Primary - Cheam Common Junior Academy

Name of school: Cheam Common Junior Academy

Address: Kingsmead Avenue, Worcester Park

Postcode: KT4 8UT

Contact: Sam Hart/ Rachel Townsend

Telephone: 0208 337 1844

email: ccjsend@leoacademytrust.co.uk

website: http://www.cheamcommon.org.uk/website

twitter: @CCJacademy

@LEOacademies

@LEOinclusion

Our Vision

‘Provision and practice delivers the opportunities for children to reach their own aspirations’

As part of LEO Academy Trust we are determined to realise the full potential of every child including those with SEND, to provide them with an excellent education and the opportunities to develop as successful, confident and independent learners.

Children with SEND will be welcomed positively to our school and the classroom with the intention of inclusivity in the class teaching and learning wherever possible. This is to ensure that all children understand diversity as a positive attribute , with the ‘mindset’ of becoming adults to support, understand and integrate in the inclusive society we live in.

Every single decision made by the school is determined by what is in the best interests of all our children. We are committed to ensuring that every child has the best chance to fulfil their aspirations so they are prepared for the next stage in their educational journey and adulthood.

For more information please find attached here our LEO SEND Policy.

Contact to discuss child needs

At Cheam Common Junior Academy we aim to have an open partnership with parents and staff and always promote a two way communication.

As part of our graduated response approach, If a parent has a particular concern about their child we advise that the first point of call should be the child’s class teacher. At this stage an initial concerns form will be completed and interim targets set to meet needs. Following this, an appointment can then be arranged with the school SENDCo.

This can be done through:

● emailing the school

● writing a note for the teacher

● speaking with them after school

● arranging an appointment if necessary

About the school

Cheam Common Junior Academy is one of the six schools in the LEO Academy trusts. It is a four form entry junior school which serves the areas of Worcester Park and North Cheam.
Cheam Common Junior Academy pupils have a love for learning. Our staff are hardworking and committed to providing our children with a good education. We pride ourselves on our nurturing and supportive environment where everyone can truly learn together and aim high.

Assessing children

At Cheam Common Junior Academy we treat every child as an individual and our lessons and provision are differentiated to meet the varying needs of all children within the class.

Children are observed regularly and assessments take place every term to track their current levels of progress and attainment. Ongoing in-class assessments, statutory end of Key Stage assessments and assessments from targeted intervention with identified groups/individuals are used to monitor impact and inform future support and provision.

We take a holistic approach to assessing the needs of children in our school in order to ensure we can support them to reach their full potential. We acknowledge that all children learn differently.

Assessments:

● The tracking of individual pupil progress over time is monitored at class teacher level and by the Senior Leadership team who have termly meetings with teachers to discuss progress expectations, targets and interventions that may need to be put in place.

● SEND Support Plan meetings take place termly to set and review targets for children who are on the SEN (Special Educational Needs) register and share the provision to support children to work towards these: Interim meetings may occur if required for an individual.

● Informal verbal feedback about your child’s progress at school may be provided by the child’s teacher on an ad hoc basis, either at your request, or in relation to a particular activity or piece of work your child has been doing.

● Informal verbal feedback about your child’s progress at school may be provided by the child’s teacher on an ad hoc basis, either at your request, or in relation to a particular activity or piece of work your child has been doing.

● Parents’ Open Evenings are offered each term.

● A detailed school report is provided annually at the end of the summer term and there is a slip provided to send back any comments or queries you may have.

Informing parents and carers

At the end of the academic year each child will receive an end of year report that will highlight the child’s progress, achievement and areas of need. The assessment data will be drawn from a range of sources.
In order to monitor children’s progress, regular meetings are held throughout the year. We have two parent consultation meetings every year where parents have the opportunity to come into school and discuss their child’s progress with the teacher. There is the option for a third parent consultation at the end of the Summer Term, if needed, once the child’s report has been sent home.
Targets for children with a SEN Support plan will be set in July. These targets will be shared with the new teacher for the next academic year. These targets will then be reviewed in October and February.
In addition to these meetings to review targets, there is the opportunity for ad hoc meetings with class teachers and or the SENCo.
For pupils with an EHCP, reviews are held annually to discuss progress against outcomes with input from all professionals who have supported the child.
Team Around the Family and Team around the Child meetings are organised on a needs basis to support both pupils and their families.

If a child is not making progress

Please click here to see our Assess, Plan, Do, Review Cycle which explains in detail how we support children who are not making progress.

Curriculum

At Cheam Common Junior Academy we follow the National Curriculum and provide a thematic curriculum that fosters enthusiasm through a cross-curricular approach to learning, encouraging children to gain a deeper understanding by making connections.

Our curriculum takes into account the interests and needs of our children, is relevant to our local surroundings and draws on the resources available in our community. It is multi-cultural and promotes the skills needed by individuals to be successful in the 21st century.

It seeks to motivate and interest children and provides them with a purpose for learning. Clubs, trips, outside speakers and other planned opportunities for enrichment enhance the children's experience.

At Cheam Common Junior Academy we take into account different learning styles and use a variety of teaching styles and resources to teach the curriculum, allowing us to encourage and promote children to be independent thinkers, to learn through making mistakes, to challenge and ask questions, to make connections and see relationships, to communicate their ideas and work well with others and reflect on their learning and ideas.

Teachers plan to meet the needs of all pupils by ensuring learning is focused on individual pupils' needs, abilities and interests. Outcomes from assessment of learning enable teachers to set targets which reflect individual pupils' skills, abilities and potential. Through Quality First Teaching staff ensure that activities are differentiated to meet the individual needs according to what is appropriate for each child.

The school has a commitment to make reasonable adjustments to ensure access to the curriculum for all. The school has interventions for children experiencing difficulties in English or mathematics.

Barriers to learning are carefully identified and specific support is put in place for example nurture support, occupational therapy support, friendship support, Race to English (English as an Additional Language) support.

Adapting for child needs

At Cheam Common Junior Academy, teachers adapt their teaching to respond to the diverse learning needs of the pupils in their class. They constantly endeavour to overcome potential barriers to learning and assessment for individuals and groups of pupils. Planning considers individual pupils’ needs and requirements. Differentiation is approached in a range of ways to support access to learning and ensure that all pupils can experience success and
challenge in their learning.

Teacher flexibility on child needs

Organising groups within the class is considered carefully with opportunities for both ability and mixed ability setting so as to maximise learning opportunities for all.

Additional support

Support from teaching assistants is provided to a variety of children with additional needs in their English and Maths lessons to help with the long-term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support. The provision for each child is coordinated so that they do not have a fragmented day and are not receiving too many support programmes at SEND Support.

When interventions are put in place, assessments are always carried out at both the entry and exit points to ensure careful tracking of progress is effective. Staff and the SENDCo review the impact of the interventions carefully along with the Senior Leadership Team to consider any further support required.

Meeting child needs

Our school approach complies with the Equality Act of 2010 and we seek to promote equal opportunities for all children with or without disabilities. Teachers are aware of physical and sensory needs and are equipped to differentiate accordingly to enable them to use facilities and access the curriculum. All children have equality of opportunity to access the curriculum and after school clubs and reasonable adjustments are made to enable participation in school visits.

We have a disabled toilet to assist children with disabilities to enable them to use these independently. There is also a lift available. There are also changing facilities available to support children with specific needs. We also have a small occupational therapy room.

Access to exams

Every child is given the opportunity to access the curriculum. Every child will be assessed and supported according to what their specific needs are and decide if any adjustments are necessary in order to allow that child to access tests.

Adjustments that may be made include:

● Additional time to complete the test

● A break during the test

● Large print

● An adult to help the child to stay focused

● Making a transcript of the test if the child’s writing is difficult to read

● Any adjustments would become part of normal classroom practice.

This information is shared with parents/carers at parents consultation or Send Support Plan meetings.

Additional support or time for exams

See above

Comfort, safety and socialising

At Cheam Common Junior Academy, we endeavour to promote positive mental health. We offer a community of support, and will ensure that help our children to:
● build emotional resilience
● develop self-esteem
● develop confidence
● develop their social skills
● feel valued and a part of the school

Developing social & emotional skills

At Cheam Common Junior Academy we take our pastoral responsibilities very seriously and our procedures reflect the values of the school. We offer social and emotional support within the school environment for every child and their family/carers.

The school works in partnership with parents and carers to encourage good behaviour. We expect the children to be responsible, make good choices and show respect for the whole school community. Please see the school website to view the school’s behaviour policy.

All children are taught through PHSE (Personal Health and Social Education) and staff model how to deal positively with social interactions.

All staff endeavour to ensure that children feel safe, comfortable and welcome. Children know they can speak to staff should they have a need too. There is an open door policy between staff and parents.

All children are supported to develop their social and emotional skills and there are interventions available at school for children who are identified as needing support within this area.

There are also opportunities for children to attend a range of extra curricular clubs as well as PHSE, Pupil Voice, Digital Leaders and School Council during school time which encourages independence and social resilience.

Early Help Support in the Community (Tier 2)

We actively engage with local services to provide support to parents/carers. We do this through:

  • Email
  • Newsletters
  • Twitter
  • Target intervention for particular families.

As a trust we facilitate parent coffee mornings. These can be agenda driven (e.g support for children with ASD) or networking opportunities for parents.

Bullying

Bullying is not a behaviour we accept at Cheam Common Junior Academy. It can have a major impact on a child’s emotional health and wellbeing. This in turn may lead to impact on physical health and attainment in school. The school works in partnership with parents and carers to encourage good behaviour. We expect the children to be responsible, make good choices and show respect for the whole school community. Please refer to our Anti Bullying Policy.

Disability support

Cheam Common Junior Academy is committed to gender, racial and disability equality in every part of school life. This principle provides the basis for all of our school policies.

Cheam Common Junior Academy has a Accessibility Action Plan in place and will make reasonable adjustments to assist all children, parents/carer and/or governors with disabilities. Some of the adjustments made so far have included:
● Ramps and lifts for wheelchair access
● Disabled toilet and shower
● Hearing Loop systems in certain classes
● Extra adults available at certain times of the day and on trips for specific children
● Extra sporting curricular for children with disabilities.

Accessibility

See above

Accessing lessons

See disability support above

Who we work with

The school works closely with a variety of external agencies including the following:

● Educational Psychology Service

● Sensory Impairment Service

● Speech, Language Communication Service

● Adapt to Learn

● Specialist Educational Needs Team (including Early Years)

● Occupational Therapy

● School Nurse

● Child and Adolescent Mental Health Service

● Social Care

● Voluntary services

This is not an exhaustive list and the school would engage with any agency or professional as necessary to support the needs of the children.

The school would follow the criteria and referral procedure as set out by the individual agency/professional.

Any referral to be made would be in consultation with the parent/carer following a discussion with the SENDCO.

Working with other agencies

The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These are outlined below. Where referrals are made, parental consent will be sought and waiting times may apply.
● Educational Psychology Service (E.P.)
● The Speech and Language Therapy Service
● The Autistic Syndrome Disorder Service (ASD)
● The School Attendance Officer (SAO)
● The Occupational Therapy Service (OT)
● The physiotherapy Service (P.T.)
● C.A.M.H.S. (Child and Adolescent Mental Health Service)
● Family support worker
● The School Nurse
● Sutton Parents Forum

Informing parents and carers

Any referral to be made would be in consultation with the parent/carer through a discussion with the SENCO.

Helping your child settle with confidence

Moving schools can create understandable concerns for children and their parents. If your child is joining the school you and your child will be offered the chance to tour the school in advance on request and if your child has SEN the SENDCO is happy to meet during this tour. New children will also be allocated another child to spend time with, help them settle in and find their way around.

Our staff are sensitive to the implications of joining a new peer group, joining the school mid-year, or moving to a completely new location. They are experienced at supporting these transitions and will be keen to offer help and reassurance to ensure your child integrates well and are happy at their new school.

Transition arrangements are personalized to meet individual needs. Some of these personalised arrangements include:

● Virtual tours

● Social stories

● Virtual meet the teacher meetings

● Transition booklet/work

● Secondary school transition meetings

● Home visits

● Visits to previous settings

Extended School Day

We are pleased to run our own Breakfast and Afterschool club.

Policies

http://www.cheamcommon.org.uk/website/policies/330089

Updated

October 2021