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Alexandra Juniors School

On behalf of all the children, staff and governors welcome to Alexandra Junior School.

We are a school that likes to celebrate success – at every level. The life of the school is driven by enthusiasm and a desire to achieve. We aim to bring learning alive, making it exciting and stimulating.

We want to give our children a thirst for learning that continues with them throughout their future school experiences and lives.

An essential ingredient for this to happen is teamwork. We view education as a joint venture, involving everyone – children, parents, carers, staff, Governors and the wider community. We hope that we will be able to depend on your co-operation and support in this partnership, knowing that together we can provide the best for every child.

Who to contact

Contact Name
Danielle Lindop
Contact Position
Inclusion Leader
Telephone
01782 235377
E-mail
dlindop@alexandrajunior.co.uk
Website
www.alexandra-jun.stoke.sch.uk

Where to go

Name
Alexandra Junior School
Address
Meir Road
Normacot
Stoke on Trent
Postcode
ST3 7JG
Local Offer

Local Offer

Contact Name
Danielle Lindop
Contact Email
dlindop@alexandrajunior.co.uk
Local Offer Age Bands
4-11 years

Schools Extended Local Offer Response 

What kinds of SEND does the school provide for?

The school accommodates all SEND in line with Equality Act 2010 and provision is available for all four areas: 

Cognition & Learning

  • Moderate Learning Difficulties (MLD)
  • Specific Learning Difficulties (SpLD)
  • Severe Learning Difficulties (SLD)
  • Profound and Multiple Learning Difficulties.

 Communication & Interaction

  • Speech, Language and Communication Needs (SLCN)
  • Autistic Spectrum Disorder (ASD).

Social, Emotional and Mental Health Difficulties

  • Children who experience a wide range of social and emotional difficulties, which manifest in different ways.

Sensory and/or Physical Needs

  • Physical Disability (PD)
  • Visual Impairment (VI)
  • Hearing Impairment (HI)
  • Multi-sensory Impairment (MSI).

Here it is the belief that all children have an equal right to a full and rounded education which will enable them to achieve their full potential. We use our best endeavours to secure special educational provision for pupils for whom this is required, that is ‘additional to and different from’ that provided within the differentiated curriculum to better respond to the four areas of need identified in the Code of Practice (September 2014).

 

How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?

We know when pupils need help if concerns are raised by parents/carers, teachers, or the pupil’s previous school, limited progress is being made, there is a change in the pupil’s behaviour/progress and a pupil asks for help. The class teacher is the first point of contact to discuss your child’s needs. In addition if you have concerns then you may also wish to speak to the Special Educational Needs Coordinator (SENCo) Miss Lindop, the Assistant SENCO Mrs Phillips or the Head of School Mr Muller.

How will the setting support my child/young person?

Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class. Parents/Carers are invited to a parent/carer meeting once a term where they are able to talk about the support that is offered. The school operates an open door policy and appointments with the class teacher or SENCO are available upon request via the school office.

If a pupil has needs related to more specific areas of their education or social skills, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil may be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo. Interventions will be recorded on a Pupil Passport which will be drawn up by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs, setting individual targets. A copy of the targets will be given to parents. This may include additional general support by the teacher or teaching assistant in class or use of particular resources (e.g. a writing slope.)

Pupil Progress Meetings are held four times a year. This is a meeting where the class teacher meets a member of the school leadership team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned. Occasionally a pupil may need more expert support form an outside agency such as the Special Educational Needs and Disabilities services, Speech and Language therapy, School Nurse, Paediatrician etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers. The Governors of Alexandra Junior School are responsible for entrusting a named person to monitor SEN provision across the school. This is currently Mrs Claire Powell and Mrs Sally Adams at Alexandra Junior School. In a support and challenge role Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way.

How will teaching approaches and the curriculum be matched to my child or young person's needs?

If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors. Teachers plan based on children’s needs, against age related expectations, differentiating work to closely match children’s ability and learning needs. When a pupil has been identified with 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. If a child is identified as having a special need, they will be given a Pupil Passport. Targets will be set according to their area of need. These will be monitored by the class teacher weekly, reviewed by the SENCO regularly and formally reviewed three times per year. Teaching assistants may be allocated to work with the pupil in a 1:1 or small focus group to target more specific needs.

How will both you and I know how my child/young person is doing and how will you help me to support their learning?

You will be able to discuss your child’s progress at Parent’s Evenings. Your child’s class teacher will be available at the end of each day if you wish to discuss your child’s progress. Appointments can be made to speak in more detail to the class teacher or SENCo by visiting the school office. Pupil Passports are sent home each term. Parents/Carers are asked to sign a copy of the Passport to acknowledge they have received it and that they are in agreement with the targets. Parents/carers are encouraged to contribute their input which can be included on the Pupil Passport.

What support will there be for my child's/young person's overall wellbeing?

The class teacher will suggest ways of supporting your child’s learning on a regular basis through homework, parents evenings or by arranging a meeting with you. The SENCO may meet with you to discuss how to support your child. Staff, including the class teacher, SENCO,  deputy or head of school may meet with you to discuss strategies to use if there are problems with a child’s social and emotional needs. If outside agencies or the Educational Psychologist have been involved suggestions and programmes of study are sometimes provided that can be used at home. If the Educational Psychologist is involved with your child you will be invited to regular meetings between the SENCO and the Educational Psychologist to support you and review the provision recommended. Various parent/carer coffee mornings and workshops are arranged, which aim to help you to support your child’s learning. These take place throughout the year and encourage an open and relaxed forum where advice and ideas can be exchanged. Mrs Naveed and Mrs Adams, the home school link workers, are available for informal discussions and advice.

What specialist services and expertise are available at or accessed by the setting?

The school offers a wide variety of support for pupils who are encountering emotional, social and mental health difficulties. These include members of staff such as the class teacher, teaching assistants, SENCO and Home School Link Worker who are readily available for pupils who wish to discuss issues and concerns. Social skills, self-esteem, emotional wellbeing and anger management group work can be run by experienced teaching assistants. For some children individual programmes of support for social skills are more appropriate. Pupils who find lunchtimes a challenge are able to join the lunchtime club which is organised by experienced teaching assistants. Fun games and activities are made available to help provide the pupils with social skills to enable them to form friendships. A pupil led Peer Mediation service is available every lunch time. Children and young people can be more comfortable talking to someone their own age who understands their concerns and their perspective. During peer mediation trained pupils listen to others’ points of view and offer advice. Peer mediation can provide a safe structure for children and young people to solve their problems and learn to negotiate and the school are also able to consult outside agencies such as the school nurse, SEND services, the Educational Psychologist or Younger Minds counselling service if more specialist support is required.

Pupils with medical needs will have a detailed Care Plan which is compiled by a member of school staff and the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil. Staff receive annual training for specific needs (Asthma, epilepsy, epipen etc.) which is delivered by the school nurse or another medical professional. Where necessary and in agreement with parents/carers medicines are administered in school, but only when a signed Medical Administration Form is in place to ensure the safety of both child and staff member. Also there are always several first aiders on site.

What training are the staff supporting children and young people with SEND have had or are having?

At times it may be necessary to consult with outside agencies to receive their more specialised expertise. The agencies used by the school include SEND Services, Educational Psychologist, CAMHS (Child & Adolescent Mental Health Service), EWO (Educational Welfare Officers), Social Services, Children’s Occupational Therapy, Speech and Language Therapy, School Counselling services (Younger Minds), SAVANA Counselling, School Nurse, Stoke-on-Trent Safe Guarding Board, Hearing Impairment services and Visual impairment services. An Educational Psychologist is allocated to each school. He/she would normally only work directly with pupils whose needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them. This involvement is generally planned by the SENCO with the permission of parents/carers. In order to help understand the pupil’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed. He/she will offer advice to the school and parent/carers on how to best support the pupil in order to take their learning forward.

All staff have received training related to the SEND Code of Practice. These have included sessions on differentiation for SEND pupils, how to support pupils with early reading and Phonics, managing challenging behaviour training, SEN code of practice and SEN reforms and Dyslexia friendly practice.  In addition some staff have had training on better reading partnerships, Socially speaking, Leap into listening, Asking More Specific Questions, Spirals and Precision training. The SENCO ensures staff regularly attend training on aspects of SEN, strategies for support and specific interventions, depending on the current needs of the school.

How will my child/young person be included in activities outside this classroom including school trips?

Activities and school trips are available to all, and all children are encouraged to participate. Risk assessments are carried out and procedures are put in place to enable all children to participate. If the school, parents/carers or a health and safety risk assessment suggests that a child requires 1:1 support due to their particular needs the school are able to provide this.

How accessible is the environment?

As a school we are happy to discuss individual access requirements.

Facilities we have at present include:

  • Ramps into school to make the building accessible to all.
  • Two toilets adapted for disabled users.
  • There are no upper teaching spaces at Alexandra Junior School.
  • Wide doors in most parts of the building.
  • All teaching areas have double doors.
  • There is wheel chair access to the school playing field.
How will the setting prepare and support my child/young person to join the next stage of education and life?

Where a pupil may have more specialised needs, a separate meeting is arranged with the SENCo, the new secondary school, the parents/carers and where appropriate, the pupil and Opportunities to work with local secondary schools are actively encouraged so that children are familiar with them (e.g. Cookery activities, English and Numeracy activities).

In year transfer: Currently we give all children a tour of the school with their parent/carer, Introduce children to their new teacher and show them where they will put their coats etc., They will be assigned a buddy from their new class, Complete an induction form with basic details, If appropriate a translator is used to ensure accurate information sharing, Agree the start date. In certain circumstances such as the child not having attended school before special starting arrangements may be agreed and Contact the previous school for the child’s records. Where there are concerns the SENCo will be contacted by phone.

Alexandra Junior School understands what a stressful time moving schools can be, therefore many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include: Having a joint SENCO across the Infant and Junior School, some shared staff across both the Infant and Jnuior School.

Transition to the Alexandra Junior School from an Infant school setting: Information exchange between the previous school prior to the pupil joining, All pupils attend a Transition afternoon where they spend time with their new class teacher, An additional programme of visits in the summer term is arranged for pupils starting in September, Parents/carers are invited to a meeting at the school so that they know what to expect and are encouraged to share any concerns with the school, The school is always willing to meet parents/carers prior to their child joining the school, Where a pupil may have more specialised needs, a separate meeting is arranged with the class teacher, the SENCo, the parents/carers and where appropriate, the pupil and The class teacher is always willing to meet parents/carers prior to the child moving to their class.

Transition within Alexandra Junior School: All pupils attend a Transition session where they spend time with their new class teacher, Additional visits are also arranged for pupils who need extra time in their new class or time with new teachers and The school is always willing to meet parents/carers prior to their child joining a new class. 

Transition to High School: The Year 6 teachers and teaching assistants work with children who are anxious about the move. This provides them with the opportunity to discuss any concerns they may have, Information exchange between the previous school prior to the pupil joining, All pupils attend a Transition session, which depend on the high school they are joining, where they spend time in their new school, Additional visits are also arranged for pupils who need extra time in their new class or school, Secondary school staff visit pupils prior to them joining their new school, The SENCO at Alexandra Junior School is in discussion with SENCO s from the secondary schools to pass on information regarding SEND pupils,

How are the setting's resources allocated and matched to children's/young people's special educational needs?

The SEND budget is allocated each financial year. The money is used to provide additional support or resources dependent on an individual’s needs. The additional provision may be allocated after discussion with the class teacher at Pupil Progress Meetings, meetings with specialist services or if a concern has been raised by them at another time during the year. Further resources may be allocated to your child following assessments by school staff or outside agencies (e.g. children’s occupational therapy). Resources may include the deployment of staff depending on individual circumstances. Funding may be used to buy in specialist support (e.g. Dyslexic assessment) Pupil Premium funding may also be used to support pupil’s learning through additional interventions and in class support.

How is the decision made about what type and how much support my child/young person will receive?

When the children join the school support is allocated on the information provided by the previous setting or from baseline assessments on entry. Usually, in consultation with the class teacher, the SENCO will allocate teaching assistants to individuals or small groups to support in class or in other focus groups tailored to the pupils’ needs.

During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.

Parents/carers will be able to discuss the support their child is receiving with the class teacher or the SENCO at either parents evening or by dropping in at the end of the school day or by requesting a meeting.

Occasionally we may seek the advice of a specialist advisor or Education Psychologist. This may result in an increase in the amount of support a child receives. If this support goes over 15 hours then the school may apply for an Education & Health Care Plan for your child. As a parent you would be very involved in this process and consulted at every stage.

How will our child and young person be involved in the decisions about their learning?

Pupils are:

  • encouraged to participate fully in the life of the school
  • able to have a role to play in voicing their suggestions as to how the teachers can help them to learn better.
  • comment on how they feel they are progressing when their IEP is reviewed
  • Engagement with pupils will play a key role in promoting a culture of positive expectations. Pupils are involved in the learning process at all levels. Through thorough marking, using feedback and response, they are aware of their targets and know what they have to do to improve. Support is tailored to their individual needs. Pupils are invited to comment regarding their provision and their IEPs.

 

How will we be involved in the decisions about the learning of our children and young people?

If your child has a special need or disability we will:

  • Talk to you about your child’s difficulties in learning or disability so we can understand their needs.
  • Allocate time for you to meet the Special Educational Needs Coordinator who can offer support or advise so can learn in the best way for him/her.
  • Talk to you about the range of programmes we have in school to help children who need extra support in an area of their learning and/or development.
  • Invite you to a meeting to discuss your child's progress.
  • Hold meetings with a range of colleagues from an educational psychologist, advisory teacher, speech and language therapist or health if we are unsure how to help your child make progress if appropriate and we will always keep you informed.
  • Tell you how to get in touch with Parent Partnership Services who can offer advice and support
  • Inform you about how to make a complaint if you are not happy with what we are doing to support your child.
How are parents involved in the setting? How can I be involved?

When needs are identified, support is allocated by class teacher in consultation with the SENCo and the school leadership team. This support is closely monitored and progress is reviewed regularly. Support will be adjusted accordingly to meet needs. This may take the form of additional individual or small group support in class or in other focus groups tailored to the pupils needs. Parents/carers of children with identified special education needs will be able to see the support their child is receiving on an IEP, which will be sent home three times a year.

What do I I do if I want to make a complaint?

We hope that complaints about SEND provision will be rare, however, if there should be a concern the process outlined in the school’s Complaints policy should be followed.

What other support Is available to parents and how can I contact them?

Parents or carers can find details about support availible at:

http://www.stoke.gov.uk/ccm/content/council-and-democracy/0409-directorates/cyps-folder/send-services-information-for-families.en

To contact SEND Services:

By telephone 01782 232538
By email SEND@stoke.gov.uk

Write to us at:
SEND Services,
The Mount Education Support Centre,
Mount Avenue, Penkhull,
Stoke-on-Trent, ST4 7JU

 

SENDIASS

We provide free, accurate, impartial, confidential, information, advice and support relating to special educational needs and disability (SEND) for parents/carers, children and young people 0-25 yrs.

Mount Education Support Centre
Mount Avenue
Penkhull
Stoke-on-Trent
ST4 7JU

Tel: 01782 234701 / 01782 234847
E-mail: iass@stoke.gov.uk
Website:www.sendiass-stoke@co.uk

 

SENMAS http://localoffer.stoke.gov.uk/kb5/stoke/directory/site.page?id=I1RIjGn1Nd8

The Special Educatioal Needs (SEN) Monitoring and Assessment Service is responsible for the administration of the statutory assessment process and for the annual review of statements / new Education, Health and Care Plans (EHCs).

For further information please contact:

senmas@stoke.gov.uk

01782 232740

Children and Young People's Services,

Civic Centre, Glebe Street,

Stoke-on-Trent

Staffordshire

ST4 1HH

 

Educational Psychology Service

Tel: 01782 234700

ed.psychology.admin@stoke.gov.uk

 

The Stoke-on-Trent Safeguarding Children Board Website

If you think a child or young person is in immediate danger telephone 999

Advice and Referral Team - 01782 235100 (Office hours)

Emergency Duty Team - 01782 234234 (outside office hours 1700 to 0830)

Minicom number - 01782 236037

If you would like to talk to someone about receiving some support from local agencies in the community or are unaware of what support you can access, contact the Co-Operative Working Access Team on 01782 232200.

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