Your new design will be uploaded in:
...
Please contact Delivery Team on
0113 3200 750 if you have any queries.
X

Inclusion at Normanton Junior Academy

Our Special Needs Coordinator (Sendco)

At Normanton Junior Academy, our SENDCo is Mrs Bywater.

Key Responsibilities:

       overseeing the day-to-day operation of the school’s SEN policy;

        co-ordinating provision for children with special educational needs;

        overseeing the records of all children with special educational needs;

        liaising with parents of children with special educational needs;

        contributing to the in-service training of staff;

        liaising with external agencies;

      updating the Inclusion leader with fortnightly bulletins;

Inclusion

Inclusion at Normanton Junior Academy

Here at Normanton Junior Academy, we strive to support all children to enable them to achieve at school. In order to do this, many steps are taken to support them through their learning journey. Quality first teaching is vital, however for some children, there are some occasions when further additional support is needed to help them achieve their targets. This support can be given through intervention programmes which are tailored specifically to suit the children's needs. 

Access to The curriculum

In determining the school curriculum, Normanton Junior Academy takes into account the three main principles of inclusion, which are as follows:

 

Ø  Setting suitable learning challenges

Ø  Responding to pupils’ diverse learning needs

Ø  Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

 

Subject policies detail further access to the curriculum in each subject area.

Parents will be made aware of any provision above and beyond that of usual quality first teaching methods. Progress will be discussed with the teacher informally or at parent’s evenings. If appropriate, meetings can be arranged with the SENDCo or class teacher.

Individual Educational Plans (IEP's)

Strategies employed to enable a child to progress may be recorded within an IEP which sets out targets and teaching strategies that will support the pupils in making progress. These strategies and interventions are additional to those that the children will receive through the normal differentiated curriculum. IEPs are specifically targeted at children at SEN support. Children with a statement/EHCP will also have an IEP used as a working document to inform their annual reviews and termly progress.

IEPs focus on up to three of four key individual targets and include information about:

        the short term targets set for or by the pupil;

        the teaching strategies to be used;

        the provision to be put in place;

        when the plan is to be reviewed;

        success and/or exit criteria;

        outcomes (to be recorded when the IEP is reviewed);