Special educational needs(SEN) information report

The Japanese School

Approved by:

SMC

Last reviewed on:

January 2024

Next review due by:

December 2024

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Special Education Needs (SEN) Information Report 202412 v1.0

Date: January 2024

Version Number
1.0

Modified By
K Okamoto

Modifications Made
Update2Special Education Needs (SEN) Information Report 202412 v1.0

Date Modified
Jan 2024

Contents
The Japanese School ......................................................................................................................................... 1
Contents .................................................................................................................................................................. 3
1. What types of SEN does the school provide for?................................................................................................ 3
2. Which staff will support my child, and what training have they had? .................................................................. 4
3. What should I do if I think my child has SEN? .................................................................................................... 4
4. How will the school know if my child needs SEN support? ................................................................................. 5
5. How will the school measure my child’s progress? ............................................................................................. 5
6. How will I be involved in decisions made about my child’s education?............................................................... 6
7. How will my child be involved in decisions made about their education? ........................................................... 6
8. How will the school adapt its teaching for my child? ........................................................................................... 6
9. How will the school evaluate whether the support in place is helping my child? ................................................ 8
10. How will the school resources be secured for my child?................................................................................... 8
11. How will the school make sure my child is included in activities alongside pupils who do not have SEND? .... 8
12. How does the school make sure the admissions process is fair for pupils with SEN or a disability? ............... 8
13. How does the school support pupils with disabilities? ...................................................................................... 8
14. How will the school support my child’s mental health and emotional and social development? ....................... 8
15. What support will be available for my child as they transition between classes or settings, or in preparing for
adulthood? .......................................................................................................................................................... 9
16. What support is in place for looked-after and previously looked-after children with SEN? ............................... 9
17. What should I do if I have a complaint about my child’s SEN support? .......................................................... 10
18. What support is available for me and my family?............................................................................................ 10
19. Glossary .......................................................................................................................................................... 10

Dear parents and carers,
The aim of this information report is to explain how we implement our SEND policy. In other words, we want toshow you how SEND support works in our school.
If you want to know more about our arrangements for SEND, read our SEND policy.
You can find it on our website [http://www.thejapaneseschool.ltd.uk/nihonjingakko/].

1. What types of SEN does the school provide for?
Our school provides for pupils with the following needs:

AREA OF NEEDCONDITION

Communication and interaction

Autism spectrum disorder
Speech and language difficulties

Cognition and learning

Specific learning difficulties, including dyslexia, dyspraxia, dyscalculia

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Moderate learning difficulties
Social, emotional and mental
healthAttention deficit hyperactive disorder (ADHD)
Attention deficit disorder (ADD)

Sensory and/or physicalHearing impairments
Mild physical impairment

2. Which staff will support my child, and what training have they had?
Our special educational needs co-ordinator, or SENCO
Our SENCO is Ms Tanaka and Ms Shimizu.
They have 4 years’ experience in this role and have worked as a music teacher. They are a qualified teacher.
They constantly study and acquire new information through courses from the Overseas Child Education
Foundation and online webinars. They are allocated 12 hours a week to manage SEN provision.

Class/Subject teachers
All of our teachers receive in-house SEN training, and are supported by the SENCO to meet the needs of pupils
who have SEN.

External agencies and experts
Sometimes we need extra help to offer our pupils the support that they need. Whenever necessary we will workwith external support services to meet the needs of our pupils with SEN and to support their families. These
include:GPs or paediatricians
School nurses
Social services and other LA-provided support services

3. What should I do if I think my child has SEN?

If you think your child might have SEN, you need
to note it in the family background survey form.
There is a section indicating special support inthere. If you realise that your child has SEN after
enrolment, the first person you should tell is yourchild’s class teacher.
They will pass the message on to our SENCO,
Ms Tanaka and Ms Shimizu, who will be in touch
to discuss your concerns.
You can also contact the SENCO directly. ronnichi@thejapaneseschool.ltd.uk

We will meet with you
to discuss yourconcerns and try to geta better understandingof what your child’s
strengths anddifficulties are.
Together we will
decide what outcomesto seek for your childand agree on next
steps.
We will make a note of4
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If we decide that your childneeds SEN support, we will
formally notify you in writing andyour child will be added to theschool’s SEND register. We will
have a meeting involving
parents, the child’s class teacher
and SENCO. The discussed
support plan will be documented
in writing.

what’s been discussed
and add this to yourchild’s record. You will
also be given a copy ofthis.

4. How will the school know if my child needs SEN support?
All our class teachers are aware of SEN and are on the lookout for any pupils who aren’t making the expectedlevel of progress in their schoolwork or socially. This might include reading, writing, number work, communication
skills and social competence.
If the teacher notices that a pupil is falling behind, they try to find out if the pupil has any gaps in their learning. Ifthey can find a gap, they will give the pupil extra tuition to try to fill it. Pupils who don’t have SEN usually makeprogress quickly once the gap in their learning has been filled.
If the pupil is still struggling to make the expected progress, the teacher will talk to the SENCO, and will contact
you to discuss the possibility that your child has SEN.
The SENCO will observe the pupil in the classroom and in the playground to see what their strengths anddifficulties are. They will have discussions with your child’s teacher/s, to see if there have been any issues with, orchanges in, their progress, attainment or behaviour. They will also compare your child's progress anddevelopment with their peers and available national data.
The SENCO will ask for your opinion and speak to your child to get their input as well. They may also, whereappropriate, ask for the opinion of external experts such as a speech and language therapist, an educational
psychologist, or a paediatrician.
Based on all of this information, the SENCO will decide whether your child needs SEN support. You will be told
the outcome of the decision in writing.
If your child does need SEN support, their name will be added to the school’s SEN register, and the SENCO will
work with you to create a SEN support plan for them.

5. How will the school measure my child’s progress?
We will follow the ‘graduated approach’ to meeting your child’s SEN needs.
The graduated approach is a 4-part cycle of assess, plan, do, review.

Review
We will assess how well the support we
put in place helped the pupil to meet theoutcomes we set. We will use our
improved understanding ofyour child’s needs to improve thesupport we offer.

Do
We will put our plan into practice.
The class teacher, with the support of
the SENCO, will be responsible forworking with your child on a daily basis,and making sure the support we put inplace is having the impact we intended.

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AssessIf your child is not making the expected level ofprogress, we will make an assessment to findout what strengths and difficulties your childhas. We will ask for you and your child’s input,
as well as getting help from external
professionals where necessary.

Plan
In discussion with you and your child, we will
decide what outcomes we are hoping toachieve. We will make a plan of the support we
will offer your child to help them meet thoseoutcomes. We will make a record of this andshare it with you and all relevant school staff.

As a part of the planning stage of the graduated approach, we will set outcomes that we want to see your childachieve.
Whenever we run an intervention with your child, we will assess them before the intervention begins. This is
known as a ‘baseline assessment’. We do this so we can see how much impact the intervention has on yourchild’s progress.
We will track your child’s progress towards the outcomes we set over time and improve our offer as we learn what
your child responds to best.
This process will be continual. If the review shows a pupil has made progress, they may no longer need the
additional provision made through SEN support. For others, the cycle will continue and the school's targets,
strategies and provisions will be revisited and refined.

6. How will I be involved in decisions made about my child’s education?
We will provide termly reports and an annual guidance plan on your child's progress.
Your child’s class/form teacher and SENCO will meet you every team, to:Set clear outcomes for your child’s progress
Review progress towards those outcomes
Discuss the support we will put in place to help your child make that progress
Identify what we will do, what we will ask you to do, and what we will ask your child to do
The SENCO may also attend these meetings to provide extra support.
We know that you’re the expert when it comes to your child’s needs and aspirations. So, we want to make sure
you have a full understanding of how we’re trying to meet your child’s needs, so that you can provide insight into
what you think would work best for your child.
We also want to hear from you as much as possible so that we can build a better picture of how the SEN support
we are providing is impacting your child outside of school.
If your child’s needs or aspirations change at any time, please let us know right away so we can keep our
provision as relevant as possible.
After any discussion we will make a record of any outcomes, actions and support that have been agreed. This
record will be shared with all relevant staff, and you will be given a copy.
If you have concerns that arise between these meetings, please contact your child’s class teacher. You arewelcome to call the school or contact the school’s email address.

7. How will my child be involved in decisions made about their education?
The level of involvement will depend on your child’s age, and level of competence. We recognise that no 2
children are the same, so we will decide on a case-by-case basis, with your input.
We may seek your child’s views by asking them to:
Attend meetings to discuss their progress and outcomes
Prepare a presentation, written statement, video, drawing, etc.
Discuss their views with a member of staff who can act as a representative during the meeting
Complete a survey

8. How will the school adapt its teaching for my child?
Your child’s teachers are responsible and accountable for the progress and development of all the pupils in theirclass.

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High-quality teaching is our first step in responding to your child’s needs. We will make sure that your child hasaccess to a broad and balanced curriculum in every year they are at our school.
We will differentiate (or adapt) how we teach to suit the way the pupil works best. There is no '1 size fits all’approach to adapting the curriculum, we work on a case-by case basis to make sure the adaptations we makeare meaningful to your child.
These adaptations include:
Differentiating our curriculum to make sure all pupils are able to access it, for example, by Team Teaching,adapting the teaching style or content of the lesson, etc.
Using recommended aids, such as laptops, tablet, visual timetables, etc.
We may also provide the following interventions:
AREA OF NEEDCONDITION

HOW WE SUPPORTTHESE PUPILS

Communication andinteraction

Autism spectrum disorder

Visual timetables
TabletTeam Teaching

Cognition and learning

Speech and language difficulties

Team Teaching

Specific learning difficulties, including
dyslexia, dyspraxia and dyscalculia

Team Teaching
TabletTeaching materials at
various levels

Moderate learning difficulties

Team Teaching
TabletTeaching materials at
various levels

Social, emotional andmental health

ADHD, ADD

School nurse’s officeTeam Teaching
Group works

Adverse childhood experiences and/or
mental health issues
Sensory and/or physicalSchool nurse’s officeGroup works

Hearing impairment
Visual impairment

Limiting classroom
displays

Mild physical impairment

Slope
Innovative classroom
arrangement

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These interventions are part of our contribution to Ealing council’s local offer.

9. How will the school evaluate whether the support in place is helping mychild?
We will evaluate the effectiveness of provision for your child by:
Reviewing their progress towards their goals each term
Reviewing the impact of interventions anytime when needed
Using pupil questionnaires
Monitoring by the SENCO
Using provision maps to measure progress
Holding an annual review (if they have an education, health and care (EHC) plan)

10. How will the school resources be secured for my child?
It may be that your child’s needs mean we need to secure:•

Further training for our staff

11. How will the school make sure my child is included in activities
alongside pupils who do not have SEND?
All of our extra-curricular activities and school visits are available to all our pupils, including our before and afterschool clubs.
All pupils are encouraged to go on our school trips, including our residential trip(s) to [PGL (year 5) / Wales (year6) / Scotland (year 8).
All pupils are encouraged to take part in day / school festival / exchange with local schools / swimming lessons(year 1 – 4).
No pupil is ever excluded from taking part in these activities because of their SEN or disability and we will makewhatever reasonable adjustments are needed to make sure that they can be included.

12. How does the school make sure the admissions process is fair for
pupils with SEN or a disability?
For inquiries regarding admissions, please contact us via email. Email:ron-nichi@thejapaneseschool.ltd.uk

13. How does the school support pupils with disabilities?
Please see the school’s accessibility plan.

14. How will the school support my child’s mental health and emotionaland social development?
We provide support for pupils to progress in their emotional and social development in the following ways:
Pupils with SEN, as well as other students, are encouraged to be part of the school council
Pupils with SEN are also encouraged to be part of after school club activities to promote teamwork/building
friendshipWe provide extra pastoral support for listening to the views of pupils with SEN by carrying out pupil questionnaires.

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We have a ‘zero tolerance’ approach to bullying. We prevent bullying in the school by carrying out pupil questionnaires. See also our Anti- bullying policy.

15. What support will be available for my child as they transition between
classes or settings, or in preparing for adulthood?
Between years
To help pupils with SEND be prepared for a new school year we:
Ask the current teachers to attend a final meeting of the year when the pupil’s SEN is discussed and pass onthat information to the teacher for the next year.
Schedule lessons with the incoming teacher towards the end of the academic year

Between schools
When your child is moving on from our school, we will provide the annual guidance plan in writing so that you areable to share this with the new setting.

Between phases (for primary schools)
The SENCO of the secondary school will contact our school for sharing the information of students with our
SENCO. They will discuss the needs of all the children who are receiving SEN support.
Pupils will be prepared for the transition by:
Practising with a secondary school timetable
Learning how to get organised independently
Plugging any gaps in knowledge

Between phases (for secondary schools)
The SENCO of the primary school contacts with our SENCO and teachers to discuss the needs of the incoming
pupils.
We arrange meetings with the parents/carers of incoming pupils to discuss how we can best welcome their childinto our community.
We set up new pupils with a buddy from the year above to help them get settled in and make friends.

Onto adulthood (for secondary schools)
We provide all our pupils with appropriate advice on paths into work or further education such as career learning
lectures and workplace experiential learning.
We work with the pupil to help them achieve their ambitions, which can include goals in higher education,
employment, independent living and participation in society.

16. What support is in place for looked-after and previously looked-afterchildren with SEN?
Mr Marcus Regan DDSL will work with Ms Tanaka and Ms Shimizu, our SENCO, to make sure that all teachers
understand how a looked-after or previously looked-after pupil’s circumstances and their SEN might interact, andwhat the implications are for teaching and learning.
Children who are looked-after or previously looked-after will be supported much in the same way as any otherchild who has SEND.

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17. What should I do if I have a complaint about my child’s SEN support?
Complaints about SEN provision in our school should be made to the class teacher in the first instance. They willthen be referred to the school’s complaints policy.
If you are not satisfied with the school’s response, you can escalate the complaint. In some circumstances, thisright also applies to the pupils themselves.
To see a full explanation of suitable avenues for complaint, see pages 246 and 247 of the SEN Code of Practice.
If you feel that our school discriminated against your child because of their SEND, you have the right to make adiscrimination claim to the first-tier SEND tribunal. To find out how to make such a claim, you should visit:https://www.gov.uk/complain-about-school/disability-discrimination
You can make a claim about alleged discrimination regarding:
Admission
Exclusion
Provision of education and associated services
Making reasonable adjustments, including the provision of auxiliary aids and services
Before going to a SEND tribunal, you can go through processes called disagreement resolution or mediation,
where you try to resolve your disagreement before it reaches the tribunal.
The disagreement resolution and mediation services for our local authority is: Kids SEND Mediation.
https://www.ealingfamiliesdirectory.org.uk/kb5/ealing/directory/service.page?id=Cs_9g4c8c5s

18. What support is available for me and my family?
If you have questions about SEND, or are struggling to cope, please get in touch to let us know. We want tosupport you, your child and your family.
To see what support is available to you locally, have a look at Ealing Council’s local offer. Ealing Council
publishes information about the local offer on their website:
Our local special educational needs and disabilities information advice and support services (SENDIASS)
organisations are: https://www.ealingsendiass.org.uk/
Local charities that offer information and support to families of children with SEND are: Ealing Mencap
Local charities supporting families of pupils with SEND, include: https://www.ealingmencap.org.uk/
National charities that offer information and support to families of children with SEND are:
IPSEA
SEND family support
NSPCC
Family Action
Special Needs Jungle

19. Glossary
Access arrangements – special arrangements to allow pupils with SEND to access assessments or exams
Annual review – an annual meeting to review the provision in a pupil’s EHC plan
Area of need – the 4 areas of need describe different types of needs a pupil with SEND can have. The 4 areas are communication and interaction; cognition and learning; physical and/or sensory; and social, emotionaland mental health needs.
CAMHS – child and adolescent mental health services

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Differentiation – when teachers adapt how they teach in response to a pupil’s needs
EHC needs assessment – the needs assessment is the first step on the way to securing an EHC plan. The
local authority will do an assessment to decide whether a child needs an EHC plan.
EHC plan – an education, health and care plan is a legally-binding document that sets out a child’s needs
and the provision that will be put in place to meet their needs.
First-tier tribunal/SEND tribunal – a court where you can appeal against the local authority’s decisions
about EHC needs assessments or plans and against discrimination by a school or local authority due to
SEND
Graduated approach – an approach to providing SEN support in which the school provides support in successive cycles of assessing the pupil’s needs, planning the provision, implementing the plan, and reviewing
the impact of the action on the pupilIntervention – a short-term, targeted approach to teaching a pupil with a specific outcome in mind
Local offer – information provided by the local authority which explains what services and support are on offer for pupils with SEN in the local area
Outcome – target for improvement for pupils with SEND. These targets don't necessarily have to be related
to academic attainment
Reasonable adjustments – changes that the school must make to remove or reduce any disadvantages
caused by a child’s disability
SENCO – the special educational needs co-ordinator
SEN – special educational needs
SEND – special educational needs and disabilities
SEND Code of Practice – the statutory guidance that schools must follow to support children with SEND
SEN information report – a report that schools must publish on their website, that explains how the schoolsupports pupils with SEN
SEN support – special educational provision which meets the needs of pupils with SEN
Transition – when a pupil moves between years, phases, schools or institutions or life stages

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