BJS Federation SEND Newsletter

I am delighted to introduce myself as the new Executive SENCo for the BJS Federation of schools. Although I am new to this role, I am not new to our federation or its families.

I first joined Jessop Primary School in 2011 as a supply teacher. I later became a permanent member of staff and, over the years, progressed into senior leadership. During that time, I have worked closely with colleagues across Bonneville, Jessop and Stockwell. I am looking forward to continuing those relationships in my new role and to working in partnership with parents and carers across the federation.

I have already had the pleasure of meeting and beginning to work with some families. I look forward to getting to know many more of you, listening to your views and working together so that every child feels understood, included and able to thrive.

Ms Jenkins

How to contact me

Please contact your child’s school office if you would like to speak with me or arrange a meeting. The office team will pass your message on, and I will respond as soon as I can.

The start of a new academic year brings new routines, relationships and expectations. For some children, these changes can feel exciting; for others, they can take time and extra support. This term, staff will continue to focus on:

· helping children settle into predictable classroom routines

· identifying needs early and reviewing support with families

· using clear, inclusive teaching strategies in every classroom

· supporting communication, emotional regulation and sensory needs

· celebrating progress in all its forms.

At BJS Federation, inclusion means ensuring that every child feels welcomed, understood and able to participate fully in school life. We recognise that children learn, communicate and experience the world in different ways.

Staff use a range of inclusive approaches, including:

• clear instructions supported by visuals and demonstrations;
• flexible ways for children to participate and show their learning;
• additional thinking and processing time;
• movement breaks and access to quieter spaces;
• Makaton signs and symbols where appropriate;
• predictable routines and preparation for changes;
• learning adapted to children’s individual strengths and needs.

We regularly review these approaches to understand what is helping each child and where further adjustments may be needed.

Working in Partnership

Parents and carers are valued partners in supporting inclusion. You know your child best, and your observations help us understand their strengths, interests, communication preferences and any situations they find difficult.

Please speak with your child’s class teacher if you would like to share information or discuss their support. Together, we can help every child feel that they belong and give them the opportunity to thrive.

We support children to understand and express themselves in different ways. Depending on need, this may include clear spoken language, visual prompts, modelling, extra processing time, structured choices or signs and symbols.

Across the federation, we will continue to use and develop Makaton as one way to support communication and participation. Children may learn signs and symbols linked to classroom routines, feelings and curriculum vocabulary. Using familiar signs at home can strengthen consistency and confidence; your child’s class team can share the vocabulary currently being practised.

If you think your child may have an additional needs:

Your child’s class teacher should usually be your first point of contact. They can discuss your child’s strengths, progress, barriers and the support already in place.

· Speak with the class teacher and share specific examples of what you have noticed.

· Ask what staff are seeing in school and what strategies are already being used.

· Agree what will be tried next and when you will review the impact together.

· If further discussion is needed, the class teacher or school office can involve the inclusion team and SENCo.

You do not need a diagnosis to raise a concern

Support in school should be based on a child’s identified strengths and needs. Early conversations help us respond thoughtfully and review whether adjustments are making a difference.

The graduated approach is the way schools identify, support and review the needs of children with special educational needs and disabilities. It is an ongoing four-stage cycle: Assess, Plan, Do and Review.

Assess

The class teacher and SENCo gather information to understand the child’s strengths, needs and any barriers to learning. This includes the views of the child, their parents or carers, school staff and, where appropriate, other professionals.

Plan

Parents, the child and school staff agree the outcomes they would like the child to achieve. They decide what support or adjustments will be provided, who will deliver them and when progress will be reviewed.

Do

The agreed support is put in place. The class teacher remains responsible for the child’s learning and works with the SENCo and other staff to ensure that the planned strategies are used consistently.

Review

The school, parents and child consider the progress that has been made and whether the support has been effective. The plan may then continue, change or involve additional advice and support.

Working with Families

Parents and carers are involved throughout the process. Your knowledge of your child helps us understand what is working, what remains difficult and what changes may help.

The cycle can be repeated with more detailed assessment, different strategies or specialist advice when necessary. A child does not need a diagnosis for the school to begin providing appropriate SEND support.

The first point of contact should always be your child's class teacher, please always discuss your concerns with them before contacting a member of the inclusion team. The teachers and support staff who work with your children really value the relationships they have with their classes and are in the strongest position to speak to you about how your child is getting on at school.