Jenkin Avenue, Brightside, Sheffield S9 1AN

0114 243 0925

Special educational needs (SEND) report

SEND Provision at Limpsfield Junior School

Updated November 2018

Role Name Contact Details
Headteacher Martin Moss 0114 2430925
SENCO Zoe Sampson 0114 2430925
Higher Level Teaching Assistant Diane Housley 0114 2430925
Learning Mentor Louise Slack 0114 2430925
SEND Governor Chris Rigby 0114 2430925

Limpsfield’s School SENCO is Zoe Sampson. Mrs Sampson’s role is the school SENCO and a Year 6  class teacher. She is usually available on Monday and Tuesday to manage the SENCO role and works full-time.

 

Please use the link below to access the Limpsfield Junior School Local Offer which is part of the SEND Sheffield Local Offer.

Limpsfield Local Offer

SEND PROVISION

Limpsfield Junior School is a mainstream setting for pupils aged between 7-11 years old. The school provides provision for pupils with a wide range of special education needs (SEND) across a varying spectrum of needs.

The provision supports / has supported learners with:

  • Attention Deficit Hyperactivity Disorder ( ADHD)
  • Attention Deficit Disorder ( ADD)
  • Autistic Spectrum Disorder, including those with High-Functioning Autism
  • Social, Emotional or Mental Health needs
  • Down Syndrome.
  • Hearing Impairment.
  • Visual Impairment
  • Medical Needs (eg. Epilepsy, Diabetes).
  • Mental Health Difficulties.
  • Moderate and Severe Learning Difficulties.
  • Speech, Language and Communication Difficulties.
  • Specific Learning Difficulties eg. Dyslexia, Dyscalculia.

How does the School Identify a Pupil with SEND?

As Limpsfield is a Junior School, most pupils who make the transition from their Infant School will usually have already been identified as a pupil with SEND. Therefore the identification process usually occurs prior to pupils starting at Limpsfield. However, pupils can develop difficulties at any age and staff are well-trained in identifying if a pupil is beginning to struggle in a certain area or managing pupils that have recently been affected with a medical or physical impairment. Parents may also inform school if they have any concerns about their child, either via the class teacher or meeting with the SENCO.

The Identification Process

If the class teacher is aware that a pupil is struggling then an Inclusion Team Referral form is completed and discussed at an Inclusion Team Meeting (held at least once every half term). Depending upon need, a meeting will be arranged between the class teacher, parent and the SENCO and an action plan decided upon. The school offers a variety of interventions that are delivered by a trained team of teaching assistants and outside agencies; some structured (often a national programme where resources are bought in and delivered through structured sessions often by a trained TA) and others which offer a more flexible approach, such as ‘Narrowing the Gaps’. The interventions are categorised into ones designed to promote academic achievement and ones to promote pupil well-being and mental health (please see the current list of interventions within this document). The interventions are ran either on a 1:1 basis or small group work and are delivered either within the classroom or in designated areas of the school by teaching assistants or by outside agencies.

The interventions administered at Limpsfield have a high success rate and most children who complete an intervention program are able to continue with their time at Limpsfield with no further assessments. Some children however may need additional assessments and more specific monitoring and for this we commission several external agencies to help identify pupils’ needs and difficulties and help establish targets and goals for them.

External Agencies Used

Alison Burbeary FUSION – Learning Support Teacher
Jo Egan Educational Psychologist
Nadia El-Hachmi Speech and Language Therapist
Catherine Johnson Hearing Impaired Specialist
Vicky Wraith Vision Support Teacher

Interventions at Limpsfield Junior School

Name of Intervention Targeted for Group Size
Rainbow Reading/ Reading Box Reading Comprehension 4-6 pupils
Read, Write, Inc Phonics 4 pupils
Get Writing New arrival pupils 4-6 pupils
Narrowing the Gaps

Pre-Teaching of Maths

Maths Skills 1-6 pupils
Numicon Basic Maths Skills 1-4 pupils
Reading Boxes Reading Comprehension 4-6 pupils
Dyslexia Programme Dsylexia 1 to 1

or small groups

Speech and Language

Vocabulary Improvement Programme

Narrative Improvement Programme

Talking Partners

Shape Coding

Think Aloud!

Speech and language 1 to 1

or small groups

Social Stories Autism 1:1
Lego Therapy Social Skills/Pupil Wellbeing 1:6
Friends Mental Health/Anxiety/Social Skills 1:8

Pre-teaching groups for Science and Topic Vocabulary and Maths also run daily.

Once a pupil has been assessed and monitored by an external agency, the SENCO will arrange to discuss the reports and findings with the parents/carers and the child’s class teacher. All pupils at Limpsfield receive academic targets from their class teacher who will differentiate each lesson so that all pupils are working to their ability level and challenged appropriately.

The Building and Wheelchair Access

Limpsfield Junior School comprises a main school building with a mobile containing two classrooms. There are two playgrounds at either side of the school and a car park in front of the school. The School building is based on two levels – the upper level is fully wheelchair accessible with a disabled lift to the lower level. The school provides quiet and safe areas for pupils to work in and be withdrawn from lessons or break times if required. The playgrounds are fully secured with a fence and locked gates throughout the school day.

Staff Training

Staff are trained to support learners with SEND and receive regular SEND training to update their knowledge. Training may be delivered within school on INSET days, after school in meetings or at other schools or settings in Sheffield. Over the past several years, staff meetings have been centred on different areas of SEND such as ADHD, Dyslexia, Autism, Attachment Disorder, Makaton, Epilepsy and on Care plans. Staff members also visit other settings and schools to observe good practise with regards to SEND and continue to ensure that the interventions provided are administered effectively. New members of staff are provided with the SEND Policy and are offered guidance and support from the school SENCO and training sessions where possible. All staff members, including lunch-time supervisors or temporary staff are made aware of pupils who have a One Page Profile or who require a care plan and are aware of where these are kept. Selected members of staff are trained to administer medication and all staff members receive regular accredited first-aid training.

Since January 2018, Limpsfield has been part of the ‘Healthy Minds’ Project where all staff received training on Mental Health and two staff members participated in key training events to deliver a wider variety of training on Mental Health needs, including Cognitive Behaviour Therapy, CBT

A professional development program is in place for all staff and we work closely with outside agencies to develop our practice.

Communication with Parents / Carers

Limpsfield aims to promote an open, effective and welcoming relationship with parents and carers. Good communication between parents and staff will ensure that pupils will benefit from the best care possible. All pupils on the SEND register have a One Page Profile: these are updated three times throughout the academic year with parents and pupils involvement. The SENCO holds termly reviews for pupils on a My Plan and pupils with an Education Health Care Plan have an annual review with parents and outside agencies where appropriate. Parents can contact the SENCO or class teacher at any point throughout the school year to arrange an appointment to discuss any concerns or see how their child is progressing. Pupils starting in Year 3 or new pupils to the school are given a ‘Parents’ Guide to SEND’ leaflet that provides a brief outline to SEND provision at Limpsfield. Families whose first language is not English are provided with translated letters or if necessary a translator may become involved.

Additional Information

If a child is selected for an intervention, the teaching assistant delivering the programme will SEND a letter home on the first session with further information on what the intervention involves.If an external agency has written a report, the SENCO will invite parents/ carers into school to discuss the report and any further concerns.

Tracking and Assessing Pupils with SEND

Rigorous tracking of all pupils is administered across the school and the progress of SEND pupils is closely monitored by class teachers and the Senior Leadership team. Assessments are carried out regularly within the classroom setting as well as for the interventions delivered. Some interventions offer a quantifiable way to measure pupils’ progress, such as with Rainbow Reading or FRIENDS. Other interventions are tracked using notes made by the Teaching Assistant and feedback from the class teacher. The impact of the interventions is something of paramount importance and hence interventions may change from year to year.

The SEND register of pupils is re-evaluated half-termly to ensure the list is kept up-to-date. Pupils may be removed or added to the list at any point if a parent, external agency, class teacher or SENCO deems appropriate.

The effectiveness of interventions are monitored by the SENCO and the HLTA in collaboration with the Senior Leadership Team, SLT. Interventions at Limpsfield are often ran in-line with the ones from Brightside Nursery Infant School (which is our main feeder school) to ensure continuity.

Pupil Well-being

Limpsfield aims to provide a welcoming and caring environment that develops pupils’ social and emotional well-being. Social cohesion is given priority due to the diverse culture and mix of the school. Enrichment clubs, after-school and lunch time clubs all provide opportunities for pupils to foster positive relationships with others and learn the importance of teamwork and fair play. A popular breakfast club runs daily from 8.15 and special events and coffee mornings are held throughout the year. Limpsfield has an effective behaviour management policy where teachers reinforce and promote positive behaviour and relationships between pupils. Personal, Social, emotional and Social, PSHE, lessons are held weekly in every class that include work on friendships, goals and contributing to society. Exclusion rates over time are below average and Ofsted judged ‘Personal Behaviour Development and Welfare as Good (2) in the May 2018 inspection. The school’s Learning Mentor attends regular training by Fusion and CAHMs and runs several groups to promote positive mental health within pupils, such as Lego Therapy and Emotional Literacy Sessions to promote positive play, recognising emotions and building self-esteem. The Learning Mentor is also accredited to deliver the FRIENDS Intervention.

Transition for SEND Pupils

Transition can be an anxious and difficult time for some pupils with SEND. Therefore we aim to ensure the process, both when pupils arrive and leave Limpsfield, is a smooth and successful experience. Limpsfield is part of a Family of Schools that includes Brightside Nursery and Infant School, Hinde House Primary and Hinde House Secondary School, Wincobank Infant School and Concord Junior School. The Headteacher and SENCO work in close collaboration within the family and attend half-termly family of school meetings. Pupils moving between each key stage are supported through a thorough transition stage and are prepared for the process in ways outline below;

From Y2 to Y3

All pupils attend transition days from their Infant School to Limpsfield in July of Year 2. This provides an opportunity for pupils to meet their Year 3 class teacher, to see their classroom and explore their new setting.

In addition to this, extra transition can be arranged for pupils where transition may be a concern. The transition time is an extremely flexible process centred around the child’s needs. Some pupils may require one or two extra visits whereas others come for a more prolonged period. The visits can be made with their parents, their teacher or a teaching assistant from the infant school and photo books are sometimes prepared to help the child familiarise themselves with their new setting and the people in it.

Furthermore the SENCO will attend regular meetings in the summer term with class teachers and the SENCO from the Infant schools as well as with parents to ensure that all the relevant information is passed on. Pupils with an SEND folder containing pupil reports and documents are signed for and passed to Limpsfield where they are kept securely in accordance with Local Authority regulations.

From Y6 to Y7

The process is extremely similar to transition outlined above. All pupils attend transition days at their Secondary School and the Head of Year as well as other Secondary teachers visit Limpsfield to introduce themselves. Depending on the child’s needs or whether the pupil is carrying on to a mainstream or a specialist provision, flexible arrangements are made to organise extra visits to their new setting. This may involve an extra morning, several days or weekly visit. During these visits the pupils will be able to explore their new establishment, meet members of staff and other pupils and may be assigned a Learning Mentor, whose role will be to support the pupil through any difficulties.

The SENCO will also meet with the Inclusion leader and SENCO at the Secondary School to pass on any documents and folders the pupils have accrued over the years and discuss any relevant information to the transition process.

Pupils moving between both Key stages are allowed to select friends to be part of their new class and these are taken into consideration when setting up the new classes.