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Longshaw Community Junior School

Longshaw Community Junior School is a large Junior School offering primary education to children aged 7 - 11 years.

We have 3 classes in all year groups, each with a teacher and also TA support each morning.

Most of our pupils have attended Longshaw Community Infant School and live close to our school.

We are an inclusive school providing opportunities through our curriculum which will inspire all children to flourish and reach their potential.

 

Who to contact

Contact Name
Andrea Clift
Contact Position
SENCO
Telephone
01254 296450
E-mail
longshaw.junior@blackburn.gov.uk
Website
www.longshawjunior.org/

Where to go

Address
Park Lee Road
Blackburn
Lancashire
Postcode
BB2 3NX
This service is part of the Local Offer

Local Offer

Description
  • disabled access toilet
  • wet room with hoist
Local Offer Age Bands
5-11 years
What specialist services and expertise are available at, or accessed by, the school/setting?
  • Advisory teachers within the inclusion support service
  • Educational Psychology team
  • SEN team
  • Social Services
  • Child and Adolescent Mental Health, ELCAS
  • Parent Partnership
  • Barnados - independent supporters
What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?

Staff in school have received training covering a range of SEND issues in order to equip them to deal with the range of learners within their classrooms.

Staff throughout school have been trained on a variety of literacy and numeracy interventions, as well as techniques to help pupils with dyslexic tendencies.

Selected staff have completed training related to more specific learning needs, SEBD, speech and language, motor skills and autism.

We have staff trained in first aid and the use of Epi-pens.

All staff are regularly updated on safeguarding procedures.

We review and develop our training in light of the needs of the pupils in our school.

How do you know if my child/young person needs extra help?

If pupils have identified SEND before they start at our school we work closely with the people who already know them and use the information already available to identify how best to support them in our setting.

If you feel your child has a special educational need you should initally raise this concern with their class teacher. This can be done at the parent's evenings, or by making an appointment with them at any time of the school year.

If a member of staff thinks your child has a special educational need we will liaise closely with you. This concern may be because they are not making expected progress, have displayed a change in behaviour or are having difficulties with speech and language or motor skills. Staff will raise their concerns with the SENCO who will carry out the appropriate course of action which may include observations, referrals to other agencies and / or testing in order to pinpoint the needs and plan to support the pupil.

What should I do if I think my child/young person may have special educational needs?

The first person to talk to is the child's class teacher who knows your child the best.

If the teacher feels they cannot fully support the child and you, they will involve the special needs coordinator (SENCO).

If you feel your concerns have not been dealt with you can speak to the head teacher.

How will staff support my child/young person?

Each child is treated as an individual case, their needs vary and so does the support that they require. This support can range from use of adapted resources in the classroom, short term intervention support, involvement of other professionals or additional adult support.

The support in place is reviewed regularly to assess its impact.

How will the curriculum be matched to my child's/young person's needs?

All our staff are trainied in order to ensure that pupils undertake work that is differentiated to meet their needs. Staff adjust materials, resources and tasks in order to make it easier or more challenging, so that each child is able to learn at their own pace and in a way best suited to them.

A variety of learning styles and multi sensory approaches are used in order to support pupils learning.

How will teaching approaches be modified to support my child/young person?

All staff are trained so that they can adapt their teaching to best suit a variety of needs. These needs could be specific learning needs (including dyslexia); Autistic Spectrum Disorder; Speech, Langauge and Communication needs; or behavioural, emotional and social difficulties.

We are a dyslexia friendly school, following the suggested guidelines is an approach that helps all pupils not only those with dyslexic tendencies.

We have a variety of interventions that may be used to support individuals and groups including Read Write Inc, Boosting reading potential, Fischer Family Trust, GROW@KS2, Numbers Count, Body Awareness, Write Dance, speech and language programmes and memory skills training.

As mentioned previously different resources and levels of support can also be used to support individual children.

How will both you and I know how my child/young person is doing?

We use information from previous schools including Key Satge 1 SATs results.

We do our own base line assessments.

Half termly we have a rigorous assessment and tracking system in place for literacy and numeracy. The results of these assessments are shared with pupils in 1:1 meetings and are also fed back to parents.

Class teachers meet with the headteacher regularly to discuss the progress of individuals in their class.

We have regular parents evenings at which each child can be discussed and ways of supporting them can be suggested.

For pupils with additional needs class teachers meet with the SENCO regularly to review their progress and discuss support, resources and interventions and their effectiveness. Parents and other professionals may also be part of these meetings.

How will you help me to support my child/young person's learning?

At the start of each year we hold a meet the teacher evening which gives details of the topics being covered and provides information on how best to support your child's learning.

If it is felt that your child has additional needs the plan for supporting that will be shared with parents and will often contain suggestions for how you can help at home.

Homework tasks are often designed to be done with an adult and therefore provide opportunities for you to support their learning.

Staff are happy to meet with parents wanting additional advice.

What support will there be for my child's/young person's overall wellbeing?

All of our staff are trained to identify and assess the early stages of anxiety, emotional distress and behavioural problems. Staff have positive relationships with the pupils and closely monitor for any changes in their mood or behaviour. We recognise the improtance of knowing each individual and supporting their needs and understanding their circumstances.

We have specially trained members of staff, a well-being mentor and an emotional literacy SSA, who work with individuals or small groups of pupils addressing issues that may impact on their well-being.

We have a well-being coordinator who supports families in need.

We have links to servies that can offer more specialised support such as Women's Aid, ELCAS, family support, school nurse, paediatrician, young carers and homestart. 

What activities will be available for my child/young person?

School trips and visitors to school are organised to support and extend the learning of all children in school. Our educational visits are accessible to all pupils, including the residential break in year 6.

In year 5 the children have weekly swimming lessons for 2 terms.

We have specialist PE teachers who deliver our sports lessons. We also employ sports coaches at lunchtimes to organise sports on both playgrounds. We enter teams into a wide variety of inter school sports competitions.

We have a specialist music teacher who teaches each class. She also runs a choir and a drama club.

We have a variety of other clubs available both during the school day and after school.

We run a breakfast club before school every morning.

How will you prepare and support my child/young person during transitions?

For pupils joining us from Longshaw Community Infant School we have a robust timetable of visits and activities designed to prepare the children for the move to our school. The children will be visited by their new teachers and they will spend time in their new school. There are also opportunities for parents to meet the staff too.

Transition books are created for pupils needing extra help in getting to know our school. We run a transition group for a small number of year 2 pupils identified as needing extra support with the move to key stage 2.

We hold transition meetings with the schools that our pupils are going to in year 6. Pupils moving on to high school are supported by visits to their new school. If needed there is a programme of lessons, sometimes delivered by staff from the high school, designed to prepare them for the move to high school.

How are resources and equipment allocated and matched to my child's/young person's needs?

We carefully assess all pupils' needs to ensure they receive the extra support that they may need.

The support given is regularly reassessed and tailored to suit the child at that time.

How are decisions made about what type and how much support my child/young person will receive?

The school budget includes money designated to support pupils with additional needs. How this is allocated is planned by the head teacher and SENCO in consultation with class teachers. This is planned on a provision map and is regularly reviewed for effectiveness. Support will change depending on the progress being made and the need of each child.

Sometimes outside agencies may be involved in providing support or advising on what support to give.

When a pupil's needs involve outside agencies, parents will also be invited to meetings about their child and involved in decision making so that we are all helping the child in the same way.

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