Most children at John Bamford, will have their special educational needs met through good classroom practice. This is called Quality First Teaching.
We know when children need extra help if:
• Concerns are raised by parents/carers, teachers, or the child’s previous school
• Tracking of attainment outcomes indicate a lack of progress
• Child observation indicates that they have additional needs in one of the four areas
1. Communication and interaction
2. Cognition and learning
3. Social, mental and emotional health
4. Sensory/physical
• A child asks for help
• There are gaps in learning indicating missed or misunderstood learning

In deciding whether to make special education provision to support educational, social, physical or emotional needs, we aim to identify children who have any difficulties as soon as possible so that appropriate support can be given from an early age. Full use is made of information passed to the school when a child transfers from early education provision and we use assessments during the Early Years Foundation Stage to identify children and any difficulties they may have.
Other strategies used by our teachers to identify SEN include:
• Discussion with parent/carer to see if they have noticed anything/have any concerns
• Ongoing teacher assessment and observation at all ages and abilities
• Progress measured against the Early Learning Goals in the Foundation Stage
• Performance measured against National Curriculum age-related expectations, particularly in English and maths
• Standardised screening or assessment tasks (e.g. Reading/Comprehension Tests and Maths Knowledge Tests)
• Results from Statutory Assessments (end of Years 2 and 6) and Teacher Assessments in Years 1 and 3 to 5
• Referrals and recommendations from External agencies (Speech & Language Therapy; Autism Outreach Team; Educational Psychology…)

• If you have any concerns about your child’s learning or behaviour, then please firstly discuss these with your child’s teacher. The class teacher will offer advice and may consult further with the school SENCO whose name is Mrs Lindsey Hamnett and whose contact details are The John Bamford Primary School, Crabtree Way, Etching Hill, Rugeley, WS152PA. Tel. 01889228689. Email. Office@johnbamford.staffs.sch.uk
• All parents are listened to. Views and aspirations for their child will be central to the assessment and provision that is provided by the school.
• The school closely monitors all children with special needs and implements strategies and interventions to support learning and behaviours.
• Following the SEND Code of Practice (2014), the school uses a graduated approach when meeting the needs of children with Special Educational Needs (SEN). Up to 20% of children and young people have special educational needs at some stage in their lives; only around 2% have Special Educational Needs, which are of a severe and complex nature. For many children, simple changes to the way that the curriculum is delivered can make a significant impact on removing the barriers to their learning.

Please see The John Bamford Primary School website:

https://www.johnbamford.staffs.sch.uk

? All children will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners.
? Children with SEND will be provided with “reasonable adjustments” in order to increase their access to the taught curriculum.
? The quality of teaching is monitored through a number of processes that includes:
• classroom observation by the senior leadership team, the SENCO and external verifiers
• on-going assessment of progress made by the child in specific intervention groups
• work sampling on a termly basis.
• scrutiny of planning.
• teacher meetings with the SENCO
• child and parent feedback when reviewing target attainment
• whole school child progress tracking
• attendance and behaviour records
? Information on the quality of teaching will be collated in a report to governors and shared with parents
? Children who are not making expected levels of progress are identified very quickly and are discussed as required.
? Where it is decided that action is required to support increased rates of progress, this will follow an assess, plan, do and review model
? An individual assessment of the child will be undertaken in order to make an accurate assessment of their needs. Additional interventions to increase the rate of progress will then be identified and recorded via provision mapping.
? Additional action to increase the rate of progress will be then identified and recorded that will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the child.
? If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the child will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class teacher with advice from the SENCO.
? Parents will be informed that the school considers their child may require SEN support and their partnership sought in order to improve progress and attainments.
? SEN support will be recorded on an Individual Education Plan that identifying a clear set of expected outcomes.
? Progress towards these outcomes will be tracked and reviewed termly with the parents and the child.
? If limited progress is made despite the delivery of high quality interventions, advice will be sought from external agencies regarding strategies to best meet the specific needs of a child.
? This will only be undertaken after parent permission has been obtained and may include referral to:
• Behaviour Support Service
• Early Help Assessments (initiated via the SENCO)
• Autism Outreach Team
• Hearing Impairment team
• Visual Impairment team
• Educational Psychology Service
• Educational Welfare Officers / The Local Authority
• Physical and disability support service
• Social Services
• School Nursing
• CAMHS (Child & Adolescent Mental Health Service)
• Tier 2 Family Action
• Early Help Team

For children who despite relevant and purposeful action taken to meet their special needs, fail to make expected levels of progress, the school or parents may consider requesting an Education, Health and Care assessment (EHCP) that will be undertaken by the Local Authority.

At John Bamford we offer additional learning and additional emotional support on a 1:1 and small group basis. These interventions are regularly assessed for impact and progress and include:

o Precision Teaching (with Direct Instruction)
o Accelerated Reader
o Spelling support
o Maths intervention
o Writing intervention
o Reading intervention
o KPI catch up (specific to subject)
o Lightning Squad
o Grammar support
o Phonics intervention
o Handwriting support
o Phonics
o Times tables support
o SALT
o Social skills, nurture, behaviour group support
o Writing intervention (specifically to support named EHCP children)
o Nurture provision
Where a child is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”. This means that we will: use ongoing and termly assessment strategies as listed above to identify individual needs. This is done by staff who know the children, and who work together to identify progress and to identify gaps in learning. Targets and interventions are planned using an Individual Education Plan (IEP) and records are kept by the class teacher and SENCO but can also be accessed by all staff. Different children require different levels of support to achieve age related expectations, and we expect that parents/carers would work with us, alongside any other appropriate, external agencies. Actions are reviewed each term and parents are invited to do this with us. Children’s views are taken into consideration throughout the process and are consulted during targeted time and throughout their interventions. All information is shared with parents/carers at Parent Consultation events, and/or in review meetings with the class teacher and SENCO.
Assess, Plan, Do, Review:
? Assess a child’s special educational needs
? Plan the provision to meet your child’s aspirations and agreed outcomes
? Do put the provision in place to meet those outcomes
? Review the support and progress
For more detailed information see the Local Offer

Teachers plan differentiated work to match the ability of all children in the classroom. When a child has been identified as having special needs, their work will be further differentiated by the class teacher to remove barriers to learning and enable them to access the curriculum more easily. In addition, they will be provided with additional support that may include specialised equipment or resources, ICT and/or additional adult help. Our school encourages all children with SEN to take part in after school clubs. All children are included in educational visits to support topics and residential experiences. Children are supported to ensure they can take part in all activities.

All children will be provided with high quality teaching (Quality First Teaching) differentiated to meet the diverse needs of all learners.
• Children with SEN will be provided with “reasonable adjustments” in order to increase access to the taught curriculum.
• Teachers complete ongoing assessment of progress of children in specific intervention groups.
• Teachers have termly review meetings with the SENCO and parents/carers.
• Children’s progress is tracked and monitored.
• Attendance and behaviour records are monitored.

The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with Education, Health and Care plans.
The Headteacher informs the governing board of how the funding allocated to support special educational needs has been employed.
The SENCO and Headteacher agree annually on how to use funds directly related to Education, Health and Care Plan.
A timetable of this provision is shared as necessary.

The school receives funding to respond to the needs of children with SEND from a number of sources: A proportion of the funds allocated per child to the school to provide for their education (the Age Weighted Child Unit); The Notional SEN budget AND The Child Premium funding (for children who meet certain criteria). In addition, for those children with the most complex needs, the school may be allocated Additional Educational Needs funding. This funding is then used to provide the equipment and facilities to support children with special educational needs and disabilities through:
• In-class support from teaching assistants
• Small group support from teaching assistants e.g. nurture groups, literacy and numeracy support
• Specialist support from teacher’s / teaching assistants e.g. 1:1 tuition
• Bought in support from external agencies e.g. access arrangement assessment, speech and language support.
• Parent workshops
• Provision of specialist resources e.g. assessment software
• CPD relating to SEND for staff
• Funding is directed to release time for the school SENCO. The SENCO and Nurture Lead are non-class based, enabling support to be targeted as and where needed.
• Learning Support Assistant hours are also made available for individuals or groups of children with SEN or may be used to supervise work set by the teacher thus releasing the class teacher to work with small groups of children experiences difficulties in learning.
• Our staff can make or use individual resources for children with special educational needs that support their specific learning targets and needs. Resources are often recommended by professionals and these will be implemented and used within the child’s learning environment.
• ICT resources are available to help motivate children and access learning.
• Reward charts are utilised to aid children with the management of their own behaviour alongside visual timetables for children with social and communication difficulties.
• We have a nurture room where nurture based interventions are led by our Nurture Lead Mrs Katy Bevan-Phillips.

• For children with SEN but without an Education Health and Care plan, the decision regarding the support required will be made by the class teacher and support staff and recorded on the school provision mapping document. The SENCO oversees this provision. For children with an Education, Health or Care plan, this decision will be reached when the plan is being produced or at annual review.
• The School Budget received from the Local Authority includes money for supporting children with SEN.
• The Local Authority will top-up funding for children with a high level of need (AEN/HLN funding) when applied for by the school with appropriate evidence of need.
• If a child continues to make little or no progress, despite high quality teaching targeting their needs, the class teacher and the SENCO will consider whether the child has a significant learning difficulty. Where this is the case, in consultation with parents/carers, an agreement about the level of SEND support that is required will take place. The support will be carefully monitored to look at the impact. If there is little or very little impact, it may be necessary to apply for an Education Health and Care plan to further support the child’s needs.
• Nurture support, including play therapy is provided for children with social, emotional and / or behaviour difficulties. This support is agreed by parents
• Social skills groups are available to ensure social skills and friendships.
• We offer a range of extra-curricular clubs that are open to all children.
• We have a range of educational visits and visitors to school to bring our curriculum to life. Children with special educational needs and disabilities are always included in these and we provide staff to support their full involvement if needed.
• Aiming High activities for children with disabilities are promoted in school

The school receives funding to respond to the needs of children with SEND from a number of sources: A proportion of the funds allocated per child to the school to provide for their education (the Age Weighted Child Unit); The Notional SEN budget AND The Child Premium funding (for children who meet certain criteria). In addition, for those children with the most complex needs, the school may be allocated Additional Educational Needs funding. This funding is then used to provide the equipment and facilities to support children with special educational needs and disabilities through:
• In-class support from teaching assistants
• Small group support from teaching assistants e.g. nurture groups, literacy and numeracy support
• Specialist support from teacher’s / teaching assistants e.g. 1:1 tuition
• Bought in support from external agencies e.g. access arrangement assessment, speech and language support.
• Parent workshops
• Provision of specialist resources e.g. assessment software
• CPD relating to SEND for staff
• Funding is directed to release time for the school SENCO. The SENCO and Nurture Lead are non-class based, enabling support to be targeted as and where needed.
• Learning Support Assistant hours are also made available for individuals or groups of children with SEN or may be used to supervise work set by the teacher thus releasing the class teacher to work with small groups of children experiences difficulties in learning.
• Our staff can make or use individual resources for children with special educational needs that support their specific learning targets and needs. Resources are often recommended by professionals and these will be implemented and used within the child’s learning environment.
• ICT resources are available to help motivate children and access learning.
• Reward charts are utilised to aid children with the management of their own behaviour alongside visual timetables for children with social and communication difficulties.
• We have a nurture room where nurture based interventions are led by our Nurture Lead Mrs Katy Bevan-Phillips.

• Attainments towards the identified outcomes will be shared with parents termly through the school reporting system and Parent’s Evenings. Parents may also find a home-school diary a useful tool to use to communicate with school staff.
• Parents are encouraged to arrange an appointment to discuss their child’s progress with the class teacher first, then if necessary the SENCO or a member of the Senior Leadership team. Please contact the school office who will arrange an appointment for you.
• Children’s attainment will be shared with parents termly in a meeting where the Additional Support Plan known as an Individual Education Plan (IEP) is reviewed and new targets are discussed.
• Parent’s Evenings every term.
• If a further appointment is required, then parents are asked to contact the school office in order to make an appointment with the class teacher.
• Parents are invited to termly SEN IEP review meetings with the SENCO and class teacher.

• Please look at the school website. It can be found at http://www.johnbamford.staffs.sch.uk/
and includes links to websites and resources that we have found useful in supporting parents to help their child learn at home. In addition, the Bamford Beat (whole School) / newsletters (Nursery/Reception) and Class DoJo often include a section that identifies local learning opportunities such as how to join the local library, places to visit etc.
• The class teacher and / or SENCO may also suggest additional ways of supporting your child’s learning.
• The school organise a number of parent or grandparent / child activities during the year. These are decided throughout the school year and more information will be given regarding these during the term they occur (dependent on the adventure being covered). Such activities aim to provide useful opportunities for parents to learn more about the curriculum that is being offered to their child.
• Staffordshire Local Offer provides information in one place for children and young people aged 0-25 with special educational needs and disabilities (SEND), their parents/carers and professionals. The Local Offer includes information on local services to help children, young people, parents and carers make choices about the support they receive.
• The class teacher, or the SENCO, may suggest ways in which you can support your child’s learning. This may be in the form of games to play with your child, or activities to support a new topic, or differentiated homework.
• Parent workshops are provided by the school, and information about these are included in the weekly Bamford Beat. They help parents to understand more fully the curriculum, and the way in which the children learn at John Bamford.

All children are involved in target setting for IEPs. Teaching staff discuss with children what they have achieved and their next steps.

We continuously ensure the provision has a positive impact on the outcomes for all of our children/young people. We do this in a variety of ways, including:
o Robust evaluation of policy and practice. Progress and attainment of all children is discussed at least half-termly, and often more frequently for identified children. Teachers and Support staff share planning and resources to ensure a continuous provision of high quality teaching and support.
o Children’s books are monitored to ensure provision of teaching and learning is of a high quality, that children’s work shows progress and that standards are maintained or improving. Evidence for children with SEN is monitored closely.
o All staff who provide targeted intervention or individualised learning, ensure that the work is of a high standard and that records to demonstrate progress are maintained. All evidence of work and progress is shared via the provision mapping document and Individual Education Plan reviews ensure that appropriate review and planning of support plans is accurate.
o The SENCO oversees the writing of IEPs and smart targets, meeting with both the class teacher and parents to review and discuss progress.

Staff are available each morning before school and at the end of the school day to ensure safe transition from and to parents. At breaks and lunch times staff are timetabled to be on duty. At lunch times children are supported by Lunchtime Supervisory Assistants, some of which are also Teaching Assistants during the school day. Adult provision is available for children who benefit from small group social situations and sports activities. This is led by a Teaching Assistant who has previously been a sports coach in school. Our Nurture Lead is available throughout lunch time and spends part of the lunch hour on the playground each lunch time. A member of the Senior Leadership Team is outside each day during the lunch hour.
PE sessions and school visits are planned for and risk assessments completed.

The school offers a wide variety of pastoral support for children. These include:
An evaluated Personal, Social, Health and Economic (PHSE) curriculum that aims to provide children with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well-being.
Child and Parent voice mechanisms are in place and monitored.
Small group evidence-led interventions to support children’s wellbeing delivered to targeted children and groups in the form of Nurture, play sessions and Forest Schools. Interventions are identified and via provision mapping (updated regularly by all staff) and aim to support improved interaction skills, emotional resilience and wellbeing.
Children who find outside class times difficult are provided with alternative small group opportunities within the school and / or support to enable them to partake.
The school has gained Healthy School status which evidences the work undertaken within the school to supports children’ wellbeing and mental health. The school is currently working towards the Wellbeing Award (December 2023).
The Headteacher, Mrs Louise Ferguson and the SENCO, Mrs Lindsey Hamnett are both trained as Mental Health Leaders. Children and parents are encouraged to speak with the class teacher at the initial point of concerns. Class teachers and support staff have relevant training to support with many of the ‘worries’ children may experience. If further support is required, at John Bamford we offer both planned for and spontaneous nurture sessions either as 1:1 or small groups to help support children with their emotional or social needs.
Mrs Katy Bevan-Phillips is our Nurture Lead. Children are referred for nurture usually by the class teacher or parent to the SENCO who liaises with the Nurture Lead.
Sessions are also put in place to reassure and help children with any worries or concerns in or outside school including the curriculum.
Nurture support can also be offered through Forest Schools
General Aims:
? High levels of support for the child/children
? Positive team building within the children and between parents and school
? Support to achieve a full and active integration into school life
? Reduced need for sanctions such as exclusions
? To provide a happy, secure and stable environment for our children
? To build trusting relationships with parents
? To build self-esteem and confidence
? Close working relationship with Schools, the child, the family and Education Workers
? To liaise with Professionals including Behaviour Support, Hearing and Visual Impairment Team, Education Psychology, Safeguarding Team, Early Intervention, Family Action, Social Care, School Nurse, Educational Welfare Officer, Inclusion Officer, Autism Outreach Team, High School SENCO…

Children with medical needs will be provided with a detailed Health Care Plan, compiled by staff with responsibility for health and safety in partnership with parents and if appropriate, the child themselves. Staff who administer medicine complete training and are reviewed as competent by the school nurse who works in partnership with the school. All medicine administration procedures adhere to the LA policy and DfE guidelines included within Supporting children at school with medical conditions (DfE) 2015
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/803956/supporting-children-at-school-with-medical-conditions.pdf

All staff are made aware of the medical difficulties of children. Staff have undertaken Emergency First Aid at Work training and Paediatric First Aid training. Local Authority policies are adhered to. Inhalers are stored in the learning environment where the child is based. Epipen training has been provided for staff. Staff have received Asthma Awareness and inhaler training. The schools medicine policy is followed for administration of prescribed medicines.

Mrs Hamnett is the SENCO and Behaviour Lead at John Bamford. She is part of the Senior Leadership Team, working closely Mrs Bevan-Phillips (Nurture Lead), Senior Leaders, Teaching and Support staff ensuring appropriate provision, support and resources for children with behaviour needs. Mrs Hamnett leads an attendance group half termly alongside the office manager, Governors and Nurture Lead. This ensures appropriate timely action and support but also a knowledge of existing needs which contribute to absence.
If necessary extra support can be implemented for children who have behaviour needs or school avoidance, this will be devised on an individualised basis and may include support on a 1:1 or small group basis during, before or after school dependent on circumstances. Forest School nurture and pet therapy are just some of the interventions offered as well as play therapy, sports and social skills groups.
At John Bamford we offer both planned for and spontaneous nurture sessions either as 1:1 or small groups to help support children with their emotional or social needs. Children are referred for nurture usually by the class teacher or parent to the SENCO who liaises with the Nurture Lead.
Sessions are also put in place to reassure and help pupils with any worries or concerns in or outside school including the curriculum.
Nurture support can also be offered through Forest Schools.
General Aims:
? High levels of support for the child/children
? Positive team building within the children and between parents and school
? Support to achieve a full and active integration into school life
? Reduced need for sanctions such as exclusions
? To provide a happy, secure and stable environment for our children
? To build trusting relationships with parents
? To build self-esteem and confidence through Forest School
? Close working relationship with Schools, the child, the family and Education Workers
? To liaise with Professionals including Behaviour Support, Education Psychology, Safeguarding Team, Early Intervention, Family Action, Social Care, School Nurse, Educational Welfare Officer, Inclusion Officer, Autism Outreach Team and High School SENCO(s)

Nurture including play therapy is provided for those children with social, emotional or behaviour difficulties. This takes place in school consultation with parents.
• Social skills groups are available to ensure social skills and friendships.
• We offer a range of extra-curricular clubs that are open to all children.
• We have a range of educational visits and visitors to school to bring our curriculum to life. Children with special educational needs and disabilities are always included in these and we provide staff to support their full involvement if needed.
• Aiming High activities for children with disabilities are promoted in school
Please see the school website:
https://www.johnbamford.staffs.sch.uk
Training has been completed in Emotionally based school avoidance and Play Therapy.

Mrs Hamnett is the SENCO and Behaviour Lead at John Bamford. She is part of the Senior Leadership Team, working closely Mrs Bevan-Phillips (Nurture Lead), Senior Leaders, Teaching and Support staff ensuring appropriate provision, support and resources for children with behaviour needs. Mrs Hamnett leads an attendance group half termly alongside the office manager, Governors and Nurture Lead. This ensures appropriate timely action and support but also a knowledge of existing needs which contribute to absence.
If necessary extra support can be implemented for children who have behaviour needs or school avoidance, this will be devised on an individualised basis and may include support on a 1:1 or small group basis during, before or after school dependent on circumstances. Forest School nurture and pet therapy are just some of the interventions offered as well as play therapy, sports and social skills groups.
At John Bamford we offer both planned for and spontaneous nurture sessions either as 1:1 or small groups to help support children with their emotional or social needs. Children are referred for nurture usually by the class teacher or parent to the SENCO who liaises with the Nurture Lead.
Sessions are also put in place to reassure and help pupils with any worries or concerns in or outside school including the curriculum.
Nurture support can also be offered through Forest Schools.
General Aims:
? High levels of support for the child/children
? Positive team building within the children and between parents and school
? Support to achieve a full and active integration into school life
? Reduced need for sanctions such as exclusions
? To provide a happy, secure and stable environment for our children
? To build trusting relationships with parents
? To build self-esteem and confidence through Forest School
? Close working relationship with Schools, the child, the family and Education Workers
? To liaise with Professionals including Behaviour Support, Education Psychology, Safeguarding Team, Early Intervention, Family Action, Social Care, School Nurse, Educational Welfare Officer, Inclusion Officer, Autism Outreach Team and High School SENCO(s)

Nurture including play therapy is provided for those children with social, emotional or behaviour difficulties. This takes place in school consultation with parents.
• Social skills groups are available to ensure social skills and friendships.
• We offer a range of extra-curricular clubs that are open to all children.
• We have a range of educational visits and visitors to school to bring our curriculum to life. Children with special educational needs and disabilities are always included in these and we provide staff to support their full involvement if needed.
• Aiming High activities for children with disabilities are promoted in school
Please see the school website:
https://www.johnbamford.staffs.sch.uk
Training has been completed in Emotionally based school avoidance and Play Therapy.

Please contact your child’s class teacher – this can be done by telephone or email via the school office:
01889228689
Office@johnbamford.staffs.sch.uk
Each class teacher can also be contacted directly via Class DoJo (any queries relating to this please contact the school office)

• Transition meetings are organised and information is shared class teacher to class teacher
• Central records are kept by the SENCO and shared as required.
• Provision Mapping is whole school and accessed by all teaching staff.
• IEPs and EHCPs can be accessed by all teaching staff.
• Monitoring records and class SEN registers can be accessed by all staff.
• Information is shared via CPOMS as required

How will the school prepare and support my child when joining or transferring to a new school?
A number of strategies are in place to enable effective child’s transition. These include:
On entry: -
• A planned programme of visits provided in the summer term for children starting in September.
• Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine.
• The SENCO meets with all new parents of children who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be located prior to entry.
• If children are transferring from another school, the previous school records will be requested immediately and a meeting will be set up with parents to identify and reduce any concerns.
• Meetings are organised with relevant professionals involved.

The transition programme in place for children in Y6 provides a number of opportunities for children and parents to meet staff in the new school. The annual review in Y5 for children with an Education, Health and Care plan begins the process where parents are supported to make decisions regarding secondary school choice. Children with SEN may also need additional visits that can be arranged in the summer term. Parents will be enabled to consider options for the next phase of education and may like to take advantage of the support offered by the independent Staffordshire School Choice. Information on this service is located on the Staffordshire website at http://www.staffordshire.gov.uk/education/schoolsandcolleges/admission s/schoolchoice/homepage.aspx
For children transferring to local schools, the SENCOs of both schools will meet to discuss the needs of children with SEN in order to ensure a smooth transition. Child records are transferred to their new school securely.
How we support children/young people with SEN moving between classes in our school
Children work with all staff across the year, and all staff know the needs of all children. Child progress is discussed as a whole staff, as are the needs of any SEN or other vulnerable children.
Where children have specific needs, they will often make additional visits to their new classroom, and may be given a photo reminder of each area/teacher for the holiday period.
At the end of the summer term, all children make the transition to their new class during organised transition days. This gives us the opportunity for children to settle into new groups and to meet their teacher. We also place support staff in their new roles for the coming year.
How we support children/young people with SEN leaving our school
We support all children upon transition to high school at the end of year 6. Each high school makes its own transition arrangements, however our Year 6 teachers meet with either the Year 7 lead, the transition manager and/or the SENCO of each school where needed. Individual child profiles are completed with all relevant information for transfer to the school.
The school SENCO meets with the SENCO at the high school to share information and to ensure appropriate support regarding all children on the SEN register.
Children with SEN or who are more vulnerable, are often invited to participate in further arranged transition days or extended transition over a period of weeks.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.

Staff have received a range of training at three levels; awareness, enhanced and specialist.
Awareness training has been provided to staff on:
• How to support children with dyslexic tendencies
• How to support children on the autistic spectrum
• How to support children with behavioural difficulties
• How to support children with speech, language and communication difficulties
• Changes in SEND and writing SMART targets
• Hearing impairment training
• IEPs and Provision Mapping
• Using standardised testing to track the progress of children with SEND
• Accelerated reader (EP recommended training)
• Accelerated spelling approach (EP recommended training)
• Attachment
• Anxiety

Enhanced training has been provided to Teaching Assistants (TAs) and the SENCO on:
• Leading a Nurture Group / play sessions
• Attachment and Trauma
• Bereavement
• Precision Teaching and Assessment probes
• Early Help Assessments
• Outcome Star
• Attendance at the termly SENCO Update
• L3 Forest Schools practitioner training
• ITC certificate in Outdoor First Aid (SCQF L5 Credit 2)
• First Aid for Outdoor Incident Management
• Emergency First Aid in the Workplace
• Autism training
• KBP – Understanding children and young people’s mental health
• Counselling skills
• Play therapy
• Emotionally based school avoidance
• Identifying and supporting children and young people with depression

Specialist training has been provided to the SENCO on:
• The SEN Coordination award
• Safeguarding
• Trauma
• Autism
• SALT
• Emotion Coaching (L1 and L2)
• Mental Health Lead training
• Operation Encompass
• Graded Care Profile
• L4 DSL

• The school has regular visits from the Educational Psychologist, Assistant Educational Psychologist, Specialist teachers and Support Teams who provide advice to staff to support the success and progress of individual children
• The NHS Speech Language Therapist visit and communicate with key staff as required to assess and plan support for targeted children. Programmes are delivered by experienced TA’s.
• The Governor with specific responsibility for SEN has completed the SEN Governor training and attended the SEND conference alongside other Governors

Our SENCO is Mrs Hamnett who has extensive experience as SENCO in this school. Mrs Hamnett has completed the National Award for SEN Coordination. Mrs Hamnett and the Headteacher Mrs Ferguson are Mental Health leads and are Mental Health First Aiders and trained as Designated Safeguarding Leads as well as Senior Teacher Ms Kate Wall. ECUK L1 and L2 Emotion Coaching ‘Developing your emotion coaching skills’ delivered by Dr Kirsten Krawczwk has been undertaken by the Headteacher and SENCO.
More details of the SENCO’s role can be found in the SEN Policy which you can find in the School Policies section of our website.
Other staff with specialist expertise:
Mrs Bevan-Phillips is the assistant SENCO and Nurture Lead at this school. Mrs Bevan-Phillips has vast experience in her role and has recently completed the following training courses to enhance her knowledge:
• Understanding Children and Young People’s Mental Health
• Counselling Skills
• Level 2 Working Together to Safeguard Children
• Play Therapy
• Recognised Carer Champion
• Emotionally Based School Avoidance
• Bereavement
• Identifying and Supporting Children and Young People with Depression
External Specialists and Other Bodies
The school enjoys good working relationships with a wide range of people who provide services to children with SEND and their families.
The external specialists may:
o Act in an advisory capacity
o Extend expertise of school staff
o Provide additional assessment
o Support a child directly
o Suggest statutory assessment is advisable
o Consult with all parties involved with the child
o Advise Local Authority specialists through traded services
Our Additional Needs Budget is used to support children and young people with SEN. Some children may be referred to the SEND hub, where further support can be allocated.
Our notional budget for SEND has been allocated to provide adults who can undertake specific 1:1 and small group support in areas such as intensive interventions (reading; phonics), improving social and communication skills, and other additional academic or pastoral support.
This support always takes place with the full involvement of both children and parents.
Elements of this funding is also used for the provision of appropriate resources which children with additional learning needs may find beneficial, and training which supports individual or all staff.
If a child has complex special educational needs, we could also receive additional funding from the Local Authority to meet the agreed outcomes.

Mrs Hamnett works closely with a range of services providing health, therapy and social care services. Mrs Hamnett is non-class based which allows for daily communication with parents / carers and professionals in order to support children and families. This could include referrals, emails, phone calls, meetings both face-to-face and virtually, training, workshops, clinics etc… Some of the services the school works alongside include:
• Social Care
• Family Action
• Early Help Team
• School Nursing Hub
• SEND Hub
• Education Welfare
• Autism Outreach Team
• Speech and Language Therapy
• Visual and Hearing Impairment Team
• Action for Children
• Adoption Support Team
• Barnados
• Young Carers support
• LA SEND Team
• Camhs
• New Era
• Virtual School
• Education Psychology

If you have a concern about your child, please initially speak with the class teacher. The class teacher can be contacted in person after school or via telephone or email to the school office. All class teachers also access and respond to direct messages sent via Class DoJo.

The SENCO is Mrs Lindsey Hamnett

Email: office@johnbamford.staffs.sch.uk
Telephone: 01889228689

The SEN Governor is Mrs Joanne Carter.
The Special Educational Needs (SEN) Governor plays a vital role in ensuring that SEN stays on the governing body agenda and providing a link between the governing body, its committees and the staff with regard to Special Educational Needs.

All children at JB are encouraged to contribute during class and group work. Children have the opportunity to vote and express their views via the Junior Leadership Team. They can also volunteer to support in school as Junior Lunchtime Supervisors.
Regular pupil voices are undertaken in school with regard to various aspects of school life. All children have the opportunity to be included. Staff encourage children in their classes to share their feelings either via ‘Colour Monsters’ or ‘Emoji’s’.
The views of Looked After Children are sought and included during termly PEP meetings and those with EHCPs via EHCP review and at the point of application.

Parents are welcomed into school to support in a voluntary capacity, which might include reading with children or supporting in classes and on school trips. We encourage parents to support the school and become involved as Governors and PTA. Parents are also welcomed to attend information evenings, parent workshops, parent and child activity days, Grandparents days, Mother’s Day and Father’s Day lunches, Breakfasts with Santa, parent’s evenings, enrichment days and Sports Days.
If you would like further information, please see the school website:
https://www.johnbamford.staffs.sch.uk
Or contact the school office
Email: office@johnbamford.staffs.sch.uk
Telephone: 01889 228689

At John Bamford we can help and support in many ways, this support is tailored and individualised to the needs of the family. Please contact the school office and ask to speak to Mrs Hamnett (SENCO) to find out how the school could support.
Mrs Hamnett has been trained in Early Help and can advise and initiated referrals and support as needed.

John Bamford is a fully inclusive school. We offer a range of extra-curricular clubs that are open to all children. We have a range of educational visits and visitors to school to support the curriculum. Children with Special Educational Needs and Disabilities are always included in these and we provide staff to support their full involvement if needed.
Aiming High activities for children with disabilities are promoted in school.

In the last three years the following adaptations have been made to the school environment:
• Disabled parking spot marked and located next to the school reception
• All steps edged with yellow to ensure they are easier for those with visual impairments to negotiate
• Ramps give alternative routes to steps around the school grounds to ensure the site is accessible to all.
• One toilet has been adapted to ensure accessibility for visitors with a disability

Our DISABILITY ACCESS EQUALITY / ACCESSIBILITY POLICY that describes the actions the school has taken to increase access to the environment, the curriculum and to printed information is available via the school website. A questionnaire is sent to parents / the school community regarding ensuring reasonable
Is the building wheelchair accessible?
Fully Accessible ?
Partially Accessible ?
Not Accessible ?

Are disabled changing facilities available? Yes ? No ?

Are disabled toilet facilities available? Yes ? No ?

Do you have parking areas for pick-up and drop-offs? Yes ? No ?

Do you have disabled parking spaces for students (post-16 settings)? Yes ? No ?

How accessible is the school environment?
In the last three years the following adaptations have been made to the school environment:
• Disabled parking spot marked and located next to the school reception
• All steps edged with yellow to ensure they are easier for those with visual impairments to negotiate
• Ramps give alternative routes to steps around the school grounds to ensure the site is accessible to all.
• One toilet has been adapted to ensure accessibility for visitors with a disability

Our DISABILITY ACCESS EQUALITY / ACCESSIBILITY POLICY that describes the actions the school has taken to increase access to the environment, the curriculum and to printed information is available via the school website. A questionnaire is sent to parents / the school community regarding ensuring reasonable adjustments.

Class DoJo is used to communicate with parents - this has a translate option which supports those parents whose first language is not English.

For information on school admissions please see The John Bamford Primary School website

https://www.johnbamford.staffs.sch.uk

Or contact the school office

Email: office@johnbamford.staffs.sch.uk
Telephone: 01889 228689

Please contact the school office

Email: office@johnbamford.staffs.sch.uk
Telephone: 01889 228689

A number of strategies are in place to enable effective child’s transition. These include:
On entry: -
• A planned programme of visits provided in the summer term for children starting in September.
• Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine.
• The SENCO meets with all new parents of children who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be located prior to entry.
• If children are transferring from another school, the previous school records will be requested immediately and a meeting will be set up with parents to identify and reduce any concerns.
• Meetings are organised with relevant professionals involved.

Transition to the next school
• The transition programme in place for children in Y6 provides a number of opportunities for children and parents to meet staff in the new school. These opportunities are further enhanced for children with SEND.
• The annual review in Y5 for children with a statement of educational need or an Education, Health and Care plan begins the process where parents are supported to make decisions regarding secondary school choice.
• Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information is comprehensive but accessible.
• Parents will be enabled to consider options for the next phase of education and may like to take advantage of the support offered by the independent Staffordshire School Choice. Information on this service which is located on the Staffordshire website at http://www.staffordshire.gov.uk/education/schoolsandcolleges/admissions/schoolchoice/homepage.aspx
• Accompanied visits to other providers may be arranged as appropriate.
• For children transferring to local schools, the SENCO’s of both schools will meet to discuss the needs of children with SEN in order to ensure a smooth transition.
• The records of children who leave the school mid phase will be transferred within five working days of the parents notifying their child has been enrolled at another school.

SENDIASS https://www.staffs-iass.org/home.aspx

Please also contact the school SENCO Mrs Lindsey Hamnett who can advise on appropriate support services that might help.

Email:
office@johnbamford.staffs.sch.uk

Telephone:
01889228689

23rd January 2023

Please always speak to school staff if you are not happy with a decision. The class teacher is always the first contact however if this is deemed not appropriate please contact the school office who will share any concerns with the most appropriate member of staff to ensure the issue is resolved.
Email: office@johnbamford.staffs.sch.uk
Telephone: 01889 228689
See school complaints policy (on the school website) https://www.johnbamford.staffs.sch.uk