Croftlands Junior School
Croftlands Junior School was created in 1974 when the previous primary school was divided into two schools to cater for Infant and Junior children separately. It is a Local Authority Community School, sharing its extensive site with Croftlands Infant School. The grounds include a large playing field, two playgrounds and a wooded wildlife area and are under continual development and improvement.
We are committed to developing happy, confident children, who are able to take their place in society and make a contribution to their community. We pride ourselves that we are a caring, inclusive family that is built on a culture of achievement and respect.
Who to contact
Where to go
- Croftlands Junior School
- LA12 9JU
The school provides a broad and balanced curriculum for all children, which is differentiated to meet individual needs and abilities within the classroom, with support where necessary. Children may have particular needs at any time during, or throughout, their school career. Our policy ensures that curriculum planning and assessment takes account of the type and extent of the strength or difficulty experienced by individual pupils.
- Contact Name
- Mrs McMillan (SENCo)
- Contact Telephone
- 01229 585211
- Contact Email
SEND Local Offer
- Local Offer Age Bands
- Primary (5-10 years)
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
The law states that a child has a special educational need if he /she has a:
- Significantly greater difficulty in learning than the majority of others of the same age.
- Disability or health condition which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
To identify pupils with SEND, Croftlands Junior School assesses each pupil’s skills and levels of attainment on entry. Class teachers inform Mrs McMillan (SEND coordinator) and Miss Styles (Head teacher) of any pupils working below the level expected of their age group. It may be that further discussion is required or school based assessment needed to help establish whether the child requires support which is additional to or different from that provided in the classroom. During pupil progress meetings with staff and at parents’ evenings, lack of progress or concerns are identified and consideration given as to whether additional support is appropriate or necessary. If this is the situation then the child is recognised as having Special Educational Needs / Disability (SEND). Parents can also talk to their child’s class teacher or ask to see Mrs McMillan to raise any concerns they may have.
Croftlands Junior School will, once a potential SEND has been identified, employ the graduated approach to meeting the pupil’s needs, including:
- Establishing a clear assessment of the pupil’s needs.
- Planning with the pupil’s parents, the interventions and support to be put in place, as well as the expected impact on progress, development and behaviour, along with a clear date for review.
- Implementing the interventions, with support of the SEND coordinator.
- Reviewing the effectiveness of the interventions and making any necessary revisions.
Croftlands Junior School will make provision for pupils with the following 4 kinds of need:
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory and / or physical
The school will provide extra support to pupils falling behind or making inadequate progress given their age and starting point.
- How will early years setting/school/college staff support my child/young person?
A number of different staff may be involved in providing a range of targeted additional support. Specific SEND roles at Croftlands include our SEND coordinator, HLTA and Senior Teaching Assistants (many of whom are specialists in particular areas, including Reading Intervention, Maths Recovery, support for children with autism, speech, language and communication needs etc). We also have a SERIS (Social Emotional Resilience In Schools) worker who is able to support children with emotional needs.
Frequency of intervention will be based upon individual need. All interventions are recorded on the schools management system and collated on the School’s Provision Map.
Directed by the Class Teacher and overseen by the SEND coordinator, identified staff will work on a 1:1 basis, in small groups and/or in the classroom to support children with SEND to achieve their specific targets.
The Governing Body has a responsibility to:
- Fully engage parents and / or young people with SEND when drawing up policies that affect them.
- Identify, assess and make SEND provision for all children and young people with SEND, whether or not they have an EHC plan.
- Use their best endeavours to secure the special educational provision called for by a child or young person’s SEND.
- Designate an appropriate member of staff (the SEND coordinator) as having responsibility for co-ordinating provision for pupils with SEND.
- Appoint a designated teacher for ‘looked after’ children where appropriate.
- Make reasonable adjustments for pupils with disabilities to help alleviate any substantial disadvantage they experience because of their disability.
- Take necessary steps to ensure that pupils with disabilities are not discriminated against, harassed or victimised.
- Publish annual information on the school’s SEND Policy, setting out the measures and facilities to assist access for pupils with disabilities.
- Publish annual information about the arrangements for the admission of pupils with disabilities, the steps taken to prevent children with disabilities being treated less favourably than others, the facilities provided to assist pupils with disabilities and the school’s accessibility plan. Publish accessibility plans setting how they plan to increase access for pupils with disabilities to the curriculum, the physical environment and to provide information, reviewable every 3 years. Develop complaints procedures which, along with details about appealing to the SEND Tribunal, will be made known to parents and pupils through a single point of access.Provide suitable, full-time education from the 6th day of a fixed permanent exclusion of a pupil with SEND, in line with their EHC plan.
- How will the curriculum be matched to my child's/young person's needs?
Class Teachers plan and review support for their pupils with SEND, on a graduated basis, in collaboration with parents, the SEND coordinator and, where appropriate, the pupil themselves.
Class Teachers set high expectations for every pupil and aim to teach them the full curriculum, whatever their prior attainment.
Class Teachers use appropriate assessment to set targets which are deliberately ambitious.
Areas of weakness are targeted. High quality teaching is used as a first response to support children who have been identified as making less than expected progress.
Lessons are planned which address potential areas of difficulty and to ensure that there are no barriers to every pupil achieving.
Children’s individual needs at Croftlands Junior School are also met through differentiated provision. Challenging, yet achievable tasks are provided to meet the needs of children of varying abilities. Additional support may be required to help a child access the curriculum, for example; through targeted interventions, provision of additional resources, use of good role models and access to a Teaching Assistant.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
Parents are always very welcome to contact the Class Teacher to discuss their child’s progress. Pupil progress is monitored in school on an ongoing basis and staff would be happy to share information about your child’s expected progress /actual progress.
Good communication between home and school is important to us. The frequency of opportunities for regular contact is determined by individual need. For example; a child with a statement / Education Healthcare Plan will be invited to termly meetings with the SEND coordinator & Senior Teaching Assistant to discuss their Individual Education Plan (IEP), as well as to attend an Annual Review and other specialist meetings. Some families are involved in regular Team Around the Child/Family meetings with professionals, for others a home/school book is useful for sharing information. In some cases, Class Teachers agree weekly contact with parents /carers if a pupil is experiencing specific difficulties.
Staff are also pro-active about contacting parents if there is cause for concern.
Parents are encouraged to support their children’s learning outside of school. The Class Teacher /SEND coordinator can offer suggestions regarding this, and there are various opportunities for parents to develop their knowledge and skills through events provided by school and the Ulverston Children’s Centre.
Effective planning should help parents, children and young people with SEND express their needs, wishes and goals, and should:
- Focus on the child or young person as an individual, not their SEND label.
- Be easy for children, young people and their parents to understand and use clear ordinary language and images, rather than professional jargon.
- Highlight the child or young person’s strengths and capacities.
- Enable the child or young person, and those who know them best, to say what they have done, what they are interested in and what outcomes they are seeking in the future.
- Tailor support to the needs of the individual.
- Organise assessments to minimise demands on families.
- Bring together relevant professionals to discuss and agree together the overall approach.
Croftlands Junior School will make regular assessments of all pupils to ensure that the intervention:
- Ensures that the child’s progress is similar to that of their peers starting from the same baseline.
- Matches or betters the child’s previous rate of progress.
- Closes the attainment gap between the child and their peers.
- Prevents the attainment gap growing wider.
- What support will there be for my child's/young person's overall well being?
A range of support is available at Croftlands for children with SEND, including; pastoral, physical & medical, emotional and social support. This is co-ordinated by Mrs McMillan (SEND coordinator) in liaison with other staff at Croftlands.
Our SERIS (Social Emotional Resilience In Schools) worker supports children with emotional needs.
For some children, Healthcare Plans are put in place to ensure medicines are correctly administered and that staff are aware of a child’s medical needs.
For some children, a higher level of personal care may be required, such as toileting support and intimate care. Facilities are available, policies are in place and individual toileting plans can be written to support the child.
We have a very clear behaviour policy with expected behaviours and consequences of inappropriate behaviour. This has been agreed with the children through School Council and is reviewed every two or three years. Any sanctions/approaches that need to be different from policy are identified in a child’s IEP or Behaviour Management Plan (BMP).
At Croftlands, it is important to us to take the child’s views into account. We encourage children to be involved in their own target setting and provide space on the IEP for their personal thoughts. Children are supported by their Class Teacher or familiar support staff to express and record their views. Some children also co-write a Personal Passport describing their strengths, needs and effective strategies. These are especially useful at the transition stage to senior school.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
A number of our staff have specialist SEND expertise, experience and qualifications in working with children on the autistic spectrum, in Maths Recovery, Team Teach, SERIS, dyslexia, speech, language and communication, etc.
Specialist support can be accessed by Croftlands. This includes health, therapy services and social care, as well as advice from specialist advisory teachers, the local Children’s Centre and educational psychologists.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Staff development in SEND is carried out on an ongoing basis according to need. Training includes sessions on specific issues as well as disability awareness.
Individual staff have chosen to participate in training to develop their skills in specific SEND areas. These include Maths Recovery, support for children with autism, speech, language and communication needs.
Specialist support can be accessed when required; referrals can be made by the SEND coordinator or a team of appropriate professionals can be brought together through a ‘Team Around the Child’ approach.
- How will my child/young person be included in activities outside this classroom including school trips?
As part of the planning process, activities and trips are organised to include all children. This may mean that adjustments need to be made to regular outings or staffing levels need to be enhanced but we go to great efforts to accommodate the needs of our children.
- How accessible is the setting/school/college enviroment?
The school is a brand new building which is DDA compliant and accessible to children with disabilities. Croftlands is wheelchair accessible and has accessible toilets and changing facilities are provided. Reasonable adjustments are made to accommodate all learners, parents, carers and the wider community.
School adapts its means of communication in order to reach all parents, including those with disabilities and whose first language is not English.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
Transition programmes are put in place dependant on the child’s individual needs.
Croftlands Junior School liaises with Croftlands Infant School and Ulverston Victoria High School to ensure a smooth transition between phases.
Where additional needs are established at the child’s previous school, the Head Teacher, SEND coordinator and Class Teacher will liaise with staff for information regarding the child’s needs. Parents will be invited to meet with the class teacher and SEND coordinator to discuss their child’s requirements. School staff will be happy to attend relevant meetings, such as Team Around the Child meetings or Annual Reviews in advance of the child joining the school. Where appropriate, the child may be invited to visit the school with a keyworker, in addition to the usual transition arrangements.
When a child with additional needs is leaving Croftlands, including transition to the local high school, additional enhanced transition is put in place. This may include accompanied visits to the new school, opportunity for new school staff to meet with the child at Croftlands and meetings with parents and both schools’ SEND coordinators. A transition programme is developed according to individual needs and appropriate materials are used to ensure the child is fully supported in understanding what can be expected at the new school. When a child is moving schools, the Croftlands SEND coordinator is responsible for liaising with the SEND coordinator of the new school. SEND files are transferred and information passed on, including all reports, IEPs, Annual Review information, guidance documents, etc.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
School resources are allocated and matched to children according to their special educational needs. This is an ongoing process of assessment and monitoring to ensure appropriate support is in place where it is required. Regular liaison takes place between the SEND coordinator, the Head Teacher and the Bursar to ensure budgets are effectively managed.
- How is the decision made about what type and how much support my child/young person will receive?
Support is allocated following consultation with individuals involved in recognising, identifying and offering support & guidance regarding the child’s needs.
For example; school may seek advice from Specialist Advisory Teachers, Educational Psychology, Speech Therapy, etc. In this way, the most effective support can be determined. All interventions are monitored for effectiveness on a termly basis. Pupils’ progress is also tracked, results of assessments are analysed and IEPs are reviewed and discussed, in order to ascertain the impact of support.
- How are parents involved in the setting/school/college? How can I be involved?
Parents are encouraged to be involved in school life where possible. There are informal opportunities to come into school and see what is going on and we also welcome volunteers to help. We have parent representatives on the Governing Body and welcome support and engagement.