Rotherham’s Local Offer,
Support and resources for our families and children with SEND especially during COVID-19 – http://www.rotherhamsendlocaloffer.org/
Special Educational Needs at Rockingham
Please click the links below for more information
RJI Meet the team
RJI A day in the life of SEND pupils
RJI Inclusion_ SEND policy 2021-22
RJI Equality Policy 2021-22
At Rockingham Junior and Infant school we recognise and the wide range of additional needs that children may have and do all we can to support these.
SEND Local Offer
Rockingham Junior and Infant School
Local Offer
Special Educational Needs and Disability (SEND)
As part of the Children and Families Act 2014, all schools in Rotherham are required to make available their Local SEND Offer to families which details how they can support children and young people with a special educational need and/or disability (SEND).
What will be included in the Schools’ Local Offer?
The Schools’ Local Offer will include information on:
- How the special educational needs of children are assessed
- Ways in which teaching is adapted to meet the individual special needs of pupils
- The training provided to school staff to help them meet the special educational needs of pupils
- How parents and carers and the pupils are involved in planning to meet these special needs
- The specialist support available both from the school and other agencies such as the Learning Support Service, speech and language therapy or outreach support from a specialist teacher
- The accessibility of the school to pupils with special educational needs and disabilities
- The support and guidance offered to parents and carers
Our Local Offer –
Rockingham Junior and Infant School is an inclusive school. We ensure that pupils are included in all aspects of learning and school life. Having opportunities such as visits, residential experiences, outdoor learning opportunities and enterprise education. Our Curriculum is a curriculum that provides many rich and varied activities and experiences. Each year group makes regular visits to places of local interest such as Eyam and Eden Camp. Activities are often linked to topical issues, events in the news or local events. We aim to make learning meaningful and to promote a real love of finding out about new things. Activities frequently inspire pupils to produce work of very high quality. Enterprise skills are strongly promoted linked to work around Real Projects (rigorous, engaging, authentic learning) STEM (science, technology, engineering and maths) and a varied range of out-of-school activities are available for pupils to enjoy. Teachers plan their lessons well and regularly adapt what they have planned to suit pupils’ precise needs. Well-targeted support helps to reinforce key ideas or tackle any misunderstandings
How the special educational needs of children are assessed –
At some stage of a child’s education they may require additional support for a period of time to help meet their needs or improve their learning. The decision to do this is made by school and parents and is based on a variety of factors including academic progress, personal attainment and/or concerns about a specific area of learning or social, emotional and mental wellbeing. Children are identified each half term through looking closely at their rate of progress, both in their learning and socially, then identifying ways we can support this. It may also be based on ensuring children have a smooth transition into school or require support when going through significant change either at home or school. Some children may require support for a longer period of time to ensure they can access the curriculum effectively and inclusively. Support will be planned by school staff and where appropriate by external professionals. Children who require support in terms of their acquisition of English are not considered SEND pupils but as they may require additional support, their needs are reflected in our local offer and in provision maps. Our Local Offer describes the range of provision and support available to support identified children as and when appropriate.
Upon recognition of needs, staff work alongside the SENCO using our ‘Willow Tree Academy’ Graduated response to complete an ‘Early Identification Form’ (EIF). This documentation shows what a child has already accessed in terms of differentiated provision and can specifically identify areas of strength and need. Advice is then sought from the SENCO and they may be added, under parental consent, to the SEND register or additional needs register if support is SEMH (Social, Emotional and Mental Health) or behaviour related.
For children whose needs are similar, it is appropriate to support these children within a group focusing on the common needs. However there is scope within the SEN Support for each child to have individual targets. Provision will be in a small group as well as some individualised support to ensure that teaching and learning is needs led. Provision will run concurrently with differentiated curriculum support and Quality First Teaching. The group may be taught by the class teacher and also supported by a LSA. The responsibility for planning for these children remains with the class teacher, in consultation with the SENCO.
An Individual Development Plan (IDP) is written for each child on the SEN register and outlines specific targets which are generated to ensure that children’s learning is personalised and allows them to celebrate their successes at a level which suits their needs. IDP books were implemented in the Summer Term of 2017 and these allow a range of evidence to be gathered to show that children are accessing targeted provision to meet their Individual Development Plan targets. When targets are set, this book is used as an evidence portfolio to show progression towards these targets and the daily impact. Interventions for these children with SEND are frequent and evidenced appropriately – allowing parents, teachers and the children to see their own progress and understand their targets and how they can achieve these.
Ways in which teaching is adapted to meet the individual special needs of pupils
We have high-quality teaching and learning experiences for all children. At Rockingham, we are building a strong relationship between staff and pupils underpin learning in all classes. Teachers offer every encouragement to their pupils to help them achieve as well as they can. Teachers have high expectations and know their subjects well. They use resources very well and ask pupils thoughtful and effective questions to help them learn. Teachers plan their lessons well and regularly adapt what they have planned to suit pupils’precise needs. Well-targeted support helps to reinforce key ideas or tackle any misunderstandings.Teaching assistants play an important role in supporting pupils’ outstanding learning and progress. They are particularly effective when working with individual pupils or small groups in providing pupils with just the right amount of skillful support that they need. Lessons are differentiated to match the individual needs of all learners and work closely with parents to ensure that all needs are being met.
The training provided to school staff to help them meet the special educational needs of pupils
All staff have outstanding CPD opportunities that allow them to support learners in all areas of their Education, Safety and Well being. Regular opportunities are given to the training in SEND provision including specialised areas including Autism, ADHD and Speech and Language. This training is supported by the Educational Psychologist and Learning Support Service. Teaching Assistants are also given the opportunity to attend staff meetings and Inset days to develop their knowledge and understanding in key areas. We have highly skilled teaching assistants who deliver excellent intervention programs in Literacy and Numeracy. As a lead school for ICT, all staff are trained to use a range of resources to support pupils with special educational needs including talking tins, easy speaks and we also buy into a range of programs, espresso home access, language nut, active learn, times table rockstars and sumdog
How parents and carers and the pupils are involved in planning to meet these special needs
We pride ourselves in having excellent relationships with parents and carers keeping them informed and updated on their child’s education. We invite parents in throughout the year to contribute to discussions and make suggestions as to what they feel their child needs. We communicate effectively through the school website, newsletters, interim reports and parents evenings. Children who have special educational needs have three review meetings each year to set new targets and discuss progress, these meetings involve the parents and child through our steps to success proforma. At the meeting we assess targets and set new ones, this is based on a contract with the parents and child. Where we meet together and work together on ensuring the best possible provision for your child.
Our Individual Development Plan
The specialist support available both from the school and other agencies such as the Learning Support Service, speech and language therapy or outreach support from a specialist teacher
Specialist support is accessed from a variety of professionals, depending on the needs of the child, the specialist agencies that we access are –
Educational Psychologist – Rubia Rizwan and can be contacted by phone on 01709 822592
Learning Support Services – Sarah McAllister and can be contacted by phone on (01709) 334077
Autism Communication Team – Lianne Morewood and can be contacted by phone on 01709 336413
The Speech and Language service is also based at Kimberworth Place can be contacted by phone on 01709 423229
READ – Rotherham Enhanced Action for Dyslexia Parent Leaflet – READ leaflet Jan 21
Other specialised service details are available on request.
The accessibility of the school to pupils with special educational needs and disabilities
Physical Disabilities –
In our Disability Equality Policy we have a Accessibility Plan which states that risk assessments are carried out for pupils with a physical disability within the classroom environment we liaise with appropriate agencies regarding furniture and any specialist resources that may be needed. Again this is also in place for school visits and residentials.
Pupils with medical needs
If a pupil has a medical need then a Care Plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil. All staff receives Epipen training delivered by the local NHS trust. Where necessary, and in agreement with parents/carers, medicines are administered in school but only where a signed ‘Medicine consent form’ is in place to ensure the safety of both child and staff member. All staff have basic first aid at work training.
Sensory Barriers
In case of vision impairments we would consult with parents, carers and professionals and take advice from the vision impaired support service in Rotherham LA. Ensuring communication documents are accessible for all. This would also involve looking at seating arrangements in the classroom, enlarged text and appropriate level of lighting.
This Year we have transformed one of our rooms in school into a sensory room where all of our children can access a calming space and support children with sensory needs. Children really enjoy accessing this space and having an environment where they can learn and engage in nurture programs.
Hearing Impairment
We would again consult with parents, carers and professionals to seek advice, we would access the right resources for the classroom and around the school including assemblies. We would look at the acoustics in the school and then the Headteacher and Governors would access budget/ funding implications for a loop system.
The support and guidance offered to parents and carers
As a school we value the contribution parents and careers make to their child’s education and at our school, parents are overwhelmingly supportive of the school. We do a great deal to encourage parents from different backgrounds to become involved so that they can support their children’s learning effectively. We offer many opportunities for you to become involved in the life of the school through family learning afternoons, we offer support through regular meetings. Our Inclusions manager Mrs L K Scott and Behaviour for learning leader Mrs J Tunks are available to offer advice and support and we will seek advice from professionals in order to ensure that support and guidance is available.
Rockingham Junior and Infant School
Structure of the day and key lessons at KS2 Inclusive Practices.
Classes have a daily timetable at the front of the class, or there is a discussion at the start of the day about the day ahead. In some instances, staff will talk to children about upcoming days or events to ensure children are aware and are alerted to any changes that may happen.
Guided Reading – This is a twenty-five/thirty minute session which varies from session to session. This is done on a carousel of activities throughout the week; children have a focused task for the session. Across the week, children will have access and opportunity to read three different text types and work with two adults. Within each session, children will spend the majority of the session on the task given.
Literacy – Children start the lesson by being introduced to the learning. They are then informed/involved in a discussion on the key learning skills of the session. Teaching skills and teacher-led activities are then completed in most sessions (this could be done as a discussion, key questions, opportunities to work independently, or pairs or in groups) Evidence of this may be collected in books/pictures. There will be times when this is completed out of seats with a change to the environment.
Children will complete an activity that is differentiated to their needs. The activity will then be stopped, to split or break up learning, and provide opportunities for individuals to develop their learning. Towards the end of the session, children will look to ‘move their learning on’, having an initial preteach – looking at the next series of steps in the teaching process.
Maths – The teaching process of maths varies from literacy. The session starts with SURF – a fifteen minute teaching session following the sequence recap, teach, and apply. These areas are different form the main teaching element. Children are then introduced to the learning. They are then informed/involved in a discussion on the key learning skills of the session.
Teaching skills (clear and concise) and then teacher-led activities are then completed in most sessions (this could be done as a discussion, key questions, videos, online activities). There are opportunities to work independently, or pairs or in groups through these activities. Evidence of this may be collected in books/pictures. There will be times when this is completed out of seats with a change to the environment.
Children will complete an activity that is differentiated to their needs. The activity will then be stopped, to split or break up learning, and provide opportunities for individuals to develop their learning. Towards the end of the session, children will look to ‘move their learning on’, having an initial preteach – looking at the next series of steps in the teaching process.
Foundation Subjects- These do vary between subjects but teachers will follow a similar teaching sequence including teacher focus (working on a clear and effective model) and teacher led activities to develop and show understanding. Some of these will be small and quick activities to monitor and assess understanding, whereas others may be longer, high-quality pieces that are published.
Common abbreviations you may come across –
Resources to support Reading –
Resources to Support Identifying Tics in Children