We all worry about our children sometimes and if we are thinking they have Special Educational Needs it can be difficult to know where to go for help. I am always happy to talk to you so just come up to the office and we can agree a time to chat but there is a lot of information out there which can help. There are lots of links on this page to get you started
When you are thinking about what is best for your child, here are just a few places to start
Harrow Council have lots of things for children with Special Educational Needs. Every council has to have what is called a “local offer”. It is now smartphone friendly and can be used on any device. It tells us about everything they provide.
There is an interactive map for the SEN-D (Special Educational Needs and Disability) local offer where you just click whatever box sounds interesting and you go to that service. Click here for more informationIf you want to chat to someone there are two options
The 2014 Special Educational Needs and Disability (SEND) Reforms tell us some important starting points
A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.
This means that just because your child needs a bit of support, or might be behind their peers, they might not require any provision more than other children. Children might go on the register, have the different and additional support, then come off the register having made good progress.
In terms of disability, the 2010 Disability Act requires Schools to prevent
discrimination, to promote equality of opportunity and to foster good relations.
Schools also must make reasonable adjustments for disabled children, to prevent them being put at a substantial disadvantage.
Kenmore Park Junior School is a fully inclusive school which ensures that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs).
If you would like to see Miss Fraeser about your child an appointment can be made through our school office on 0208 204 6294 or on email@example.com. Please also see the Pastoral Link on the Website to access the Pastoral Manager.
At Kenmore Park Junior School we:
A child or young person has special educational needs (SEN) if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other children and young people of about the same age. The government split these needs into four broad ‘areas of need’:
Please see the link to our SEND information Report ratified by Governors 2016 for more information.
A copy of our SEN policy, together with further information of our provision for children with special educational needs or disability is available on the Policies page.
Kenmore Park Junior School works hard to ensure that reasonable adjustments are made to overcome barriers to learning. We assess the progress of pupils by comparing the children’s rates of progress against their starting points and will review all available information – from previous settings, other professionals and parents of the child.
Class teachers, with the support of the SLT (Senior Leadership Team) and the Inclusion Manager, will conduct regular assessments of progress for all pupils. Through monitoring and evaluation of these assessments, children requiring further support will be identified through, for example, progress which:
The school follows the SEN Code of Practice, 2014, in using an “assess, plan, do, review” process. In short, the system works as follows:
We aim to ensure that children with SEN at Kenmore Park Junior School make good progress and achieve in line with other schools nationally. We ensure effective communication with parents and carers, in order to work collaboratively and secure the best possible outcomes for all our children. Children’s views are also critical in ensuring the right provision to meet children’s needs.
All staff are committed to providing the best teaching for all children, including children with SEN. In order to achieve this, differentiation for individual pupils with SEN is expected when required. The learning environment may also be adapted to scaffold learning for example, through the provision of coloured overlays to aid some children’s reading.
The school will ensure that whenever possible, children with SEN or disabilities are enabled to engage in activities available for children who do not have SEN. This will be in line with the Equality Act 2010: advice for schools DfE Feb 2013.
The attainment of all children is tracked in the school to ensure that progress is maintained. Whole class teaching reflects the needs of all the children in the class. If a child is not making progress, they may be provided with extra support, have an intervention adapted or they may be identified for another intervention. Many children have interventions for many reasons. Interventions are very carefully chosen using “What Works for Children” as recommended by our Educational Psychology Team. We ensure interventions are effective and meeting the needs of the children: We usually use some measurement before and after an intervention to ensure its effectiveness.
When support within school has not been successful, or the school feels we do not have the relevant expertise to support a child, we may seek to involve further specialist support such as the Educational Psychology Service, Speech and Language Therapy, Occupational Therapy, etc. This will always be done with the permission of parents.
We have good relationships with outside agencies (including Educational Psychology Service), who assess children and advise parents and schools.
The ethos of the school supports the emotional & social development of learners. We use a variety of strategies including
The school monitors the behaviour of children and logs any issues on a computerised database. Any incidents of bullying will be followed up by a member of staff to ensure that children in the school feel safe and supported.
The school will support children with class-to-class and change-of-key-stage transition by providing opportunities for children to meet their new teachers and to experience the new environment. We will consider children likely to require extra support and provide them with help. We have excellent relations with the Infant school and the local High Schools and set up programmes every year to ensure children with SEND transition well between key stages.
The school will comply with the Equality Act 2010 when admitting children with disabilities. We will seek, whenever possible, to provide support and make adaptations to the environment to enable children to attend.
The school is committed to working with parents to provide the best possible care and education for the child. To this end, the school will:
At times, families may require further support for a variety of reasons. The school is committed to working with families in order to help meet their needs through the involvement of supportive agencies such as health bodies, charities and social care. The school will discuss with families as and when required to see if such support could help them via, for example, securing support from Children’s Service’s Early Support Team – who can provide support and advice to families.
The school is always welcoming of parents requesting support. Our Pastoral Manager, Miss Mason or our Inclusion Manager, Miss Fraser would always happy to discuss any concerns you have. Please arrange a meeting time via the school office or phone 0208 204 6294.
All appropriate guidance will be followed for children in Local Authority Care and the school will ensure that children in such circumstances are given the opportunity to succeed. All support will be considered on a case-to-case basis to ensure individual needs are met.