Our Graduated Approach to Identification and Intervention at Carr Junior School, York

A comprehensive and multi layered identification process which includes- ★ Rigorous tracking and monitoring of progress. ★ Professional discussion both formally and informally. SENCo is not class based which enables quick responses to concerns. ★ Use of the City of York banding Thresholds to support identification process. ★ Pupil voice and discussions with pupils about their learning. ★ Parental involvement, collaborative approach recognising that the parent is the ‘expert’ in their child. ★ Building a detailed profile of child’s strengths and weaknesses. ★ In house diagnostic assessments All contributes to the profile and informs the identification of any SEN

Next Steps… PLAN, DO, REVIEW From this information we have understanding of how the child learns and what the child’s needs are. Working as a team around the child and with the child to plan the best way to support the their learning journey

REVIEW... ★ Parents have 6 opportunities to come into school for discussions, regular contact is vital for progress. Open door policy in conjunction with strong pastoral support. Meetings can include Teachers, support staff, Pastoral team, Head, SENCo and specialist staff. ★ In response to the feedback from 3Ps- pupils, parents and professionals outcomes are reviewed and learning packages revised. ★ Key to the success is building positive relationships with 3Ps.

‘Carr Junior School is a nurturing school that has an understated but core value of 'developing hearts and minds to create future learners'. DL- School Challenge Partner Our vision is to create a safe learning environment where everyone can succeed. The school culture is continually evolving but it is based on a strong value of inclusion, personalisation and community.

Restorative Approaches ★ Developing community, as we don’t want to hurt those we know and care about. ★ Teaching responsibility and accountability encouraging pupils and adults to seek solutions within a safe framework. ★ Seeking positive outcomes from negative situations. ★ Teaching essential life skills to pupils and parents for conflict resolution while developing British Values, responsible citizens and future leaders.

Our philosophy is to develop a caring and inclusive community which invests in every child and where extra is standard.

Holistic Approaches to Promote Learning Development of School Culture through RA to build community and value all pupils ●17 staff taking Therapeutic Skills Qualification ●Look at ME Day! ●Bounce Back ●Bacon Butties ●De Bugging ●Mentors ●Peer Support- Mentors,Mediators &Playground Leaders

ELSA Support Emotional Literacy Support Assistants - ★ 8 in School, most schools 1 or 2. ★ ELSAs give the child a voice, hearing and valuing ★ Interwoven to fabric of school ★ Meet n Greet - pupil and parents support at gate ★ Morning circle early alert to emotional difficulties ★ Supported Play - making playtime a positive experience. ★ Bespoke interventions including pupil and parent groups eg Football and girls group ★ Transition support at key points

Lunchtimes= ‘Greatimes’ Huge shift due to better understanding of children’s emotional needs. ➢ Yoga and Yo-Stretch ➢ Lunch Club- Age 9+, emotionally vulnerable situated to offer check in and self referral. ➢ Lego Club, Chess Club, SEN Drama Club ➢ Various learning venues in school for activities eg stretching, maths, tables ➢ Playground leaders and sports coach

THE HIVE ‘A supportive and nurturing environment for learning’ with Miss B!

What does The HIVE do? It provides a safe space in school for any child or adult who needs it. ➢ Learning groups with emotional support ➢ SEAL Groups / Anger Management Groups ➢ Therapeutic Art groups ➢ Restorative Circles and Conferences ➢ Provide a magic lunchtime for the most vulnerable children, an ‘Aladdin's Cave’ giving a positive can do attitude for the afternoon.

Attachment & The Hive ‘Attachment defines how well a child connects or does not connect. It underpins our capacity for kindness, cruelty and whether we love in peace, torment or despair’. Sir Richard Bowlby The Hive has a focus on developing attachment through all its activities. By developing a better understanding of attachment its impact we have improved self esteem and self belief, improved attendance and outcomes.

Developing Resilience To achieve a learner needs resilience, identified lack of resilience in our learners! ➢ Whole school can do culture ➢ Residential opportunity for each year group Y3-6 each year. Huge staff commitment required. ➢ Bounceback awards ➢ Consistent message across school ➢ Wide variety of inclusive sporting opportunities ➢ Staff Resilience, whole staff team building events

What is the impact of our holistic approach to intervention on SEN learners? ➢ Parents feel they can approach us and we will listen ➢ Children thrive in an exceptionally safe environment knowing they are valued ➢ Staff feel very supported and able to focus on the teaching ➢ Visiting professionals comment on the calm atmosphere, good practice in school and support.

CARR CARES We care for ourselves, We care for those around us, We care for our community And We care for the world.