Holy Trinity Junior School

Address: Bute Road, Holy Trinity, Wallington

Postcode: SM6 8BZ

Contact: Anna Cooper

Telephone: 0208 647 7496

email: office@holytrinityjuniorwallington

View the Holy Trinity Junior School website.

Contact to discuss child needs

SENDco - Mrs Anna Cooper; for ongoing concerns, referrals, liaising with outside agencies and specialist support.

Deputy head teacher - Mrs Suzanne Robins - for Children Looked After (CLA) and Designated Safeguarding lead.

Head Teacher Mrs Shirley Gruffydd

About the school

Holy Trinity C of E Junior School is a three-form entry voluntary-aided Church of England school catering for children between the ages of seven and eleven. Our vision is ‘exemplary education through God’s amazing grace.’ Our school values of learning, dignity, integrity, confidence and love are central to our school ethos and all we do. We are actively involved in our local communities and look for opportunities to develop and encourage local; national and international links. Holy Trinity C of E Junior School is supported by three local Churches: Holy Trinity; St Patrick’s and Springfield. Our school population includes children from other faith groups and those who do not belong to a faith group. All pupils are valued equally and children are taught to understand and respect the feelings and beliefs of others. Pupils are encouraged to form their own opinions and views on spirituality and faith.

Assessing children

 • Ongoing monitoring using our own baseline data using standardised tests. Formal monitoring and assessments x 3 per year (including teacher assessment).
• Pupil progress meetings x 6 per year.
• Interventions are monitored and evaluated on individual provision maps which record interventions and progress.
• Screening and diagnostic tests are used to identify type of SEND, level of need and support.
• Provision maps and Individual Plans (IPPs) record and evaluate additional support and inform planning.

Informing parents and carers

Parents are informed about progress at 2 parents’ evenings per year and 3 IPP reviews.
• Additional meetings are called if there are concerns or individual diagnostic testing and work has been done. Reports are sent to parents annually.
• Where there has been support from agencies outside the school, reports are shared with parents.

Updates on progress

Parents are informed about progress at 2 parent's evenings per year and 3 IPP reviews.
• Additional meetings are called if there are concerns or individual diagnostic testing and work has been done.
• Reports are sent to parents annually.
• Where there has been support from agencies outside the school, reports are shared with parents.
• Statements and Education Health and Care plans are reviewed annually or 6 monthly.

If a child is not making progress

When expected progress, is not made, appropriate additional support will be put in place and recorded on IPPs and parents informed. 
Extra meetings are held with parents when children’s progress is a concern and appropriate action taken such as referring to outside agencies.

Curriculum

We are a 3 form entry, Church of England Junior School with Christian ethos and values.
• National Curriculum taught through the New Framework.
• We provide a broad and varied curriculum. Our curriculum is carefully planned, linked and is progressive. It is also differentiated to meet needs and each unit is supported by knowledge organisers to help children retain knowledge. Retrieval support is included to aid the long term memory. 

Adapting for child needs

High quality teaching and reasonable adjustments are made to maximise access to whole class teaching. This can include differentiated work scaffolding and other resources, sensory adjustments and groupings.

Teacher flexibility on child needs

Groups are organised carefully to maximise learning opportunities for all. These may include whole class, small groups of children of similar or mixed ability or children working individually.
• Teachers will make reasonable adjustments within the classroom to support individual needs.
• Continued professional development in SEND for teachers and support staff.

Additional support

• High quality teaching and in class support.
• Small groups to deliver interventions (usually Maths and English support, based on learning in class, small nurture groups for social and emotional needs.)
• Work with outside agencies.
Learning breaks
Movement breaks 
ELSA for emotional support
Mentoring for social skills and friendship support

Learning strategies

• Flexible teaching adapted to individual’s needs.
• Clear differentiation for individuals and groups.
• Strategic deployment of support staff to maximise access to the curriculum.
Focus on social and emotional regulation before learning. 
• Targeted intervention groups to meet needs.
• Settings of groups and classes.
• Booster groups.
• Strategies to support in literacy and numeracy, with particular focus on fluency in both subjects 
• Strategies to support in language, communication and social skills.
• Strategies and support develop emotional development and resilience.
• Strategies to develop independence.
• Access to specialist external agencies where appropriate/necessary.

Meeting child needs

Progress is fed back to parents via parent’s meetings, IPP reviews and reports. Individual meetings are held for specific issues. Home/school books and individual feedback where appropriate.
We encourage you to come to us with your concerns or observations.

Access to exams

• Range of access arrangements as part of normal classroom practice; scribes, readers, extra time, learning breaks and small rooms.
• Application for concessions – application arrangements for key stage 2.
• Special arrangements for medical and emotional issues.

Additional support or time for exams

Parents will be informed via IPP or at parents’ meetings if their child qualifies for extra time or support in exams.

Comfort, safety and socialising

Caring Christian ethos and values shared through assemblies, school council, and local activities.
• Open door policy for children and parents.
• Classroom atmosphere reflects Christian ethos in RHE, circle time and planned group work.
• Developing social & emotional skills
• Social skills developed and encouraged through participation in class group work, year group and whole school activities.
• Specific planned social skills groups
Mentoring and learning mentoring
Mentoring staff support in playground to develop social skills. 

Developing social & emotional skills

• Caring Christian ethos dissimulated through assemblies, school council, and local activities.
• Open door policy for children and parents.
• Classroom atmosphere reflects Christian ethos in RHE and planned group work.
• Social skills developed and encouraged in participation in class group work, year group and whole school activities.
• Specific planned social skills groups
• Playground support and organised games.
• Mentoring, peer mentoring• Trained ELSA (Emotional Literacy Support Assistant).
Whole school and individual work using the zones of regulation.
• Staff available and visible at break, lunch and begin and end of the school day.
• Pastoral care
• Home school liaison. Home/school books, teachers outside at the end of the day.
• Transition work between classes and key stages.
• Referral to Specialist Agencies
• Anti- bullying procedures – see Anti Bullying Policy, Behaviour Management Process and Good Behaviour for Learning Policy

Early Help Support in the Community (Tier 2)

We aim to support children and families as much as possible by early interventions.

ELSA - Emotional Literacy Support Assistant runs interventions and 1:1 sessions.
Learning mentor - to support children in the learning environment.
Social skills groups
Caring Christian ethos and values
We direct and support parents to find help in the wider community.

Bullying

View Holy Trinity Junior School's Anti Bullying Policy (external link).

View Holy Trinity Junior School's Behaviour Management process (external link). 

Disability support

• Disabled toilet.
• Care/health plans for disabled pupils.
• Risk assessments
• Sensory support /and specialist equipment where appropriate – e.g. Sound field system, writing slopes and wobble cushions.

Accessing lessons

 Reasonable adjustments made and lessons differentiated.

Who we work with

Holy Trinity works closely and well with outside agencies. The need for further support is identified by assessments, class teacher observations, concerns raised by school and /or parents. When school/class strategies have been put in place and there are still concerns a referral can be made to seek further advice. 

Working with other agencies

 Agencies that we are currently working with;
• Educational Psychology Service
• Cognus Therapies – OT and SALT
• Sensory Impairment Service
• Autistic Spectrum Disorder Service
• Social Care
• School Nurse
• Child and Adolescent Mental Health Service
• Paving the Way

Agencies work in a variety of ways; 1:1, small groups, diagnostic assessments, ongoing work, advice and training.

Informing parents and carers

Parents are informed of the need to make a referral, either through a discussion with the SENDCo or Class Teacher. A letter requesting consent is sent home. Parents are kept informed of assessments and progress by meeting with professionals and written reports, also by meetings with the class teacher and SENDCo.

Helping your child settle with confidence

We aim to equip children for the next phase of their education by preparing them and their parents effectively for the transition. From Key stage 1-2
Days to meet new classmates, teachers and experience the learning environment.
• Extra visits to Holy Trinity and transition work e.g. photos, making social stories if needed.
• SENDCo available for 1:1 meetings and visits.
• SENDCo to meet and observe children in their existing infant school.
• Liaison and transfer with infant SENDCo.
• Meeting between designated person at each school between year groups
• 1:1 or small group extra transition work to meet class teacher/staff and get used to environment if needed.
• Meetings with staff/SENDCo when appropriate.
• Small transition groups.
• Staff handover day - all records, IPPs, medical needs and notes are passed up.
• Records of concern for vulnerable children and those on Child Protection plans are transferred securely.

Year 6 to Key Stage 3
• Whole class transition work.
• Small group/1:1 transition work.
• SENDCo goes to borough secondary transfer meeting.
• Secondary SENDCo are invited to all year 6 annual reviews.
• Secondary SENDCo are invited in to meet and observe children.
• Extra visits can be arranged to secondary schools.
• Records of concern for vulnerable children and those on Child Protection plans are transferred securely.

Transition between year groups
Children go to visit new rooms and staff on shuffle up day
Extra transition work is done with pupils where needed. 
New class teacher meets with new class teacher to hand up notes, strategies and relevant information. 

Extended School Day

Breakfast club
After school club

Updated

December 2022