How are students with special educational needs (SEN) identified?
We work closely with our feeder schools while students are in year 4 to ensure students with the most complex needs have a continuation of their support on transition. The SENDCo will attend EHCP reviews on parental request, if they plan on naming King James in Section I. Feeder schools will share SEND information with us once school places have been allocated in order to ensure there is no delay with putting students on our SEN register / year group overview.
What kinds of special educational needs are provided for?
King James is an inclusive school and will provide for students who are able, with reasonable adjustments, to access a mainstream education.
How are parents consulted and involved?
We hold a number of parent consultation evenings throughout the year, dates can be found on the website calendar. Additional communication to parents from the school is via Go4Schools with Junior Site pupils using Learning Planners, which are used to record homework. Parents/carers are encouraged to comment on any areas of concern. These are then passed by tutors to the SENDCo and the students’ Head of Year.
How are students consulted and involved?
Class teachers and form tutors will have regular discussions with their students about their learning. These conversations may highlight additional support needed. Teachers and tutors will pass these concerns on to the relevant people.
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How are students supported in transitions between settings?
What is the King James approach to teaching students with SEND?
At KJAR we firmly support, in line with the SEN Code of Practice and Teachers’ Standards, that all teachers are teachers of SEND. In the first instance support for all learners should come from the teacher in the mainstream classroom.
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How are adaptations made to the curriculum and the learning environment of children and young people with SEND?
The majority of students’ needs are met by high quality differentiated classroom provision. Staff are supported to do this through TA support, clear information sharing, shared resources from the SEN team and in house CPD training.
What training does your staff have to support students with SEND?
The school SENDCo is Ena Akinsoyinu (Mrs Cathy Holland on maternity leave), who both hold the NASENDCo Award. Mrs Cathy Holland is in the role of Mental Health and Wellbeing Lead and coordinates our SEMH provision.
How does King James access specialist expertise and use external agencies?
We source advice and support from a variety of outside agencies, currently this includes:
How are children and young people with SEND enabled to engage in activities available with children and young people in the school who do not have SEND?
We encourage all students to participate in extracurricular clubs and events held at King James. Learning Support staff are actively involved in these clubs to support students to make the most of these opportunities. If further support is needed to enable students to attend these clubs it can be arranged in liaison with the Additional Needs department.
How are students supported with their emotional and social development?
Each student has a form tutor that they see up to twice daily. This relationship is key to the pastoral support on offer at King James. This regular contact allows time for students and staff to build a supportive and trusting relationship.
Who do I contact if I have a question or concern?
Initial contact should be made with your child’s form tutor or through the school office. Staff will aim to respond within 48 hours.
How does King James evaluate the effectiveness of the provision made for children and young people with SEND?
We track the provision offered to students through whole school data collection on Go4Schools. This allows Senior leaders, Heads of Department and Heads of Year to monitor the progress of students in their timetabled subjects as well as their behaviour, achievement and attendance.