Hall Green Junior School

At Hall Green Junior we are here to equip every child with the skills to be a successful learner and responsible citizen.  We embrace the fact that every child is individual and help the individual need of each child within the mainstream classroom.

We aim to integrate all children into the school community: primarily a Hall Green Junior School classroom. We recognise the strengths of each child and the valuable contribution that each child makes. Meeting the child’s needs is the responsibility of the teacher supported by the SENCo - every teacher is a teacher of SEN and the child’s needs are met best in the classroom situation, amongst peers, by adapting class work and having appropriate levels of support if required.

Children are currently formally assessed across the year using the following Assessments:

a formal assessment at the end of each year: Reading, Maths and SPaG (Spelling, Punctuation and Grammar)

SATs in May (Year 6):                                        Reading, Maths and SPaG

Results will be recorded for SEN children. For those children who fall well below age related expectations and are below the standard of SATs, the pre-Key Stage standards will be used as an assessment tool. School also uses outside agencies to do more in depth testing of children as and when required.

Teacher Assessment is a vital component of building the whole picture of the child and the class teacher’s view of how the child operates in the classroom is of key importance in the PLP (Personalised Learning Plan) process -  PLPs look at how a child is progressing academically, socially and emotionally.

Typically, a child with SEND will have a PLP which sets out targets that are currently being worked on and what additional provision is in place for that child. Teacher assessments are also made using ‘O-Track’, an electronic assessment tool which shows the children’s progress on the objectives covered in Reading Writing and Maths over the course of the year. In addition, pupils with SEN may also have Progress Trackers for Reading, Writing and Maths which enable teachers to track smaller steps of progress that may not be identifiable through ‘O-Track’ assessment system. The content of the PLP and the child’s progress on O-Track and/or Progress Trackers is discussed with the child and the child’s family at half termly progress meetings. This is why it is so important that parents/carers attend our progress and IEP meetings.

For many children, targets will be connected to learning and will often be specifically to do with literacy and numeracy. For other children, they may be to do with social interaction, communicating with children and adults, emotional difficulties or overcoming physical issues. The targets depend on the needs of the child.  All targets and interventions are reviewed after a specific period of time and evaluated according to the child’s progress or development.

Children with Special Needs are treated the same as their peers and educated using the same positive and success principles: they are educated in the classroom or Year Group area, follow similar, suitably adapted work, work with their peers in all lessons, follow PLPs drawn up with the class teacher and supported by the SENCO.  
Dependent on the need of the child, they may receive additional provision in terms of in-class support; one-to-one support; flexible groupings (including small group work); access to specific resources; mentoring; counselling; and access to a wide range of outside agencies.
The provision is designed by the relevant staff member working alongside the child, the child’s family and where necessary, Outside Agencies e.g. teachers from Pupil and School Support, or the Communication and Autism Team).

School has an Inclusion Co-ordinator with SENCo as part of her role.  Mrs Tyndall is responsible for meeting the needs of the children using the Code of Practice in School. The role is administrative, managerial and supportive - the SENCo supports class teachers in meeting the needs of SEND children within the classroom.

Meeting the child’s needs is the responsibility of every teacher since all teachers have responsibility for the learning needs of all pupils in their care. Teaching Assistants are an important part of Special Needs and we have a team of highly qualified and specialised staff.

School works closely with a number of outside agencies in supporting pupils with SEND:

Education services:
Pupil and School Support Service, Communication and Autism Team, Educational Psychology, Service for physical disability, Hearing impaired service, Visually impaired service, Education welfare service (attendance), SEN Parent partnership service.

Health/social services:
Speech and language therapy, Occupational therapy, Specialist consultant, General practitioner, Paediatrics, Health visitor, School nurse, Child and adolescent mental health service – CAMHS, Social services, Physiotherapy.

At Hall Green Junior our staff are crucial drivers in ensuring children’s progress.  We have several non-class based staff who are attached to year groups.  They are able to support children’s learning.  This means that each child will always be taught by someone who has knowledge of the child and their background.
HGJS has an experienced team of teaching assistants who work within the classrooms in supporting the children’s individual needs and to promote access to the curriculum.

The school building has also been developed to ensure it is easily accessible to all.  The entrance hall has been redesigned and now enables easy wheelchair access.  School also has disabled toilet facilities, widened corridors, and ramps onto the playground.  In addition, the school hall has recently been renovated - new windows and sky lights have been installed to improve lighting and the ceiling has been lowered for improved acoustics.  New learning spaces have also been created with interactive technology so extra teaching groups can be delivered, enabling children to receive targeted support. Specially designed furniture has also been purchased in all of the classrooms to promote access for all children.

At HGJS we recognise that the partnership with parents is a key factor to a child’s attainment. Parents should be informed and involved. If this partnership breaks down, then the child’s educational attainment is likely to be undermined. All parents are invited to half termly progress meetings with the class teacher. If appropriate the SENCo will join these meetings. Parents of children with more substantial needs will also attend IEP and Annual reviews where a range of Outside Agencies may also attend to discuss the child’s progress towards specific targets and the next steps in the child’s learning and development.

Children who have a statement of SEN or an EHC plan are given priority when applying for school places.  SENAR will offer advice on this if needed. 

There are 72 children at HGJS recognised as having Special Educational Needs or Disabilities (SEND).

13.3% of the school population receives SEND Support.

1.7 % of the school population has an Education, Health and Care Plan (EHCP). 

Nationally, the average percentage of the total pupil population that receive SEN support is 12.1%.

At HGJS, 13.3% of our pupils receive SEND support.

Nationally, the average percentage of the pupil population that have a Statement or EHCP is 3.3%.  

At HGJS, 1.7% of our pupils have an EHC or Statement.

Further information on the Local Offer in Birmingham can be found at:

https://www.localofferbirmingham.co.uk/