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SEN Provision

St Mary’s Catholic Primary School SEN Information Report

 

St. Mary’s Catholic Primary School believes that every child, regardless of ability, should be valued as an individual and those with special needs are recognised and nurtured within a caring Christian environment.

 

How does the school know if children need extra help and what should I do if I think my child has Special Educational Needs?

 

At St Mary’s Catholic Primary School children are identified as having SEN through a variety of ways including the following:-

 

  • Liaison with pre-school/previous school
  • Concerns raised by parents
  • Child performing below age expected levels
  • Standardised screening and assessment tools
  • Concerns raised by teacher
  • Liaison with external agencies:-

Speech and Language Therapy, Educational Psychology, Occupational and Physiotherapy

  • Health diagnosis through a paediatrician

 

How will I raise concerns if I need to?

  • Talk to us- contact your child’s class teacher to talk about your concerns.

 

How will both you and I know how my child is doing and how will you help me to support my child’s learning?

  • As a school we measure a child’s progress in learning against national expectations and age related expectations.
  • The class teacher continually assesses each child and notes areas where further support is necessary. As a school we track pupils’ progress from entry in Reception through to Year6.
  • Children who are not making expected progress are picked up at Pupil Progress Meetings with the Class Teacher, SENCo and Senior Leadership Team. In this meeting a discussion takes place about why individual children are experiencing difficulty and what further support can be given to aid their progress.
  • The Head teacher and SENCo reports to the Governors about the progress of children with SEND ( Special Educational Needs and Disability)
  • One of the Governors is responsible for pupils with SEND and meets with the SENCo regularly.
  • At St Mary’s we offer an open door policy where you are welcome at any time to make an appointment to meet with either the class teacher, SENCo or Head Teacher to discuss how your child is getting on.
  • We believe that your child’s education should be a partnership between parents and teachers; therefore we aim to communicate regularly, especially if your child has complex needs.
  • When appropriate we operate a home/school book so that comments from parents and teachers can be shared and responded to when needed.
  • If your child is on the SEN register they will have a personalised learning plan which will have individual targets. This will be discussed on a termly basis and parents will be given a copy.
  • If your child has complex SEND they may have an IPA (Inclusion Partnership Agreement) or have an EHCP (Education Health Care Plan) , which means that a formal meeting will take place to discuss your child’s progress and a report will be written.

 

How will the education setting support my child?

St Mary’s Catholic Primary School values the abilities and achievements of all its pupils. All pupils are entitled to an inclusive education: to experience a broad and balanced curriculum and have equal access to all opportunities and activities provided by the school. At St Marys we are committed to making this accessible to all our pupils through differentiation and varied teaching styles, according to individual needs, enabling every child to achieve his or her potential.

 

How will the curriculum be matched to my child’s needs?

  • Within the school staff, will be constantly involved in the best ways to support all pupils’ needs.
  • All work in class is differentiated so that all children are able to access the curriculum according to their specific needs.
  • Differentiation may involve modifying learning objectives, teaching styles and access strategies.
  • Differentiation will be recorded in the daily planning by the teacher.
  • Additional support may be provided within a small group run by the class teacher or a teaching assistant for a short period of time.
  • A pupil may have a personalised individual programme run by a teacher or a teaching assistant which means they are withdrawn from class to follow a specific programme.

 

How is the decision made about what type and how much support my child will receive?

  • We ensure that children who have Special Educational Needs are met to the best of the schools ability with the funds available.
  • We have a team of teaching assistants who are funded from the SEN budget who deliver programmes designed to support children’s needs.
  • Different children will require different levels of support.
  • The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate.
  • Parents will be kept informed about the support their child is receiving.

 

What support will there be for my child’s overall well being?

 

St Mary’s is an inclusive school; we welcome and celebrate diversity. We have a caring, understanding team looking after our children.

  • As a staff we have regular training and updates on conditions and medication affecting individual children so that staff are able to manage medical situations.
  • On a day to day basis the office staff oversee the administration of any medicines.
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCo for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, the Locality Team and or Primary Behaviour Support.
  • The school also has an ELSA (Emotional Literacy Support Assistant) and member of staff trained in FEIPS (Framework for Enhanced Individual Pastoral Support)who works under the direction of the SENCo.
  • As a school we have a very positive approach to behaviour with a clear approach which is followed by all staff.
  • If a child has behavioural difficulties behaviour targets are set and shared with parents.
  • After any behaviour incident we expect the child to reflect on their behaviour with the class teacher, assistant heads or head teacher.
  • Parents will be notified of behaviour incidents either by the class teacher, Assistant Heads or the Head teacher.
  • Attendance of every child is monitored on a daily basis by the school office. Lateness and absence are recorded and reported to the head teacher.

 

What training have the staff supporting children with SEND had or are currently having?

  • The SENCo at St Marys is Mrs Christine Llewellyn and may be contacted via the school office.
  • Our ELSA and member of staff trained in FEIPS receive regular support and supervision from the Educational Psychologist.
  • A number of teaching assistants have received training from the Speech and Language Therapists.
  • Staff have received training in supporting pupils on the Autistic Spectrum.
  • A number of teaching assistants and lunch time supervisors have worked with the behaviour support service on behaviour management strategies.
  • The SENCo is trained in Therapeutic Story Writing.
  • The SENCo has attended courses on supporting pupils with SEND and attends a SENCo meeting every half term run by the Educational Psychology Service.
  • A number of teaching assistants have attended training in delivering numeracy, reading, spelling and phonics programmes.
  • A number of teaching assistants and staff have worked with Heathfield Special School to develop strategies to support pupils with complex needs.
  • As a school we work closely with outside agencies that we feel are relevant to the individual child’s needs within our school including:

School nurse, Primary Mental Health, Primary Behaviour Support, paediatricians, occupational therapists, speech and language therapists, educational psychologists, EMTAS(Ethnic minority and traveller service) Social Services, the Locality Team. Outreach may be provided by Heathfield Special School.

 

How accessible is the school environment?

 

  • The school site is wheelchair accessible with a disabled toilet.
  • The school is all on one level.
  • We liaise with EMTAS (Ethnic minority and traveller service) who assist us in supporting our families with English as an additional language.
  • The school has a Polish Speaking teaching assistant.

 

How are parent carers/young people currently involved in the education setting?

 

  • At St Mary’s we celebrate each child being able to express their views on all aspects of school life. This is usually done through the School Council which has representatives from all classes.
  • Children who have a personalised learning plan will be given the opportunity to discuss their targets with their class teacher.
  • If your child has an IPA or an EHCP their views will be sought before review meetings.
  • The views of the children will be taken into account wherever possible.
  • Parents are welcome to make an appointment to meet with either the class teacher or SENCo to discuss how their child is getting on.
  • If your child has a personalised learning plan there will be opportunities to discuss targets termly.
  • If your child has complex SEND there may be an Inclusion Partnership agreement (IPA) or they may have an Education, Health and Care Plan (EHCP). This means that a formal meeting will take place to discuss your child’s progress and a report will be written annuall

How will I raise concerns about the school’s SEND provision?

At St Mary’s we want to build and develop positive relationships with parents and carers so if you are concerned:-

 

  • Talk to us - firstly contact your child’s class teacher, SENCo or Headteacher
  • If a problem cannot be resolved the Governing Body may become involved.
  • If school based solutions fail to resolve a complaint parents should contact:
  • The Education Department

Hampshire County Council

The Castle

Winchester

SO228UG

 

How will the school prepare and support my child when joining the school and transferring to a new school?

 

  • We encourage all new children to visit the school prior to starting. For children with SEND we may offer extra visits to assist with the acclimatisation to the new surroundings.
  • Visits are always made to pre- schools.
  • We write social stories for children if transition is potentially going to be difficult.
  • When children are preparing to leave us for a new school, typically to go to Secondary Education, we arrange additional visits.
  • We liaise closely with staff when receiving and transferring children to different schools ensuring that all relevant paperwork is passed on and all needs are discussed and understood.
  • If your child has complex needs an IPA (Inclusion Partnership Agreement) will be used as a transition meeting during which we will invite staff from both schools to attend.

 

Who can I contact for further information?

 

  • Contact your child’s class teacher, SENCo or Head teacher if you have concerns,
  • Contact Parent Partnership – www3.hants.gov.uk/parentpartnership
  • Contact IPSEA (Independent Parental Special Education Advice)- www.ipsea.org.uk

 

Who should I contact if I am considering whether my child should join the school?

 

  • Contact the school office to meet with the Head teacher who will discuss how the school could meet your child’s needs.
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