St Wilfrid's Catholic Primary School

St Wilfrid’s
Catholic Primary School

Select Language Down arrow

SEND & Inclusion

Link to school’s Special Educational Needs policy can be found here

Link to local offer can be found here

What kinds of special Educational Needs do we Provide for?

 

√ We are an inclusive school, where all children are welcomed. We provide an appropriate learning environment for a wide range of needs.

√ When a child with an EHCP joins our school community we work with parents and professionals to meet the child’s needs

Who is the Special Educational Needs Co-ordinator (SENCo)

and how can I contact them?

√ Our SENCo is Mrs Karen Ellis.

√ She can be contacted at school on 01765 603232

How do we identify children with SEN and assess their needs?

ü  Special Educational Needs (SEN) is a legal term. It describes the needs of a child who has a difficulty or disability which makes learning significantly more difficult than for their peers

√ Teachers will identify the needs of children in their care through observation, assessment and analysis of progress. Provision which is personal, additional or different will be put in place when required.

√ An Individual Provision Plan will outline a child’s strengths and difficulties, provide targets with time-scale  and describe the provision which will support the child to meet these targets

√ An Inclusion Passport may also be put in place which will outline the longer term aims for the child

√ Advice or support may be sought from an enhanced mainstream school (EMS), an educational psychologist or medical services with parental agreement

√ For a child with a very high level of need, referrals may be made for statutory assessment in the form of an EHCP   

How do we work with parents and involve them in their child’s learning?

√ At St Wilfrid’s Catholic Primary School we have an open door policy and staff are always happy to speak with parents about their children

√ In addition to parental consultations, a termly meeting will be arranged to discuss progress and future targets with the SENCo

ü  We will offer support and guidance to enable parents to support their child’s learning

√ North Yorkshire’s Special Educational Needs & Disability Information, Advice and Support Service (SENDIASS) service can provide support for families of children with SEN LINK

How do we involve children in their own learning journey?

√ When appropriate we encourage the child to help set their own targets and suggest strategies which may help them to meet their targets

√ At annual reviews we follow a child-centred approach

How do we assess and review the progress made by children with SEN in relation to desired outcomes and how do we involve parents?

√ Each child’s progress is continually monitored through observation and considered marking of work. Termly assessments provide summative assessment of work covered

√ In reception, children complete a baseline assessment and progress is measured in line with the Early Learning Goals

√ If your child is at the end of year 1 or above, but requires a significantly personalised programme, a more sensitive system called the ‘p’ scales will be used to monitor progress to enable small but significant steps of progress to be recognised

√ At the end of key stage 1 and key stage 2(ie years 2 and 6) all children are required to be formally assessed

√ The SENCo and headteacher carefully monitors the progress of all children with SEND

√ Children have an inclusion passport where appropriate indicating the provision in place and the impact on learning

√ A termly pupil-centred review with parents will assess progress made and next steps

√ Interest and strengths outside school will be shared and achievements celebrated

√ The progress of children with a statement or EHCP is formally reviewed at the child’s annual review which parents, key staff members and other professionals attend

What arrangements are made to prepare children as they move through different phases in education? How do we enable our children to become increasingly independent?

√ When a child with SEND moves to another school, staff members who know the child well will liaise closely with key staff in the child’s new school

√ For children moving to our school we provide transition sessions where the child can meet new staff and class members.

√ For children moving from our school we will arrange for them to have visits to  their new school

√ Relevant paper work will be forwarded to the child’s new school to ensure that clarifications can be sought prior to the child moving

√ In child-centred reviews we will ask the child about their goals and future ambitions. This will be used to inform targets.

How do we adapt the curriculum and the learning environment to support children with SEND?

√ Quality First Teaching: High quality support for learning within mainstream lessons is the most important factor in helping pupils with SEND to make good progress.

√ All teachers have the highest possible expectations for all pupils and builds on what your child already knows, can do and understand.

√ Specific strategies are put in place to support your child to learn. For example the use of word banks or adapted equipment.

√  Differentiated teaching and learning activities are in place so that every child is fully involved in learning in class. This may include presenting and recording information in different ways (written, ICT or practical); support from a teaching assistant and work set at different levels. Your child’s teacher will have carefully checked on your child’s progress and will have planned the support your child needs to help them make the best possible progress.

On occasions when a programme of study is proven to make accelerated progress we may use intervention groups, these involve:

√  A targeted programme of study designed to close gaps in learning.

√  Time out of class to attend the group for a limited period of time (usually half an hour for several days for six to eight weeks)

ü  For children who require specialist support, outside agencies may be involved to recommend specialist provision.

These services include:

√ Local Authority central services such as the Enhanced Main Stream Provision (schools who specialise in SEND)

√ Outside agencies such as the Speech and Language Therapy (SALT) Service

This would mean:

√ You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.

√  You may be asked to give your permission for the school to refer your child to a specialist professional eg a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself better understand your child’s particular needs.

√ The class teacher would make changes to the way your child is supported in class eg some individual support or changing some aspects of teaching to support them better.

 

How are staff trained and given the expertise to support children with SEN?

How is specialist expertise secured?

√ Staff attend relevant training to ensure that they are able to support children with SEN in a broad and balanced curriculum

√ SENCo has SENCo qualification and regularly attends network meetings to ensure up-to-date knowledge of issues concerning SEN

√ Staff members supporting children with specific needs will be given comprehensive training to ensure best practice in supporting the children in their care

How are children with SEN enabled to engage in activities available with children in the school who do not have SEN?

√ All children with SEND are enabled to access our curriculum and extra-curricular activities as much as possible.

√ Reasonable adjustments will be made to ensure inclusion

How do we support children’s emotional and social development, including pastoral support and measures to prevent bullying?

√ We follow a strict anti-bullying policy in our school and take allegations of bullying very seriously

√ All staff at St Wilfrid’s are concerned with pastoral support and developing children socially and emotionally

√ Additional pastoral support is provided by Mrs Ursula Watson

√ Interventions to support social and emotional development will be considered, including Lego Therapy, Socially Speaking and Social Stories

√ We regularly seek children’s views through discussions and reviews as well as through the school council

How do we involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, to help children with SEN and support their families?

√ We work with a range of outside agencies to support children with specific educational needs, including Enhanced Mainstream Schools, SALT and Educational Psychologist.

√ Parental permission will always be sought before other agencies are contacted

What are the arrangements for handling complaints from parents of children with SEN about the provision made?

√ We welcome parental involvement and endeavour to resolve issues when they occur to the mutual satisfaction of both parties

√ We have a clear complaints policy

√ Our SEN governor is Miss Jayne Allinson

Code of Practice 6.79

‘The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published must be updated annually and any changes to the information occurring during the year must be updated as soon as possible. The information required is set out in the draft Special Educational Needs (Information) Regulations and reflects the information required for the local offer’. Schools should ensure that the information is easily accessible by parents and is set out in clear, straightforward language. This should include information on the school’s SEN policy, named contacts within the school where parents have concerns and details of the school’s contribution to the local offer. In setting out details of the broad and balanced. curriculum provided in each year, schools should include details of how the curriculum is adapted or made accessible for pupils with SEN.