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Emmbrook Junior School

Emmbrook Junior School is a two form entry School with 223 pupils. Many of our pupils come to us from Emmbrook Infant School, with whom we have positive professional links. We also have a close relationship with Emmbrook Senior School.

In addition the school has a Resource for Hearing-Impaired pupils which offers a total communication approach to learning for statemented children with moderate to profound hearing loss. The Teacher of the Hearing-Impaired works closely with mainstream staff to ensure supported inclusion and access to the mainstream curriculum.

Our Mission Statement:

The Emmbrook Junior School community works together to further develop each child’s abilities by creating a nurturing and motivating environment for learning. Each child’s self-confidence will be strengthened, so they make good academic progress, whilst gaining increasing resilience and respect for the community.

Who to contact

Contact Name
Mrs Louise Holloway
Contact Position
Inclusion Manager
Telephone
0118 978 4940
Email
admin@emmbrook-jun.wokingham.sch.uk
Website
Emmbrook Junior School

Where to go

Name
Emmbrook Junior School
Address
Emmbrook Road
Wokingham
Berkshire
Postcode
RG41 1JR

Accessing this service

Type of School
Maintained
Age Ranges
7 yrs - 11 yrs

Provision For

Supporting people with
Hearing impairment

Local Offer - Support available for children and young people with additional needs

Local Offer logo
 
Contact Name
Mrs Louise Holloway
Contact Telephone
0118 978 4940
Contact Email
lholloway@emmbrook-jun.wokingham.sch.uk
Local Offer Description
Identification of Special Educational Needs and Disabilities (SEND)
1.1: How does the school identify children/young people with special educational needs and disabilities?
  • On-going teacher observations, assessments, experience.
  • Screeners e.g. reading, spelling, Progress in Maths
  • Outside agency reports
  • Talk to parents and use their knowledge
  • Experiences shared from previous schools and settings.
  • Children are identified with a hearing loss at an early age through neonatal screening
  • Children will have received a statement of special educational needs / Education, Health and Care Plan (EHCP) from the Local Authority
  • Children are referred to the Resource by the Sensory Consortium Service
1.2: What should I do if I think my child has SEND?
  • Contact class teacher initially regarding concerns if in school
  • Meet with Inclusion Manager and Headteacher (if appropriate)
Support for children with special educational needs
2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

Class teacher with Inclusion Manager in consultation with parents/carers.

Teacher of the Hearing-Impaired in consultation with class teacher, Speech and Language Therapist (SALT) and Inclusion Manager.

2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • Parents evenings
  • Annual reports
  • Annual reviews if child has an EHCP
  • Meetings as needed with class teacher and/or Inclusion Manager
  • Children with a statement / EHCP have an Individual Provision Plan (IPP) and termly meetings are held to discuss and review progress
  • Informal meetings with parents as required
2.3: How will the school balance my child's need for support with developing their independence?
  • Support will be differentiated according to the child’s needs using a range of strategies which may include:
  • Individual Provision Plan (IPP)
  • Visual timetables
  • Planners
  • Group support plans
  • Small group inputs or support to recap key learning points
  • Visual support in class
  • Sensitive TA support
  • Self-help strategies
2.4: How will the school match / differentiate the curriculum for my child's needs?

The curriculum will be differentiated based on each individual child’s need, taking in to account teacher assessments, advice from outside agencies, the need for small group or 1:1 if needed or specific interventions.
 
Language is simplified/rephrased by the Teaching Assistant in the class.

Support to access class tasks will be facilitated by the class teacher and in some circumstances, a teaching assistant may be present to assist with this support.

2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

Each child’s needs are looked at individually to determine the best strategies for them. Strategies may include:

  • Differentiated activities
  • Visual support including pictures, writing frames or word banks
  • Visual timetables
  • Social stories
  • Safe place
  • Reward systems
  • My choice, your choice
  • ICT support
  • Help walls
  • Small steps with specific achievable objectives
  • Multi-sensory approach to activities

Each year provision is mapped and resources are allocated.

Each hearing-impaired child’s needs are looked at individually to determine the best strategies for them. These include:

  • Differentiated activities
  • Visual support including pictures, writing frames or word banks
  • Signed support where necessary
  • Visual timetables
  • Reward systems
  • ICT support
  • Help walls
  • Small steps with specific achievable objectives
  • Kinaesthetic approach to activities
2.6: What additional staffing does the school provide from its own budget for children with SEND?

Within the constraints of the budget.

  • Nurture assistant
  • Teaching assistants in each year group
  • Additional teachers/teaching assistants to support specific interventions
  • Teaching assistants trained to support specific strategies/programmes. One full-time on-site Teachers of the Hearing-Impaired
  • Educational Audiologist (Hearing Impaired budget)
2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / TitleIntervention Type
TRACKS Literacy Small group
ABC to Read One to one
Catch Up Literacy One to one
Catch Up Numeracy One to one
Power of 2 Maths One to one
Precision Teaching One to one
Comprehension Focus One to one
Nurture Group Small group
Lego Therapy Small group
Occupational Therapy One to one
Occupational Therapy Small group
Partnership for Literacy P4L One to one
2.8: What resources and equipment does the school provide for children with SEND?

This will vary for each child but we will endeavour to provide resources as each child with SEND requires. Any resources and equipment that a child needs will be considered based on recommendations made by specialist services.

  • Radio aids
  • Classroom and hall soundfield systems
  • Signing resources
  • Speech and language development resources
  • Listening programmes
  • Reading books
  • Visual support materials
  • Writing slants
  • Inflatable wedge
  • Work stations
  • Laptops
  • Easispeak
  • Therabands
  • Social stories
2.9: What special arrangements can be made for my child when taking examinations?
  • Additional time
  • Scribes
  • Readers
  • Adapted papers
  • Quiet areas
  • 25% additional time
My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
  • On-going Teacher Assessments
  • Pupil progress meetings
  • Standardised tests that give standardised scores and comparative ages
  • IPP Meetings and parents evenings – a chance to give input from home experiences
  • Aspects of progress will be discussed with parents where appropriate
  • On-going speech and language assessments where appropriate
  • Annual review meetings
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
  • See above (3.1)
  • IPPs are regularly reviewed and updated based feedback from school staff, as well as advice from outside agencies and parents
  • Parents will be invited to review their child’s IPP
  • IPPs are set and reviewed termly and updated based on everyday observations from school staff, as well as taking advice from Teacher of the Hearing-Impaired and SALT
  • Intervention trackers are completed with staff delivering the intervention with the inclusion manager to review progress of individuals and reflect on the effectiveness of the intervention.
  • Termly meetings are held with parents to report on progress and set new targets
3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?
  • Additional IPP meetings for children where appropriate and with the inclusion manager
  • Annual reviews if the child is has a statement of education need / EHCP
  • Teachers are happy to arrange meetings to discuss issues through our usual open door policy
  • Teachers of the Hearing-Impaired are happy to arrange meetings to discuss issues
3.4: What arrangements does the school have for regular home to school contact?
  • Teachers are always happy to arrange a meeting to discuss issues with regarding a child.
  • If it is felt to be useful, home school link books can be used 
  • Email/phone contact with class teacher and with the inclusion manager.
3.5: How can I help support my child's learning?

The following support you can offer your child has significant impact on their progress:

  • Listen to them read every day
  • Read stories to your child
  • Play games eg board games
  • Visit places of interest as this will aid topic knowledge
  • Support home learning activities
  • Ensure punctual, regular attendance as often missing interventions can have a negative impact on progress
  • Recommendations are given by Teachers of the Hearing-Impaired and SALT
  • Additional advice can be given on an individual basis
3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
  • The school runs regular curriculum evenings throughout the year for specific subjects where ways to support your child are demonstrated
  • Transition sessions
  • Parenting courses are advertised and promoted through the school
  • School is able to signpost support from a range of other agencies
  • Support for parents of hearing-impaired children is upon request
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • Termly conference meeting between child and teacher.
  • Peer and self-assessment opportunities
  • If they have a statement of special educational need / EHCP, their views will be sought as part of the annual review process
  • Day to day liaison between child and teacher
3.8: What accredited and non accredited courses do you offer for young people with SEND?

N/A

3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

Monitoring progress via Teacher Assessments, standardised scores

  • Outside agencies review objectives set and progress made towards these
  • Impact of interventions (intervention trackers and end of year analysis)
  • Discussion with children as appropriate and parents.
  • Children are aware of own learning targets and next steps
  • Parent questionnaires at the end of each key stage
  • Regular meetings with school Head teacher and Local Authority
Support for my child's overall well being
4.1: What support is available to promote the emotional and social development of children with SEND?
  • Specific interventions e.g. Circle of Friends, Nurture groups, 1:1 time, Social stories, protective behaviour groups (secondary transition)
  • Nurture assistants
  • Teaching assistants
  • Targeted 1:1/small group sessions with Teacher of the Hearing-Impaired
4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?
  • Behaviour/Pastoral Support Plans
  • Quiet areas inside and out can be set up
  • Safe room
  • Clear guidelines of choice
  • CAF/TAF
  • Reward charts/stickers
  • Social stories
  • Nurture groups
4.3: What medical support is available in the school for children with SEND?
  • Staff trained in First Aid in Schools
  • Staff will take on any training as needed to support medical needs of any child
4.4: How does the school manage the administration of medicines?
  • Specifically trained adults according to individual needs of children
  • First aiders
  • Medicine policy
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • Disabled toilet / wet room
  • 1:2 support with personal care or during snack and meal times if required
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Specialist services and expertise available at or accessed by the school
5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

We use all of the above support services for specific children plus:

  • Family support workers
  • CAMHS doctor
  • Occupational Therapists
  • Physiotherapists
  • Speech and Language Therapists
  • Vulnerable Children’s Education (Foundry College)
  • One on-site Teacher of the Hearing-Impaired
  • Speech and Language Therapist (with specialism in hearing-impairment)
  • Audiologists from Royal Berkshire Hospital/Ewing Foundation
  • Cochlear Implant Centre teams
  • Educational Psychologist
  • Learning support service
5.2: What should I do if I think my child needs support from one of these services?

Speak to Inclusion Manager who will advise next steps and make referrals as necessary

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
  • In school staff follow programmes provided by these services
  • Specialists come in to support from time to time depending on each child’s needs
  • The specialist Hearing Impaired Speech and Language Therapist provides 1:1 support according to need
  • A specialist TA delivers a small group OT programme before school
5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

Single point entry referral can be made for speech and language therapy via the Inclusion Manager. For an occupational therapist or physiotherapist, the referral needs to come from a GP or Paediatrician.  However, the school inclusion manger can support with a report to take to the GP.

5.5: What arrangements does the school have for liaison with Children's Social Care services?

School has access to children’s social care services when required.

School are able to send in MARF (multi-agency referral form) to refer children and families for Early Help or who are deemed to be at Immediate Risk of Harm.

Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • Regular SEND staff meetings - in the last year, teachers have received training in the SEN code of conduct, Autism awareness, ADHD and differentiation.
  • A time to discuss children with SEND is allocated to Senior Team meeting agenda
  • Training is provided dependent on current needs
  • Inclusion Manager / Head attend regular of training and cascade to staff
  • Teaching Assistants attend training as necessary
  • Deaf awareness training given to new staff
  • Training by outside agencies e.g. Cochlear Implant centre
6.2: What SEND training is provided for teaching assistants and other staff in your school?

Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEN. Recent courses attended include:

  • Nurture Assistants
  • Early Bird plus
  • Speech and Language Support
  • Occupational Therapy Support

Two TAs has been trained in the Catch Up programme

TAs have been trained in the Partnership for Literacy programme

One TA is trained in EarlyBird+

One TA is trained in Nurture support

Two TAs have BSL Level 1 or 2

Inclusion Manager is trained in Tracks Literacy and Theory and Practice of Nurture Groups.

Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of Hearing-Impairment

Courses attended include:

  • Speech and Language courses (at Wokingham Hospital)
  • Online Hearing Impairment training 

TAs have attended Cochlear implant technical update training

Two qualified Teachers of the Hearing-Impaired

Teachers of the hearing-Impaired have BSL level 1/2

6.3: Do teachers have any specific qualifications in SEND?

Inclusion Manager is trained in Tracks Literacy and Theory and Practice of Nurture Groups. Inclusion Manager has been a SENCO or Inclusion Manager since 2001.

Staff have much experience in dealing with a range of SEND pupils.

6.4: Do teaching assistants have any specific qualifications in SEND?

Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEND. Recent courses attended include:

  • Nurture Assistants
  • Early Bird plus
  • Dyslexic
  • Speech and Language Support
  • Occupational Therapy Support

Two TAs has been trained in the Catch Up programme

One TA have been trained in the Partnership for Literacy programme

One TA is trained in EarlyBird+

One HLTA is trained in Nurture support

Two TAs have BSL Level 1 or 2

Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of Hearing-Impairment

Courses attended include:

  • Speech and Language courses (at Wokingham Hospital)
  • Online Hearing Impairment training 

TAs have attended Cochlear implant technical update training

Two qualified Teachers of the Hearing-Impaired

Teachers of the hearing-Impaired have BSL level 1/2

Activities outside the classroom including school trips
7.1: How do you ensure children with SEND can be included in out of school activities and trips?
  • All children are included in out of school activities and trips in discussions with parents and risk assessments are undertaken in line with the Local Authority guidelines. Parents may be invited to accompany their child if necessary or 1:1 support may be provided depending on the level of need
  • Staff undertake a preparatory visit to ensure the risk assessment is appropriate
  • Staff ensure that the venue is fully informed of any additional support that may be required
  • All hearing-impaired children are included in out of school activities and trips in discussions with parents and risk assessments are undertaken in line with the Local Authority guidelines. Parents may accompany their child if necessary or 1:1 support may be provided depending on the level of need
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • Through discussions with parents and school staff. Advice is also taken from the place to be visited in terms of their facilities and accessibility
  • Advice is taken from the Teacher of the Hearing-Impaired
Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

School has relevant access throughout.

8.2: Have adaptations / improvements been made to the auditory and visual environment?
  • Take advice from outside agencies regarding adaptations in teaching areas for each child as needed
  • The school has been acoustically treated with lowered ceilings, acoustic tiles, carpets and blinds/curtains throughout
  • Soundfield systems have been fitted in every classroom and there is a PA system in the hall
  • The school has a quiet acoustically treated withdrawal room for 1:1 or small group sessions
8.3: Are there accessible changing and toilet facilities?

Yes – toilet is fully accessible

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?

Reasonable adjustments are made to ensure that the school is accessible to all children

8.5: How does the school communicate with parents / carers who have a disability?

Parents/carers needs are accommodated as much as possible and on an individual basis

8.6: How does the school communicate with parents / carers whose first language is not English?
  • We encourage parents to bring an advocate (trusted representative) who is able to offer translation services
  • We can access support from the local authority EAL team to translate letters etc
Preparing my child to join the school or to transfer to a new school or the next stage of education and life
9.1: What preparation will there be for both the school and my child before he or she joins the school?
  • Meetings with school staff including Inclusion Manager
  • Liaison with current infant school or setting and visits to meet the child in that familiar setting
  • Planned transition includes visits into school for the family
  • Booklets with team information
  • Meetings with the family and specialist services involved with them
  • Inclusion Manager to attend TAFs, annual reviews etc if appropriate
  • Employ a buddy system so that parents can meet with other parents whose child has similar needs
  • Meetings with the Teacher of the Hearing-Impaired
  • Liaison with current infant school or setting and visits to meet the child in that familiar setting
  • Planned transition visits
  • TA to accompany child to new setting on visits
  • Transition book of photos
  • Meetings with the family and specialist services involved with them
  • Inclusion Manager/Teacher of the Hearing-Impaired to attend annual reviews
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • Additional transition visits 
  • Photos of key adults and places in the new setting
  • Parents introduced to teachers / TAs as appropriate
  • Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
  • Additional transition visits as needed
  • BILD Transition toolkit is used to plan a successful transition
9.3: How will my child be prepared to move on to his or her next school?
  • As above
  • Extra visits are held at the Senior School for vulnerable pupils
  • ‘Mind the Gap’ local Church group holds sessions with year 6 pupils in the final term
  • Nurture assistant works with individuals / small groups as needed
9.4: How will you support a new school to prepare for my child?
  • Meet and discuss individual needs in year 5 if the child has a statement of educational need/ EHCP
  • Suggest new school come to visit child in current setting
  • Share good practice and strategies with new school staff
  • Teaching Assistant may accompany the child on visits to new school
  • Vulnerable child transition programme is offered by some schools
  • Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
  • Curriculum for PSHE reflects the transition in Year 2 and Year 6
  • Share good practise and strategies with new school staff
9.5: What information will be provided to my child's new school?

In discussion with parents, school will share records of interventions, impact, assessments (including teacher assessments, statutory assessments and other standardised tests carried out), diagnosis and strategies that have been developed and been successful

9.6: How will the school prepare my child for the transition to further education or employment?

N/A

Who can I contact to discuss my child ?
10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
  • Class teacher
  • Inclusion Manager
  • Head
  • Teacher of the Hearing-Impaired
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
  • Allocated staff give specific support to parents if required
  • School can contact the Family and Parenting Support team or Vulnerable Children’s Education team (Foundry) should home schooling be needed at any time
  • Reading Deaf Children’s Society
  • NDCS
  • Me2 Club
  • Sensory Consortium Service
  • Relevant websites
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

School tries to keep up to date contacts for agencies such as Reach and is always happy to help parents/carers find support groups as needed

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Parents are encouraged to speak to the class teacher in the first instance as issues arise
  • Feedback via annual parent questionnaire
  • Contact Inclusion Manager or Head to deal with compliments and concerns
  • Feedback via parent questionnaire
  • Contact Teacher of the Hearing-Impaired/Inclusion Manager or Head to deal with complaints
  • Complaints policy
School Admissions and Policy Documents

11.1: School admission arrangements for children with special educational needs and disabilities

School admission arrangements

We follow the arrangements for admissions through Wokingham Borough Council.

Please contact them directly for admissions advice.

Please also see your Equalities Policy and Accessiblity Plan.

School Admission Link
Emmbrook Junior School

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

SEN Policy Document
Inclusion Policy (PDF) 2108
Data last checked: 09/10/2018
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