parents about any type of special educational need or disability. They offer information from the first concern right through the process of seeking statutory support to improve education experience. Supportive Parents are an independent charity and company limited by guarantee." - www.supportiveparents.org.uk

You may be eligible for certain benefits or grants if your child or young person has special educational needs.  You can find out more from www.gov.uk/browse/benefits/disability.

 

All information is stored in accordance with Bristol local authority data protection policy

www.bristol.gov.uk/data-protection-foi/data-protection-policy

Courses for parents and carers

March 2019- click here for Easter holiday ASC courses please note as at 26.3.19 there are still places available

Bristol City Council has a duty under the Children and Families Act 2014 to provide impartial,

confidential and accessible information, advice and support to children and young people

with special educational needs and/or a disability (SEND), and their parents or carers,

regarding their education, and any health or social care needs related to their education.

This support is currently delivered through Supportive Parents, Bristol’s SEND Information,

Advice and Support Service (SENDIAS service).

 In partnership, Bristol City Council and Bristol, North Somerset and South

Gloucestershire Clinical Commissioning Group propose to re-commission Bristol’s

SENDIAS service from 2019-2022.

 You are welcome to feedback on the consultation using the following link and we also ask that you

encourage children, young people, parents and carers to complete the survey too:

 bristol.citizenspace.com/adults-children-and-education/sendias/