1

School Offer for Special Educational Needs and Disability

1. Introduction 2. ‘Areas of Need’

explained

6. TA Support

7. Medical

Needs

5. Your

SENCo

4. Commonly

Asked Questions

3. ‘Waves’ of

Intervention available

at Banks Lane Junior

School

8. Speech and Language

Support

9. Current

Interventions

available at BLJS

10. Current

Outside Agency

involvement

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Banks Lane Junior School

‘SCHOOL OFFER’ for Special Educational Needs and Disability

Our vision for the future of Banks Lane Junior School is to become outstanding. The staff

and governing body are committed to continued and sustained improvement by having high

expectations of all members of our school community.

To achieve our vision:

We will ensure our children are part of a happy, safe and caring community based on

mutual respect by celebrating achievement, valuing diversity, and raising self-esteem.

We will value, inspire, support and motivate children to become confident individuals

with a sense of responsibility to achieve their full potential.

We will work in partnership with parents/carers to enable them to be fully informed

and involved in their child’s learning.

We will ensure all staff are able to lead our children to achieve in a calm, consistent

and fair manner.

We will cultivate an exciting, varied and challenging curriculum to inspire and nurture a

lasting love of learning.

Our OFSTED report (February 2013) states:

1. Introduction

The curriculum

gives pupils rich

and varied

learning

experiences.

Disabled pupils and those with special educational

needs make good progress and reach standards

similar to those found nationally. Their progress is

monitored closely and teaching assistants provide

good-quality support.

Provision for lower-attaining pupils

and those with special educational

needs, both in class and through

the use of intervention support led

by teaching assistants, enables

these pupils to make good

progress.

Our school Motto is:

Believe to Achieve!

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The new 0 – 25 Code of Practice states that there are four main areas that cover Special

Educational Needs. These are as follows:

Area of Special

Educational Need Relating to difficulties with:

Communication and

Interaction

Attention / Interaction skills:

May have difficulties ignoring distractions.

May need reminders to keep attention.

May need regular prompts to stay on task. May need

individualised motivation in order to complete tasks.

Difficulty attending in whole class.

Interaction will not always be appropriate. May have peer

relationship difficulties.

May not be able to initiate or maintain a conversation.

Understanding / Receptive Language:

May need visual support to understand or process spoken

language. May need augmented communication systems.

Frequent misunderstandings.

Repetition of language and some basic language needs to be

used to aid their understanding.

Speech / Expressive Language:

May use simplified language and limited vocabulary.

Ideas/conversations may be difficult to follow, with the need

to request frequent clarification.

Some immaturities in the speech sound system.

Grammar/phonological awareness still fairly poor and therefore

their literacy can be affected.

Cognition and Learning

May have difficulties with the skills needed for effective learning

such as use of:

Language, memory and reasoning skills

Sequencing and organisational skills

An understanding of number

Problem-solving and concept development skills

Fine and gross motor skills

Independent learning skills

Exercising choice

Decision making

Information processing

Children may have a specific learning disability such as dyslexia,

dyscalculia, dyspraxia or dysgraphia.

2. ‘Areas of Need’ explained

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Social, Mental, and

Emotional Health

May have difficulties with social and emotional development which

may lead to or stem from:

Social isolation

Behaviour difficulties

Attention difficulties (ADHD)

Anxiety and depression

Attachment disorders

Low self esteem

Issues with self-image

Sensory and/or Physical

These pupils may have a medical or genetic condition that could

lead to difficulties with:

Specific medical conditions.

Gross / fine motor skills.

Visual / hearing impairment.

Accessing the curriculum without adaptation.

Physically accessing the building(s) or equipment.

Over sensitivity to noise/smells/light/touch/taste.

Toileting / self-care.

The school provides a graduated response to each child dependent on the level of need.

These are often referred to as waves of intervention.

Wave 1: Quality first teaching through differentiation in all lessons.

Wave 2: Small group support for those pupils who are achieving below age expected levels.

Wave 3: Focused, individualised, programmes for pupils working well below age expectation.

Below is an overview of what may happen at each ‘Wave’ of Intervention and the support

children may receive at each stage.

3. ‘Waves’ of Intervention available

at Banks Lane Junior School

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Whole School Approach

(1st Quality Teaching)

(Wave 1 intervention)

Access to a varied and stimulating curriculum

Use of different individualised teaching approaches according to needs

School Trips

Good use of visual and practical learning

Removal of all potential barriers for all pupils while also providing support

for pupils during learning activities.

A range of technology to support and aid quality teaching

Consideration of differing culture and beliefs

Group work

Small guided groups

Opportunity for guided and independent work

Opportunities to develop positive self- esteem, independent learning,

involvement in decision making and problem solving

Targeted Support For

Individuals or small

groups

(Wave 2 intervention)

Phonics groups (Jolly Phonics)

Maths groups (Numeracy Support Programme)

Better Reading Partnership (BRP)

Motor Skills United (fine /gross motor skills)

1:1 reading (targeted)

Comprehension intervention groups

Writing intervention groups

Maths intervention groups

Homework club

SATS booster sessions for Yr6 pupils

SENCo observations/assessment

Parent discussion/meetings with SENCo

Specialised

Intervention for those

with additional needs

(Wave 3 intervention)

SENCo led SEN intervention groups for reading, writing and maths

IEPs (Individual Education Plans)

IBPs (Individual Behaviour Plans)

Outside agency interventions

Referrals to outside agencies

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The 4 areas of SEND Support

Communication and Interaction Needs:

Speech, Language and Communication Needs

Autistic Spectrum Disorder

Whole School Approach

(1st Quality Teaching)

(Wave 1 intervention)

AS ABOVE +

Drama / Role play.

Marble Treat / Peer interaction.

A range of technology to support learning.

Outdoor learning activities / areas to support environmental learning.

Arts week.

Puppets.

Full inclusion in all school assessment and tasks.

Clear verbal instructions / explanations which can be simplified along with

visual or concrete support.

Visual timetables.

Targeted Support For

Individuals or small

groups

(Wave 2 intervention)

Additional Speaking and Listening groups when necessary

Pastoral Support Worker (as required)

Referral to Parent Partnership (as required)

SENCo observation/assessment + discussion with class teacher

Additional ICT use of iPads to support learning

Parent discussion with SENCo

Specialised

Intervention for those

with additional needs

(Wave 3 intervention)

Referral to the Speech and Language Therapy service (SALT).

Speech and Language Support Assistants who can deliver the individualised

programmes according to the SALT directions.

Completion of a CAF.

Application for an Educational Health Care Plan if needed.

SENCo and class teacher assessments and monitoring to ensure appropriate

intervention and access to learning.

Referral to CAMHS if necessary (ASD).

Referral to Educational Psychologist if necessary.

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Cognition and Learning:

Moderate Learning Difficulties

Severe Learning Difficulties

Whole School

Approach (1st

Quality Teaching)

(Wave 1

intervention)

Use of different individualised teaching approaches according to needs

Hands on learning

School trips

Good use of visual and practical learning

Remove all potential barriers for all pupils while also providing support for pupils

during learning activities.

Appropriate quality resources.

Positive learning environment.

Access to a broad and balanced curriculum that is appropriate to level of ability

and understanding.

Consideration of home circumstances, cultural beliefs, language and heritage.

Promotion of a positive attitude towards learning and behaviour.

Motivation to help build positive self- esteem and increased concentration.

Lessons differentiated in order to include both sensory and physical disabilities. I.C.T opportunities

Targeted Support

For Individuals or

small groups

(Wave 2

intervention)

SENCo monitoring, observation and assessment.

Parent discussion with SENCo.

Small teacher led group interventions for Reading, Writing and Maths.

TA run intervention programmes in Phonics, Reading and Maths

Target children reading group.

Specialised

Intervention for

those with

additional needs

(Wave 3

intervention)

BRP (Better Reading Partnership)

SENCO led Reading, Writing and Maths interventions.

IEP’s (Individual Education Plans) currently being revised.

Fully inclusive curriculum.

Referral to LSS (Learning Support Service).

Referral to an Educational Psychologist.

Completion of a CAF.

Application for an Educational Health Care Plan.

SENCo assessments and monitoring to ensure appropriate intervention and access

to learning.

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Sensory and Physical Needs:

Hearing Impairment

Visual Impairment Multi-Sensory Impairment

Physical Needs

Medical Needs

Whole School

Approach (1st

Quality Teaching)

(Wave 1

intervention)

Whole school approach to inclusion.

Sports co-ordinator.

Fully inclusive sports coach led P.E lessons.

Sports coach led after school clubs.

Fully accessible outside play areas.

Swimming (Year 5 only).

Access to Hydro Pool (if necessary)

A fully inclusive and differentiated curriculum taking individual needs

into account.

Audit of environment to consider adaptations (as required)

Modification of organisation, routine and environment (as required)

Targeted Support

For Individuals or

small groups

(Wave 2

intervention)

MSU (motor Skills United)

Handwriting practice

Additional 1:1 / small group activities

Targeted small group / individual interventions to address

Specific needs such as: self-help skills, touch typing, organisation and

independence

I.C.T assessments from Learning Support Service

Physical aids where necessary or where advised by specialists

Parent discussion with SENCo

Specialised

Intervention for

those with additional

needs

(Wave 3

intervention)

Access to and liaison with the OT (Occupational Therapist).

1:1 or group support to carry out OT advised programmes.

Access to and liaison with the School Physiotherapy Service.

SENCo assessments and monitoring to ensure appropriate intervention

and access to learning

1:1 support if required.

IEP’s as needed (currently being revised).

Identified key worker - SENCo to lead provision.

A place for time out, exercise or physio if necessary.

Extra support and access to appropriate ICT resources if needed.

Disabled toilets

Fully accessible school site.

Referral to Hearing/Visual Impairment services

Individual Health Plans

Annual School Nurse led training for all staff (medical needs).

Teacher with Medical Needs responsibility (Assistant Headteacher)

Fully trained First Aid staff

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Social, Mental and Emotional Health:

Moderate Learning Needs

Severe Learning Difficulties

Whole School

Approach (1st

Quality Teaching)

(Wave 1

intervention)

All pupils can confidently grow in a safe, caring, supportive and

purposeful environment that enables the development of

relationships based on mutual respect and understanding.

Access to Learning Mentor support (if necessary)

Small group activities to address needs and difficulties

Opportunities for children to talk about any fears, confusion

and guilt with trusted adults.

Opportunities for children to participate in activities where

they can meet other children (School Linking Project)

Continuity of care and minimal disruption of routines during a

crisis

Breakfast Club

All staff trained in Restorative Approaches.

Behaviour Policy.

Targeted Support

For Individuals or

small groups

(Wave 2

intervention)

As above +

Regular Learning Mentor support

Behaviour Logs

Behaviour/Star/Effort Charts

Time out to partner class

Parent discussion with SENCo/Deputy Head/ Headteacher.

Specialised

Intervention for

those with additional

needs

(Wave 3

intervention)

Referral to CAMHS (Child and Adolescent Mental Health

Service).

Referral to Primary Jigsaw

Referral to Educational Psychologist.

Support from BSS (Behaviour Support Service).

Completion of a CAF.

IBP (Individual Behaviour Plan) with targets and strategies.

Application for Educational Health Care Plan.

1:1 TA or Behaviour Mentor support.

Full inclusion in all school activities and tasks.

SENCo assessments and monitoring to ensure appropriate

intervention and access to learning.

Parent meetings with SENCo

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Regularly Asked Questions and Answers

How does Banks Lane Junior School know if children need extra help?

Children may be identified as having SEN through a variety of ways including the following:-

Liaison with Infant school / previous school

Child performing below age expected levels

Concerns raised by Parents/Carers

Concerns raised by teacher if behaviour or self-esteem is affecting performance

Liaison with/assessments by external agencies

Health diagnosis through paediatrician/doctor

The class teacher continually assesses each child and notes areas where they are improving

and where further support is needed. Children’s progress is tracked from entry at Year 3

through to Year 6, currently using National Curriculum levels.

Children who are not making expected progress are picked up through our termly Pupil

Progress Review meetings with the Class teacher and year group leaders. In these meetings, a

discussion takes place concerning why individual children are experiencing difficulty and what

further support can be given to aid their progression.

Identified children receive additional Teacher led support.

What should I do if I think my child may have Special Educational Needs?

Talk to us! The first port of call is your child’s class teacher. If you require more information contact

our SENCO, Deputy Head or Head Teacher.

We pride ourselves on building positive relationships with parents. We are open and honest with

parents and hope that they are able to do the same with us.

How will Banks Lane Junior School staff support my child?

Our SENCO and Senior Leadership Team will closely monitor all provision and progress of any child

requiring additional support across the school. The class teacher will oversee, plan and support each

child with SEND in their class to ensure that progress in every area is made. There may be a

Teaching Assistant (TA) working with your child either individually or as part of a group, if this is

seen as necessary by the class teacher.

If a child is identified as having additional needs, the support and provision available will be discussed

with parents before it begins. This support may be in the form of:

Small teacher led intervention groups

Small group or 1:1 TA led interventions

Outside agency support

Referrals to other outside agencies

4. Commonly asked questions

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How will the curriculum be matched to my child’s needs?

All work within class is differentiated to an appropriate level so that all children are able to access

learning according to their specific needs. Typically this might mean that in a lesson there would be

three different levels of work set for the class, however on occasions this can be individually

differentiated. The benefit of this type of differentiation is that all children can access a lesson and

learn at their level. Children are encouraged to self-differentiate (guided by the teacher).

How do we know if the support or strategies used have had an impact?

Currently, children on the SEN register have an IEP (Individual Education Plan) or IBP (Individual

Behaviour Plan). We use these to set targets and review progress and these targets are used to

monitor pupils’ progress academically against national/age expected levels. The IEP/IBP is updated on

a 6 monthly cycle. This may involve updating into smaller steps or using a different approach to

ensure progress is made. The use of IEPs is currently under review and will be subject to change in

September.

Children may move off of the SEN register when they have ‘caught up’ or made sufficient progress.

These children will be closely monitored.

How will I know how my child is doing and how will you help me to support my child’s learning?

The class teacher or SENCo will meet with parents at least twice a year (this could be as part of

Parent’s evening) to discuss your child’s needs, support and progress. For further information the

SENCo is available to discuss support in more detail.

We offer an open door policy where you are welcome to make an appointment to meet with either the

class teacher or SENCo and discuss how your child is getting on. We can offer advice and practical

ways that you can help your child at home.

We believe that your child’s education should be a partnership between parents and teachers,

therefore we aim to keep communication channels open and communicate regularly, especially if your

child has complex or long term needs.

Your child may have an IEP / IBP in place and therefore the targets set are SMART (Specific,

Measurable, Achievable, Realistic, Time scaled) Targets with the expectation that the child will

achieve the target by the time it is reviewed.

If your child has complex SEND, they may have a Statement/ Education Health Care Plan which

means that a formal Annual Review will take place to discuss your child’s progress and a report will be

written. This can also be done at a six monthly interim review if changes to circumstances occur or

concerns arise. Parent and child input will be sought during the review process.

How will my child be able to contribute their views?

We value and celebrate each child being able to express their views on all aspects of school life. This

is usually carried out through the School Council which has an open forum for any issues or viewpoints

to be raised. There are also a number of Pupil Voice sessions throughout the year which enables our

pupils to express their views on different aspects of the school.

Children who have IEPs (Individual Education Plans) discuss and set their targets with their class

teacher. If your child has a Statement/EHC Plan then their views will be obtained either during or

before the meeting.

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What support will there be for my child’s overall well-being?

We are an inclusive school, and welcome and celebrate diversity. All staff appreciate the importance

of children having high self-esteem in order to achieve positive well-being. Here at Banks Lane Junior

School, we commit to our own values and ensure pupils are able to develop in a caring, fair and

understanding environment.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in

their class, therefore this would be the parents’ first point of contact.

If further support is required, the class teacher can liaise with the SENCo or the teacher with

responsibility for Medical Needs/Safeguarding for further advice and support. This may involve

working alongside outside agencies such as Health and Social Services, Primary Jigsaw, The

Educational Psychologist or the Behaviour Support Team.

Banks Lane Junior School has a policy regarding the administration and managing of medicines

on the school site. Parents need to contact the school office to discuss this and if agreed

complete a parental agreement for school to administer medicines. For the administration of

medicines for life threatening conditions or medication required for a long-term illness such as

asthma and diabetes then a Health Care Plan will need to be completed. The teacher with

responsibility for Medical Needs will support parents with this. In such cases the care plan will

be written according to the directions of the School Nurse/child’s doctor.

School will generally not take responsibility for other medicines such as cough medicines;

however we may be able to administer prescribed medicines following discussions with parents.

What specialist services and expertise are available at or accessed by Banks Lane Junior School

School?

As a school we work closely with any external agencies that we feel are relevant to individual

children’s needs within our school including: BSS (Behaviour Support Service), LSS (Learning Support

Service), Health including: School Nurse, General Practitioners, CAMHS (Child and Adult Mental

Health), Paediatricians, OT (Occupational Therapist), Primary Jigsaw, Visual/Hearing Impairment

Service, and the Speech & Language Therapy service. We also work very closely with Social Care and

the Education Psychologists. Should your child require any form of involvement with an outside agency

then the school would immediately inform you and obtain permission from adults with parental

responsibility to pursue any kind of professional intervention.

What training have staff had or going to have?

All of our TAs have had training in delivering maths, reading and phonics programmes such as Better

Reading Partnership, Numeracy Support Programme and Jolly Phonics.

The school also have Teaching Assistants who have undertaken training on Motor Skills United (an OT

programme). These sessions take place 3 times per week for children with specific difficulties.

TAs also work alongside Speech and Language Therapists to develop individualised programmes.

As a staff we have regular training on Medical Needs in order to ensure all staff are able to manage

pupils accordingly.

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What are the Governors responsibilities?

Our SEND Governor is Mrs Janet Knott. The SEND governor meets with the SENCo to discuss

changes, needs in school and current concerns. The Governor is able to feedback during Governing

Body meetings to agree priorities for spending within the SEN budget with the overall aim that all

children receive the support they need in order to make progress.

How will my child be included in activities outside the classroom including school trips?

All children are included in all parts of the school curriculum and we aim for all children to be

included on school trips. We will provide the necessary support to ensure that this is successful.

A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety

will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in

an activity, then alternative activities which will cover the same curriculum areas will be provided in

school.

All children are encouraged to take part in extra curricular activities, regardless of additional needs

and/or difficulties.

How accessible is the school environment?

Banks Lane Junior School is mainly situated on one floor and can be fully accessed by

wheelchairs. The dining hall is up one small flight of stairs but there is a platform lift to

enable children with physical difficulties to sit with their friends at lunchtime. We also have

two disabled toilets.

Any other resources needed for access may be assessed by OT and Physiotherapy in order for

us to ensure ease of access and safety for all.

The school is able to liaise with the EDS (Ethnic Diversity Service) who can provide additional

support for any families with English as an additional language.

We work with the Visual/Hearing Impairment Service to ensure that children with these

additional difficulties are supported and staff fully informed on how to support them.

How will Banks Lane Junior School prepare and support my child to join the school and then

transfer to secondary school?

We encourage all new children to visit the school prior to starting when they will be shown around the

school and any concerns can be addressed. For children with SEND we would encourage further visits

to assist with the acclimatisation of the new surroundings.

School/Parents may also feel the need to arrange several transition meetings/sessions between the

schools in order to alleviate pupil concerns.

We have an extremely comprehensive transition programme between the Infant School and Junior

School. The children have numerous visits before they finish in July to help them be ready for

September. One of these meetings will be to meet their Year 6 Buddy.

The Year 3 teachers and SENCo meet with the Year 2 teachers to discuss the children in detail. For

children with SEND, there are additional meetings between the Infant and Junior SENCos and

Learning Support Teachers. The children who receive additional support from LSS will continue to

work with their LSS teacher until October when they will be reassessed.

Many of our ‘feeder’ secondary schools run a programme specifically tailored to aid transition for the

more vulnerable pupils and pupils with SEND. The Behaviour Support Service also offer a transition

programme for identified pupils.

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The SENCo liaises closely with the secondary SENCos when transferring children to different

schools ensuring all relevant paperwork is passed on and all needs are discussed and understood. If

your child has complex needs then a Statement/Education Health Care Plan review may be used as a

transition meeting during which we will invite staff from feeder schools to attend.

How are resources allocated and matched to children’s special educational needs?

We ensure that all children who have Special Educational needs are met to the best of the school’s

ability with the funds available. We will often allocate teaching Assistants who are funded by the

SEN budget to deliver programmes designed to meet groups of children’s needs. The budget is

allocated on a needs basis.

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

The class teacher alongside the SENCo and Senior Leadership Team will discuss the child’s needs and

the appropriate support. Different children will require different levels of support in order for them

to reach their full potential. This will be decided through on-going discussions with parents.

If your child has a Statement/EHC plan then there will be an allocation of hours identified. The

SENCo will liase with the class teacher and parents to decide how those hours will be allocated in

order to provide the most effective support for the child.

What support is there for improving behaviour, attendance and avoiding exclusion?

As a school we have a very positive approach to all types of behaviour with a clear reward system

that is followed by all staff and pupils. If a child has behavioural difficulties, an IBP is written

alongside parents, the child and the BSS to identify the specific issues, put relevant support in place

and set targets.

After any behaviour incident we expect the child to reflect on their behaviour with an adult. We are

a restorative school and follow the Restorative Approach when dealing with incidents involving

behaviour. This helps to identify why the incident happened, how it made the individuals involved feel

and what the child needs to do differently next time to change and improve their behaviour.

Attendance of every child is monitored on a daily basis by the school office. Lateness and absence

are recorded and reported upon to the Senior Leadership Team. Good attendance is actively

encouraged throughout the school and rewarded on a weekly basis when the class with the best

attendance receives the Fantastic Attendance Cup. Families who struggle with attendance and

lateness are encouraged to attend Breakfast Club in an attempt to improve these issues.

Who can I contact for further information?

Your first point of contact would always be the class teacher. If you continue to have questions

regarding SEN following that meeting, you may need to speak to the SENCo.

What should you do if you feel that the Local Offer is not being delivered or is not meeting

your child’s needs?

First point of contact would be your child’s class teacher to share your concerns. You could also

arrange to meet our SENCo and/or Mr. Milner, our Headteacher. You may also wish to look at the

SEN policies on our website.

If you feel you would like support to discuss your concerns, then you will need to contact Parent

Partnership or the Stockport SEN department (SMBC website).

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Who should I contact if I am considering whether my child with additional needs should join

Banks Lane Junior School?

In this instance you can contact Stockport Admissions in order to ascertain whether there is space in

your child’s year group. If this is successful, then you should contact the school Admin office to

arrange a meeting with the Head Teacher, Mr. Milner or our SENCo to discuss how the school could

meet your child’s needs.

How is the School Offer reviewed?

This School Offer will be reviewed annually to reflect the changing needs of the children who join

and are developing in our school. Part of this review process will involve contributions from parents.

SENCO: Mrs D Fitzgerald

As part of my role, I work closely with all staff in school (including the Senior Leadership Team),

parents, outside agencies and other colleagues throughout the authority. I have the responsibility of

co-ordinating the provision made for individual children with:

Special Educational Needs

Social and Emotional Needs

Physical and Sensory difficulties

English as An additional Language.

Support is available through:

Giving advice on issues related to Special Needs and Disability

Meeting with parents to discuss any concerns they may have about their child’s development

or learning difficulties

Assessments of individual pupils to identify need

Referrals to a range of other professionals such as: Educational Psychologist, SALT, BSS,

LSS, Primary Jigsaw, CAMHS, Social Care, Visual/Hearing Impairment Service, EDS.

5. Our SENCo

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At Banks Lane Junior School, we have a strong team of caring, dedicated and well trained Teaching

Assistants. This team is led by our HLTA, who liaises regularly with the TAs, teachers and Senior

Leadership team to ensure the children are receiving high quality support.

The teaching Assistants mainly work within classes in the mornings to support the learning of

children during English and Maths.

In the afternoons, the team runs intervention groups to support children who need a little extra help

with:

English

Maths

Speech, Language and Communication difficulties

Physical difficulties

Social and Emotional difficulties.

We have a number of Pupil Premium children who receive additional support, based on their needs,

and also a number of children with Statements of SEN who have an entitlement of 1:1 support to

work towards the objectives set out in their Statement. These children have a designated Teaching

Assistant who will work with them regularly to support these additional needs.

Responsibility for Medical Needs: Mrs D Fitzgerald

Our teacher with responsibility for Medical Needs is fully trained and works closely with all staff in

School, the School Nurse, parents/carers and a range of outside agencies throughout the authority

to support all pupils with health and medical needs within school.

This support includes:

Meeting with parents/carers to discuss their concerns within a confidential environment.

Ensuring that ALL staff receive annual ‘Medical Needs’ training.

Seeking advice from relevant health professional to meet a pupil’s individual needs.

Arranging School nurse and Community Asthma nurse Training for all staff.

Administering medication including asthma inhalers or ensuring staff are fully trained to do

so.

Arranging First Aid trained staff to accompany children with medical needs on school trips.

Liaise with the School nurse, parents and staff and provide support in writing care plans for

pupils with more complex medical needs.

6. TA Support

7. Medical Needs

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At Banks Lane Junior School, we work closely with the Stockport Speech and Language Therapists

(SALT).

We have dedicated Teaching Assistants who support children with Speech and Language difficulties.

This support includes:

Working with pupils in small groups or on a 1:1 basis in delivering activities according to the Speech

and Language Therapists programme.

Better Reading Partnership

This is a programme delivered by our experienced Teaching Assistants to close the attainment gap

for some of our children who struggle with reading. This usually happens in year 5 and Year 6,

however we do use it in years 3 & 4 at times.

The programme involves three 30 minute sessions per week and is taught on a ‘one to one’ basis for a

set period of 10 weeks.

The results are fantastic!

Numeracy Support Programme

The Numeracy Support Programme aims to enhance pupils' basic numeracy skills, reinforce

confidence in handling the four rules of number and focus on progression in counting.

It is a complete intervention programme that involves children working in small groups. The

programme runs for a period of 10 weeks and consists of three 20 minute sessions per week.

8. Speech and Language

Support

9. Current Interventions in place at

Banks Lane Junior School

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Jolly Phonics is a fun and child centred approach to teaching literacy through synthetic phonics. With

actions for each of the 42 letter sounds, the multi-sensory method is very motivating for children

and teachers, who can see the children achieve. The letter sounds are split into seven groups as

shown below.

Letter Sound Order

The sounds are taught in a specific order (not alphabetically). This enables children to begin building

words as early as possible.

How does Jolly Phonics work?

Using a synthetic phonics approach, Jolly Phonics teaches children the five key skills for reading and

writing. The programme continues through school enabling the teaching of essential grammar, spelling

and punctuation skills.

The five skills taught in Jolly Phonics

1. Learning the letter sounds

Children are taught the 42 main letter sounds. This includes alphabet sounds as well as digraphs such

as sh, th, ai and ue.

2. Learning letter formation

Using different multi-sensory methods, children learn how to form and write the letters.

3. Blending

Children are taught how to blend the sounds together to read and write new words.

4. Identifying the sounds in words (Segmenting)

Listening for the sounds in words gives children the best start for improving spelling.

5. Tricky words

Tricky words have irregular spellings and children learn these separately.

At Banks Lane Junior School, Jolly Phonics is mainly used in Year 3, but is sometimes used in Year 4

when necessary. It is carried out in small groups for half an hour, three times a week.

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10. Current Outside Agency

involvement

Learning Support

Service (BSS)

Works within school on a weekly

basis. Our LSS teachers work with

individual children who meet the

Stockport criteria. These children

receive either ½ hour or 1 hour of

additional 1:1 teaching per week in

either English or Maths. This is

then followed up by school

teaching Assistants.

Educational Psychologist

School receive support from the

Stockport Educational Psychology

Service and access will be dependent

upon individual

pupils needs through discussion with the

SENCo, Parents/ Carers and Class

Teacher. The EP service are able to work

with school staff, parents and carers and

are able to directly assess/ observe

pupils in order to support learning and

identify their particular area of need and

how best to support them.

Social Care

School has access to and

works very closely with

Social Care in supporting

both our children and

families as needed.

CAMHS (Child and Adolescent Mental Health Service)

CAMHS can offer the services of a wide range of health

professionals who are able to support children who have

difficulties surrounding their emotional well-being and mental

health. They can also work with their families and carers.

Teacher Led Interventions

There are a number of teacher led Reading,

Writing and Maths interventions in place at

Banks Lane Junior School. These usually take

place during the afternoons and focus on small

groups. The children selected for these groups

are carefully tracked and highlighted as ‘target

children’. The interventions usually run termly.

There are a number of

outside agencies who

work alongside school to

support children with

additional needs

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Occupational

Therapy (OT)

The OT Service helps to reduce a

child’s difficulties and improve

their ability to learn, socialise and

play, finding ways to overcome any

problems they experience when

participating in day to day

activities. The OTs will devise

individual programmes that will

help the child develop their

organisational skills, Motor Skills

and processing skills.

They will work closely with the

child, parents and teachers to

develop practical approaches and

find solutions to help children get

the most from life, whether at,

school or at home.

Parent Partnership

Parent Partnership supports

parents/carers with educational issues.

They provide clear and accurate

information and advice, so parents can

participate fully in the decisions about

their child’s education. They can

support parents in accessing

information regarding Statutory

Assessment Requests.

Primary Jigsaw

Primary Jigsaw work alongside CAMHS

and the Behaviour Support Service to

provide support for children with

additional Emotional, Social and

Behavioural needs. They also provide a

support service for children who have

suffered/are suffering from

bereavement, are encountering issues at

home or who have medical needs.

Behaviour Support

Service (BSS)

The BSS works within school on a

weekly basis. Our BSS teacher

works with individual children,

small groups, parents and staff to

support children with additional

Behaviour, Social and Emotional

difficulties.

School Nurse

The School Nurse is assigned to the

school and can be contacted Mrs

Debbie Fitzgerald who has

responsibility for Medical Needs. You

may also be referred to the School

Nurse via your GP and a care plan may

need to be put in place. This will

ensure that all staff are fully aware of

the circumstances surrounding your

child and the medication they require.

School will also provide training for

school staff on conditions such as

Asthma and Epilepsy, which may need

medication to be administered in

school.

Ethnic Diversity

Service

The EDS provides support and advice

for teachers of children with English

as an additional language to help

enable these children to fully access

the curriculum and other aspects of

school life. They are also able to offer

support in the form of Bilingual

Teaching Assistants on a short term

basis.

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Sensory Support

Service Can provide support, advice

and sometimes direct teaching

for children with visual and

hearing impairments. They will

work closely with school to

provide advice where required in

order to ensure pupils with a

visual or hearing impairment have

the appropriate resources and

support needed to enable full

access to learning.

Speech and Language Therapy

(SALT) School currently have a Speech & Language

Therapist who works with children and develops

individual Speech & Language programmes for

children with additional needs.

The support from the therapy service may include

the following:

Discussion and advice on activities you can

use at home,

Assessing pupils individual communication

needs and supplying school/home with an

individual SALT plan identifying targets to

be worked towards,

Providing advice, games and activities for

school/home to work on with the children.

Physiotherapy

Service The Physiotherapists provide

support for children with

physical disabilities and

difficulties. They work closely

with the SENCo and allocated

Teaching Assistants to carry out

physiotherapy plans tailored to

meet the individual needs of the

child.

If you have any questions about this School Offer, please contact

school on 0161 480 2330 and ask to speak our SENCo

Alternatively, you can email at

headteacher@bankslane-jun.stockport.sch.uk