When a child has a specific educational need such as finding some aspect of learning particularly difficult, then provision is made to support their learning and is monitored by The Special Needs Leader (SENDCo). Parents are contacted directly to ensure that you are always fully aware of your child's needs and the provision offered by the school to meet those needs. The SENDCo and class teacher prepare a Surrey SEND support plan and invite Parents, and outside agencies when necessary, to meet each term and discuss the immediate needs of the child and to develop that plan to include any proposed future developments. Targets from plans are included in the teacher’s planning.
Inclusion at Wallace Fields Junior School
Wallace Fields Junior School prides itself in its strong inclusive values and ethos. We strive to meet the needs of all learners, be it academic, emotional or behavioural.
The needs of all pupils are assessed upon entry into school and at regular intervals thereafter. Some pupils require extra help because of learning difficulties, physical disabilities or emotional and behavioural needs. For those identified with specific needs, appropriate programmes of work and support are devised by the Special Educational Needs Co-ordinator, teaching staff and teaching assistants. Where necessary, the advice of medical staff, speech and language specialists or educational psychologists is obtained. Parents will be approached for permission before any outside agency is asked to assess a child. Children on the SEND register will get SEND Support Arrangement plan to inform parents of their targets which are then reviewed after each assessment point in the school year. SEND targets are set and reviewed with pupils to ensure that they feel involved in the process and that their views are valued. We have a good transition relationship with feeder schools and our local Secondary Schools to ensure that all children have a smooth transition to and from our school.
“The arrangements to keep track of pupils' academic progress as they move through the school, are exceptionally thorough and the information is used very well to plan support and intervention for pupils not making expected progress.” OFSTED 2008
The school works closely within the framework of the special needs ‘Code of Practice’. The school’s policy on special needs and explanation of the code is available to interested parents on our policy page click here.
More able pupils will be given appropriate tasks and challenges to extend them within the classroom situation. This usually requires them to use and apply the skills and knowledge they have to solve problems either independently or as part of a team. The learning of all children is carefully monitored to ensure progress is maintained
Pupils with English as an Additional Language
Wallace Fields Junior School welcomes children from all over the world and enjoys the diversity that this brings. Different cultures and languages are regularly celebrated in a variety of ways. Those pupils who speak English as an additional language are supported to ensure they have access to the curriculum and are carefully tracked to ensure they make progress in a secure learning environment.
Disability and Accessibility
Pupils with special needs or disabilities are fully embraced at our school. Wallace Fields Junior School aims to provide disabled pupils full access to every aspect of school life. The school has wheelchair access to most teaching areas and regularly reviews provision to meet legislation and any future needs. Our accessibility plan is available upon request.
The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.
Schools receive funding for each pupil registered as eligible for free school meals (FSM) at any point in the last 6 years and children who have been in local-authority care for 1 day or more.
The document below provides information on how the Pupil Premium has been spent to support disadvantaged children at Wallace Fields Junior School and its impact on attainment.