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 to the 4 year groups, the school has a Hearing Resource Base which offers a total communication approach to learning for children with an EHCP with moderate to profound hearing loss. The Teacher of the Deaf works closely with mainstream staff to ensure supported inclusion and access to the mainstream curriculum.

Our Mission Statement:

We provide an inclusive, positive environment in which we nurture and empower our children to develop life-long learning skills. This enables them to grow into reflective, successful and well-rounded individuals in our global community.

Contact information

Website: Emmbrook Junior School
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Contact Name: Lisa Brant
Contact Position: Inclusion Leader
Telephone: 0118 978 4940 0118 978 4940
E-mail: admin@emmbrook-jun.wokingham.sch.uk

Location

Name: Emmbrook Junior School
Address: Emmbrook Road
Wokingham
Berkshire
Postcode: RG41 1JR; View RG41 1JR on a map

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

Contact Name: Lisa Brant
Contact Telephone: 0118 978 4940
Contact Email: admin@emmbrook-jun.wokingham.sch.uk

Local Offer Description

Local Offer last reviewed 11/06/2020

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, dyslexia
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 support from the 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?

Informal conversations to share praise and maintain communciaiton about specific areas being worked on
Meetings as needed with class teacher and/or Inclusion Manager
Parents evenings
Annual reports
Annual reviews if child has an EHCP
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 provided according to the child’s needs using a range of strategies which may include:
Group or personalised scaffolding and resources
Individual Provision Plan (IPP)
Visual timetables
Group support plans
Small group inputs or support to recap key learning points
marking symbols designed to encourage children to suggest solutions to imrpove ther work
use of the 5Bs (brain, buddy, board, book, boss) to develop skills in resilience to find a solution and use peer for supports
key skills in self-assessment and proof-reading of own work to gain confidence and independence
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 2014 National Curriculum requires all children to meet the Age Related Expectations of their year group.

To do so, we will personalise scaffolds (e.g. number lines, word mats, sentence starters, questioning etc) to best support your child. This may be required in all or just some subjects.

If they are unable to meet the curriculum expectations of their year group, work will be planned and differentiated accordingly. This will take into account teacher assessments, advice from outside agencies, the need for small group or 1:1 if needed or specific interventions. Where possible, teachers will endeavor to amke meaningful linsk to the year group curriculum for inclusive purposes.

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 / Title	Intervention Type
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
Comprehension Focus	One to one
Nurture Group	Small group
Lego Therapy	Small group
Occupational Therapy	One to one
Occupational Therapy	Small group

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
Wobble Cushions
Weighted Blanket
Reading Rulers
Coloured overlays
Communicate in Print

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 but this is restricted by guidelines from the Government

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?

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
Live feedback
Marking sybols and opportunities to discuss this
Fluid grouping so children ahve regular access to the teacherr for discussion

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

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 Manager 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

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
Emotional Regulation

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?

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
We engage with interpreters where necessary

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