Jesmond Gardens School Local Offer

School Local Offer

Special Educational Needs and Disability (Jesmond Gardens Primary School is an inclusive school and may offer the following range of provision to support children with SEND)


Social Skills programmes/support including strategies to enhance self-esteem
-       Place2Talk (offers a listening service for individuals and groups who have friendship/self esteem issues)
-       Place2Be offers 1 to 1 counseling services for children with particular emotional difficulties or for those suffering family trauma
-       Circle time takes place in units on a regular basis
-       Personal and social education covers all aspects of emotional and social development
-       Staff are flexible in responding to issues as and when they arise (e.g. friendship problems, issue on playground, self-esteem issues
-       Homophobic bullying scheme of work established in all year groups
-       Anti-bullying strategies well established
-       Children involved in vision, values and Jesmond Charter and promoted throughout school
-       Social stories
Access to a supportive environment – IT facilities/equipment/resources (including preparation)
-       Specific resources for SEN children
-       Ipads available in all units
-       Access to Apps that support children with poor motor skills
-       Access to range of services such as Educational Psychologists, CAMHS, speech and language,
Strategies/programmes to support speech and language
-       Good relationships with the Speech and Language Team
-       Staff trained to deliver speech and language programmes
-       Purchase and good use of “Speechlink” (web based tool) in Foundation stage and Key Stage 1. This is both a diagnostic tool and teaching tool
-       Inclusion Manager liaises with speech and language services on a regular basis
-       All children who access Speech and Language are on the SEN register to raise profile of their needs
-       Children in 3 / 4, who have previously been on the Speech and Language register, have access to teaching assistant support once per week.
Mentoring activities
-       Use of talk partners
-       Buddying system for new starters
-       Young Leaders as lunchtime helpers
Access to strategies/programmes to support Occupational Therapy/ Physiotherapy needs
-       Delivery of planned Occupational and Physiotherapy programmes
-       Close working relationship
Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)
-       Meet and Greet for all parents and children by staff before and after school
-       Staff relationships with children are excellent
-       Place2Be accessible for parents
-       Place2Be provide parent sessions
-       Head Teacher accessible on a regular basis
-       New to class meetings
-       Transition programmes
-       Key worker and registration teacher identified to support
-       Parent workshops held on a regular basis
-       Parents are invited in to watch lessons
-       Regular coffee mornings
-       End of topic events held for parents to see work of school
-       Promotion of homework projects that support parents and children working together
-       Facebook and website well used to publicise all events
Strategies to support/develop literacy including reading
-       Ability group teaching throughout Key Stage 1 and 2
-       All children on SEN register have identified targets and work with an adult on a regular basis to work towards the targets and then set new
-       Small teacher to child ratios for lower ability children to aid personalised learning
-       Provision of daily catch up sessions with teachers for any child needing support following every lesson
-       Differentiated teaching of phonics throughout the whole school
-       Provision of trained lunch supervisors to hear read our lower ability children daily
-       Inclusion Manager is able to carry out screening for dyslexia
-       Each team leader in charge of each unit targets any child falling behind and additional provision is put in place
-       Home access to Bug Club
Strategies to support and modify behaviour
-       Behaviour Policy available on the website
-       Good Behaviour and Anti-bullying Guide on website. Paper copy provided to all parents on induction or when reviewed
-       Behaviour unit contracts discussed and implemented at the beginning of each year
-       Kidscape anti-bullying strategies are the basis of our policies
-       Strong vision and values including the Jesmond Charter “Respect for all, Be true to yourself”
-       Trained lunch time staff who deal with situations if they arise and are proactive in de-escalating situations by discussion with children
-       Systems in place at lunchtime to support children who have behaviour and emotional difficulties
-       The above is also embedded in our personal and social education programme (including our approach to homophobic bullying)
Strategies to support/develop numeracy
-       Ability group teaching throughout Key Stage 1 and 2
-       Small teacher to child ratios for lower ability children to aid personalised learning
-       Provision of daily catch up sessions with teachers for any child needing support following every lesson
-       Each team leader in charge of each unit targets any child falling behind and additional provision is put in place
-       In year 3/4, parent / child maths support group offered to children behind age related expectations.
Provision to facilitate/support access to the curriculum
-       School fully meets the Disability act (ramps, disabled toilets, induction loop fitted in hall)
Strategies/support to develop independent learning
-       Staff actively engaged with research project that looks at developing independent learning at all levels
-       Personal study opportunities
-       Ipad for each child in year 1 to 6 facilitates individual use and projects outside topics
-       Visual timetables
-       Social stories
-       Skills based curriculum
-       Range of clubs accessible to all
-       Use of outside areas i.e. own school grounds/Forest schools/West View project
Support/supervision at unstructured times of the day including personal care
-       Trained lunchtime supervisors in managing children social needs
-       Place2Talk
-       Programmed activities and deployment of areas/resources
Planning and assessment
-       Assessment for Learning that provides individual catch up on a daily basis
-       Focused marking and verbal feedback
-       Individual Education Plans for high needs SEND support children and those with behavioural and emotional issues
-       Termly tracking and monitoring of progress towards targets
-       Team Leaders responsible for termly action plans implemented to ensure no child falls behind
-       Provision Mapping
-       Effective deployment of staff to provide additionality over and above first quality teaching
Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports
-       Strong liaison with a range of outside professionals to meet need
-       School links with Children’s Centre, other community associations
-       Access to Social and Communication team (SCCT)
Access to Medical Interventions
-       Individual protocols for children with significant medical needs and allergies
-       Implementation of care plans where required
-       Provision of aids and resources to support learning
-       Support and access to health visitors/school nurse
-       Flexibility and resourcefulness when dealing with rapidly changing needs

For children with complex SEND, the frequency of such provision may result in the school applying for additional funding to support a child, known as Exceptional Needs Funding.