Schools are required to publish information about services they provide for children with disabilities and Special Educational Needs. This is called the ‘local offer’.
The intention is to offer choice and transparency for families, as well as providing a resource for professionals to detail the range of services and provision locally
Our SEND Coordinator is Mrs Lucy Crompton.
St Paul’s SEND Information Report 2017 – 2018
St Paul’s CE Primary School is an inclusive school. We ensure all pupils are included in all aspects of learning throughout their school life.
It is our aim to meet the needs of all children through quality first teaching with clear differentiation. Sometimes, children may require extra support that is different from or additional to what is provided to all children, in order to help meet their needs. Children and their families are updated and involved during all stages.
All teachers and teaching assistants understand and deal with the needs of our pupils. The following people have specific responsibilities in this area: –
Identifying Special Educational Needs
When a pupil continues to show significantly greater difficulties in learning, even with high quality teaching and small group support, the class teacher will share concerns with the SENCo, and Parents / Carers. With consultations and discussions, it may be decided that a child may have ‘Special Educational Needs’.
The 2014 SEND Code of Practice explains that,
‘A child or young person has SEN is they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she has a significantly greater difficulty in learning from the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.’
Some factors will be considered to support our decision of whether a child has a Special Educational Need: –
The views of the child
The views of the parent / carer
The child’s progress and attainment
The recommendations of other professionals such as the Educational Psychologist, Advisory Teachers and Speech and Language Therapists.
A child can be identified as having an additional need in one or more areas:-
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health
Sensory and/or Physical Needs
Education, Health, Care Plans (EHCPs)
The 2014 SEND Code of Practice explains how ‘Statements’ have been replaced by an EHCP.
‘An EHC plan details the education, health and social care support that is to be provided to a child or young person who has SEN or a disability. It is drawn up by the local authority after an EHC needs assessment of the child or young person has determined that an EHC plan is necessary, and after consultation with relevant partner agencies.’
The purpose of an EHCP is to make special educational provision to meet the special educational needs of the child or young person, to secure the best possible outcomes for them to access education, health and social care, and as they get older, prepare them for adulthood.
Meeting Children’s Needs
The Graduated Approach
It is our aim to meet the needs of all children through Quality First Teaching (Step 1). Activities will be adapted and differentiated to meet the needs of all the children so they can access fully the curriculum on offer. However, for some children they might need extra support, as they do not make the expected progress for children their age.
If a child has been identified as requiring additional support, the first step is a consultation between the class teacher and the SENCO. This may result in an intervention being put in place and the child being placed on a ‘Causing Concern Register’. The majority of these interventions are carried out by teaching assistants in small groups and will be additional to whole class teaching. Step 2 support may also require additional resources to be made available. These can included (but are not limited to):-
If it is felt that the Step 2 support is still not meeting the needs of the child, then a Step 3 intervention may be put into place. The SENCO may carry out an assessment to identify the child’s main area of need. This may result in a 1:1 programme carried out by a teaching assistant. If a child is receiving a Step 3 Intervention, they will be placed on the SEND Register to allow us to closely monitor the impact of the intervention.
Sometimes, it may be necessary for an external agency to complete an assessment to further support us in identifying a particular need. Any involvement from external agencies will be done with full consultation of the child’s parent/carers. In addition, we have close links with our:
Educational Psychologist, (EP)
Pupil Support Services (PSS): Behaviour and Learning Inclusion Support (BLIS), Specific Learning Difficulties (SpLD)
Communication Language Autistic Spectrum Support (CLASS)
Healthy Young Minds (HYM)
Speech and Language Therapy (SALT)
Occupational and Physiotherapy
We share reports with parents and follow the recommendations made within the classroom and within Inclusion support.
Social, Emotional and Mental Health Needs
We also support children’s social, emotional and mental health development through the use of our Learning Mentor and Teaching Assistants. Our Learning Mentor provides support and guidance to help our pupils who experience barriers to learning due to social, emotional and behavioural difficulties. As a school, we promote positive mental well-being in the classroom and, if necessary, work 1:1 with children to listen to their views in order to promote high self-esteem and emotional health.
Parent / Carers and Child Involvement
Parent/carers and children are involved at every stage of the SEN Support process. This starts when the initial concern has been raised and will continue throughout the ‘Plan, Do, Review’ process. Children receiving Step 3 Interventions will complete a ‘One Page Profile’ with their class teacher with support from a teaching assistant. This enables us to understand what the child likes and dislikes, what working and not working and what the child’s hopes and aspirations are. Your views are also vital in this process and you will be invited in to contribute the profile also.
Parent/carers will be consulted before any external agencies are contacted and should be aware of any concerns from the class teacher. Parent / carers will be regularly updates on the progress of their child as well as being invited to formal Parents Evening Consultations.
Assessment and Reviews
At St. Paul’s, all children are assessed termly in Reading, Writing and Maths. This allows class teachers to form a clear picture of what children are able to do independently and ensures children are making good progress. We recognise that some pupils may require additional support when completing these assessments or may make less progress due to their additional needs. It is therefore important to provide these children will smaller, more manageable targets.
Regular assessment allows us to monitor the effectiveness of the support a child receives and allows us to decide whether this support needs to be modified to best meet their needs.
Learning Objectives and Success Criteria are shared during each lesson. Marking and feedback show pupils what they need to do next to improve. Targets set will be discussed with the children and support given to help them know what they have to do the achieve them.
We appreciate that parent / carers will have an excellent knowledge of their child’s strengths and areas for development. Parent / Carers are invited to share any information, which may further support their child with the class teacher / SENCo if they feel it is necessary.
The Role of Parents / Carers
At St. Paul’s we highly value parent / carer contributions in their child’s learning so we will:-
Listen to your concerns, opinions and ideas.
Inform you about what we are doing to meet your child’s needs
Inform you about your child’s targets and progress
Suggest how you can support your child at home – e.g. listen to them read, practise spelling and times tables / counting skills, encourage and support them with homework
If you have any concerns about your child’s needs you can:-
Speak to the class teacher. This is your first port of class as they know your child best and spend the most time with them.
Speak to Mrs Crompton (SENCo)
Speak to Mr Wright (Headteacher)
Speak to Mrs Patel (SEND Governor)
"What do the staff at St Paul's specialise in?"
We have a highly qualified staff here at St Paul's who are trained in many specialisms including:
Better Reading Partnership - a one to one intervention designed to rapidly
improve reading and comprehension levels.
Inference reading groups – focused small group work on comprehension
Dynamo Maths Intervention – online maths support
Nessy Reading group – an online reading and spelling programme
Small Group Phonics sessions
Small group interventions for reading, writing and mathematics.
Booster groups in Year 2 and 6.
Speech Therapy - delivering individual plans written by Speech and
Motor skills group work – focusing on the physical development of children
Hotshots - a program to help children relax and boost self-esteem
Lego Therapy- a program to help with social skills in pupils with Autistic Spectrum Disorders and communication and interaction needs.
Social skills groups - to support children with their social and emotional development
Keeping Children Safe
(School Safeguarding Policy is available on the school website)
"How will school keep my child safe on Educational Visits?"
Detailed risk assessments are carried out by the teachers in charge for all educational visits and preliminary visits are made. For each group visit any additional needs are noted on the risk assessments and adjustments to staffing and resourcing made. A qualified first aider will always be present on an off-site visit.
"How will my child be kept safe in school?"
Teachers meet and greet pupils every morning and the head teacher and caretaker ensure gates are closed and locked at 8:55am. These gates remain locked for the duration of the school day.
Staff see the children out at the end of the school day from their key stage exits.
Health and Well Being
"What is the school's policy on administering medication?"
A form needs to be initially completed by the child's parent/carer detailing what the medicine is and the dosage. Medicines are usually administered by the
staff in the school office. Medicines can only be administered that are prescribed by a doctor where four doses or more are needed in a day. There is a separate policy relating to asthma available on our school website. All medicines need to be brought by an adult to the office and not sent in with a pupil. If you have any questions, please contact the school office.
"How are medical care plans drawn up?"
We work closely with families and the relevant health professional when drawing up medical care plans. We ensure they are regularly reviewed and that all staff are aware of the plan and the procedures they need to follow.
"How do you ensure that staff are trained/qualified to deal with a child's particular needs?"
We have a high level of staff who are trained as first aiders. We ensure that the training is regularly reviewed and up to date.
If a child has a particular need we would ensure that relevant staff are trained
in dealing with it by consulting with the relevant health professional or attending specific training if necessary. These children have an additional health care plan.
"Do you offer before and after school child care?"
We do not offer before and after school child care on the school site. However, Funtasia Kid's Club is based over at St Paul's Church which some of our children attend. Some of our children attend Little Munchkins for wrap around care.
"What clubs are available during/after school?"
We have a wide range of free of charge extra-curricular clubs available to our children including the following:
Sports Coaches- a variety of sports and skills taught
For further details of any clubs, please enquire at the school office.
‘How does the school support transition from pre-school?
We offer taster afternoons for all our new EYFS children. Parents are invited to a New Intake Meeting before their child starts in Class 1. All EYFS staff undertake home visits to meet with all the children with their parents in the summer term before they start at St Paul's.
We offer coffee mornings and other opportunities for the parents and children to experience St Paul’s before they begin their learning journey with us. Parents can children can also sample a school dinner!
Staff will also visit pre-school settings if required and attend any transitional meetings if your child has additional needs and other agencies are involved in their development.
"How does the school support transition to High School?"
We work very closely with our local high schools to ensure transition is as smooth as possible. The Year 6 teachers meet with the High School Year 7 Coordinators to discuss the children and how best they can be supported. Our Year 6 children attend high school taster days which are usually held at the beginning of July. For children who have specific needs additional events can be arranged
More information about Special Educational Needs and the support available can be found on:-
Tameside’s Local Offer: http://www.tameside.gov.uk/localoffer
SENDIAS – (Special Educational Needs Information, Advise and Support): http:// www.tameside.gov.uk/sendiass