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Special Educational Needs and Disability Team

SENCO & Head Teacher

Mrs R Clews

Chair of Governors

Mrs S Hearson

SEMH Lead Mrs P Turton

Our appointed Mental Health First aiders are: Mrs Turton, Mrs Boult & Miss Wild.

Deputy Head Teacher

Mr D Drakeley

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How does the school know if children need extra help?

At St Paul’s CE (C) Primary School, children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:

Liaison with previous school or pre-school setting
Child performing below ‘age expected’ levels or equivalent
Concerns raised by a parent
Concerns raised by a teacher
Liaison with external agencies e.g. for a physical/ sensory issue, speech and language, CAMHS (Child and Adolescent Mental Health Service), School Nurse via the HUB, physiotherapist, occupational therapist, Mental Health support services such as NS Mind, Local Authority Young Carer’s Case Workers and Early Help Support, where appropriate).
Use of tools for standardised assessment.
Children with an EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority.
Refer to the Educational Psychologist Areas of needs are in line with the ‘Special Educational Needs and disability code of practice: 0 to 25 years’ 2015

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What are the areas of need that are supported in school?

Communication and Interaction
Cognition and Learning
Social, Emotional and Mental health
Sensory and/or Physical

What are the different types of SEN?

SPLD- Specific learning difficulty

ADHD- Attention deficit hyperactivity disorder

MLD- Moderate learning difficulty

SLCN- Speech, language and communication difficulty

MSI- Multi-sensory impairment

ASC- Autistic spectrum condition

HI- Hearing impairment

VI- Visual impairment

PD- Physical and/or medical difficulties

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How will the school support my child?

The class teacher will oversee, plan and work with each child with SEND in their class to ensure that appropriate progress is made in all areas of the curriculum.

Quality first teaching will be planned for and delivered by class teachers.

Our SENCO oversees and provides guidance to staff regarding the progress of any child identified as having SEND.

There may be a Teaching Assistant, Learning Support Assistant or HLTA (Higher Level Teaching Assistant) working with your child either individually or as part of a group. The content of this support will be explained to parents when support begins, as part of a personalised programme of learning and is reviewed and updated during termly learning conversations which all parents are encouraged to attend. This is documented on the pupil passport, shared with parents and carers, who are encouraged to take an active role in supporting their child.

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St Paul’s carry out staff audits to ensure all staff are trained on a wide range of current strategies and programmes to meet the wide need of children.

If further specialist support is required, a referral will be made to the Inclusive Learning Service, who will analyse the outcomes and sign post additional agencies to work along side school and parents to support their child.

Where additional needs are apparent, additional referrals may be made in conjunction with working alongside professionals from a range of other agencies. For example, a child’s SEN may be affected by their personal circumstance such as them being a Young Carer or involvement with Social Care. In these circumstances, Mrs Clews will link with relevant agencies. For more information on this, please see our Child Protection, Safeguarding and Young Carers Policies.

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

The long term curriculum plans are available to parents on the school website.

All learning activities within class are planned and adapted at an appropriate level, so that all children are able to access learning according to their specific needs.

The class teacher, alongside the SENCO, will discuss a child’s needs and what support will be appropriate.

Children with SEND will have access to the appropriate resources needed in order to help them to make progress e.g. phonic mats, coloured overlays, Numicon, pencil grips, sloping boards. These resources are often provided as a result of an outside agency carrying out further investigations, when more intensive strategies to support each child will be planned.

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The SENCO reports to the Head teacher and Governors regularly to inform them about the progress of children with SEND, and how effectively resources are being used. Information provided will never name individual children in order to maintain confidentiality at all times.

The governor responsible for SEND (Mrs B Burton) also meets regularly with the SENCO. They report on their visit to the governors to keep them all informed with school or LA (Local Authority) information.

The school’s accessibility plan outlines how the learning environment is accessible for children, parents and the wider community, and copies can be requested via Michelle Hancock (school business manager)

For children with SEMH Needs, they are supported via our PSHE curriculum, which amongst other areas, promotes: ‘No outsiders here’, ‘Picture News’, recognises national and local events / calendar days such as ‘Anti-bullying Week’, ‘Young Carer’s Awareness Day’, ‘Autism Awareness’, ‘Mental Health Awareness’ etc. We work closely with our Local Community Cohesion Officer and PCSO Team, who have an active present on site to support our children and families. We work closely with the NS Mind service and have an appointed worker, who attends school once a week to offer our pupils emotional and mental health support.

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Who will explain this to me?

The class teacher will meet with you formally at parent evenings or at other times throughout the year as required in order to discuss your child’s progress and the support that they are receiving.

Class teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to school office who can arrange suitable times.

An appointment can be made with the SENCO, Mrs Clews, to discuss support in more detail if required.

Children have a Pupil Passport, which outlines SMART (specific, measured, aspirational, relevant and timely) targets, long term aspirations, additional important information and names of other agencies support or working with the child.

An appointment can be made with the SEMH Lead, Mrs Turton, to discuss support SEMH in more detail if required.

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How will my child be able to contribute their views?

Children who have a Pupil Passport or EHCP (Educational Health Care Plan) discuss their progress and are involved in choosing their targets when these are reviewed.

If your child has an EHCP, their views will be sought before any review meetings which is held annually.

Children are routinely asked to reflect on their learning and share how they feel. The class teacher will gather contributions from daily learning journeys.

Pupil Surveys

All children are provided with the opportunity to be voted into Leadership Roles, such as worship ambassadors, eco-warriors, prefects and head boy/girl. These children provide the voice for all children in each class.

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How will we know if this has had an impact?

School will monitor and ascertain whether the child is making progress academically against national/ age expected levels (or equivalents) and that the gap is narrowing between them and their peers:

By reviewing children’s targets in pupil passports and ensuring that they are being met.

Through verbal feedback from the child, the parent and teacher to build a wider picture.

Academic Data.

SEMH Data.

Through children moving off the SEN Register when they have made sufficient progress – parents will always be informed if this has taken place.

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

You are welcome to make an appointment to meet with either the class teacher or SENCO at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home. School offers termly parent consultation appointments to all parents.

We invite parents/carers in to school regularly for workshops and coffee mornings.

Your child will have a Pupil Passport, which will describe how you as a parent/carer have agreed to help you child with their learning. There will be an additional termly consultation with the class teacher.

When the child’s Pupil Passport is reviewed, comments are made against each target to show what progress the child has made and how you as a parent can support them.

Some children may have an EHCP. In such instances a formal meeting will take place to discuss your child’s progress and a report will be written annually or at any point when an interim is called.

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How does the school know how well my child is doing?

As a school we track and analyse the children’s’ progress in learning against national expectations and age related expectations on a half termly basis.

The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s’ progress from entry at Reception through to Year 6, using a variety of different methods. Please ask the school if you require any further details

Pupil Progress Meetings are held between each class teacher and the Head teacher. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed

The Head teacher and SENCO report regularly to the Governing Body. We have a governor who is responsible for SEN, who meets regularly with the SENCO and attends briefing sessions. They also report back to the Governing Body.

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What specialist service and expertise are available at or accessed by the school?

Within the school we have a culture of sharing good practise and expertise; this enables us to ensure our staff have as much knowledge as possible within the field of supporting children with SEND

The environment is designed to support children with individual needs e.g. visual timetables, individual workstations etc. as required

As a school we work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including: Health services including: GPs, school nurse, CAMHS (Child and Adolescent Mental Health Service), clinical psychologist, paediatricians, speech and language therapists, occupational and physiotherapists; Children’s Services including specialist advisory teachers.

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How does the school engage children with special educational needs in activities including physical activities?

All children have access to all clubs available at St Paul’s CE (C) Primary School. These include:

Lunch and after school clubs

Outreach activities

Educational visits

School trips

Sharing information relating to local activities, clubs etc.

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How are children support through periods of transition?

For children entering St. Paul’s CofE (C) Primary School there is a full admissions process, which includes an admissions meeting and information gathering process. Children’s needs are ascertained at this point, before they are added to our roll – so that we can implement the support the child needs from their very first day.

Children are supported through periods of transition via meetings and the transfer of all relevant information at the appropriate time.

Should a child move school, information will be transferred to their new school and necessary communication carried out to ensure a smooth transition is achieved.

Additionally, transition to secondary schools are organised so that information is shared with their receiving school and additional transition arrangements are organised in advance to allow children to familiarise themselves with their new setting and meet staff etc. Pupils with an Education, Health and Care Plan will be offered more extended transition time.

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

We look to ensure that we have a variety of skills among our staff body, in order to enable us to support children in the best possible way

The specific training held by support staff includes:

CAMHS Tier 1 Training ‘Understanding the Emotional Health & Wellbeing of Children & Young People
Mental Health First Aid
Inference Skills Intervention
Accelerated Reader
RWI Phonics
Language for Thinking
Speech and Language Targets
Talking Partners
Safeguarding Training.
Widgit
Word Aware
Flash Academy
Nessy

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What admission arrangements are there for pupils with SEN or Disabilities?

Pupils with an Education Health and Care Plan, are considered a priority for a school placements.

Transition meetings and information gathering will take place to ensure timely information gathering to meet your child’s needs.

For children entering St. Paul’s CofE (C) Primary School there is a full admissions process, which includes an admissions meeting and information gathering process. Children’s needs are ascertained at this point, before they are added to our roll – so that we can implement the support the child needs from their very first day.

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What steps are taken to prevent pupils with SEN from being treated less favourably than other pupils?

The disability and equality policy outline that St Paul’s CE(C) Primary School is committed to ensuring equality of opportunity for all pupils, parents and members of staff.

We are committed to making reasonable adjustments to teaching and learning and the wider aspects of school life, to ensure that the educational environment is as accessible as possible. School would seek advice, where necessary, in order to meet individual needs.

It is the Governing Body’s duty to not treat disabled pupils less favourably for reasons related to their disability. Reasonable adjustments would be made so that disabled pupils are not at a substantial disadvantage, including potential adjustments which may be needed in the future. This is in line with the Equality Act 2010.

Also see additional school Policies.

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How are equipment and facilities secured for children with special educational needs?

Every child with SEN is provided with multi-sensory resources to support them in access to their learning. Resources within the school are used to support pupils with SEN, providing adults and equipment as and when required.

For pupils with a higher level of need, the school will work with external agencies and parents to access additional resources, where required.

For children who are SEN and Looked After Children a Child’s Personal Education Plan (EPEP) will be used to set appropriate targets, with allocated funding, which will provide personalised resources and support.

On occasion, school may need to make referrals where specialist resources/ support is required.

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How do I raise concerns if I need to?

We aim to provide, wherever possible, an ‘open door policy’ and to support and listen to you, as soon as we are able to.

In the first instance you can contact your child’s class teacher about your concerns.

If you feel that you would like to speak to a senior member of staff, you can ask to arrange an appointment with our SENCO, Mrs R Clews.

If you wish to make a complaint, speak with Miss Michelle Hancock (school business manager) for a copy of our school’s complaints policy or alternatively access this policy on our school website.