St. George’s RC Primary School SEND Information Report
SENCO – Emily Noble - 01723 583535
Provision for SEND
St. George’s RC is an inclusive school which welcomes children with a wide range of special educational needs and disabilities.
The areas of need we currently provide for: 4 areas of need: Communication and Interaction, Cognition and Learning, Social Emotional and Mental Health, Physical and Sensory.
Diagnosed conditions including: Autism, ADHD, Cerebral Palsy, Hearing Impairment and a heart condition.
Policies for identifying children and young people with SEND and assessing their needs:
The Special Educational Needs and Disability Co-ordinator in St. George’s is Emily Noble who is available for guidance, support and information for existing parents and for parents considering applying to the school. When school feels that significant additional support is needed for a child with SEND, this will be discussed with the parents. Together, school and parents will gather and share information and assessments which inform the child’s needs. This information will inform the support required to help the child and this may be recorded in a document known as an individual provision map.
This document should include:
• Overview of child’s need
• Details of any strategies being used to support your child in class
• Details of any extra support or interventions for your child
• The child’s learning targets
• The next date when the child’s progress will be reviewed.
Most children benefit from SEND support but children with more specific needs or who required further support may be referred to an outside agency or apply for a Statement/Educational Health Care Plan.
Arrangements for consulting parents of children with SEND and involving them in their child’s education
School will communicate regularly with parents, usually once a term, to discuss their child’s wellbeing and progress. An annual review will also be held for children with specific SEND. We listen to what parents have to say; parental knowledge and understanding of their child’s needs is essential to support the school in making the best provision. Any referrals to outside agencies will only be made with parental consent and parents will always be informed of the outcomes. For pupils with SEND, it can sometimes be more desirable that there is more frequent communication as it is vital that parents and school work together closely.
• Class teachers are available for brief discussions and sharing of information before and after school or information may be passed on at the school office.
• More detailed and lengthier discussions and information sharing are available through appointment with the Class teacher, SENDCo and Head Teacher.
• Parents’ evening x 2 per year
• Annual reviews with the teacher, SENDCo and parents
• The child’s view is constantly considered but officially recorded for individual provision maps x3 a year, for annual reviews and at pupil conferencing with the SENDCo.
• There are bi-annual coffee mornings with SENDCo and members of SEND team sharing practices from interventions and the chance for an informal chat.
All staff value communication with parents and children aiming to make them feel welcome and listened to.
Arrangements for assessing and reviewing children
We aim for all pupils with SEND to make the expected rate of progress, in line with school targets. Children’s progress is tested and monitored half termly and tracked throughout each year and then year on year during their time at St. George’s, this helps to ensure expected progress and in implementing interventions or additional support if progress is not being maintained. Assessment for learning is ongoing by teachers in the classroom and interventions are assessed at the beginning and end or appropriate intervals, to ensure they are having an impact on learning.
Arrangements for supporting children in transition to secondary school
When children with SEND leave St. George’s to go to secondary school we liaise with the secondary school to ensure transition is supported. This will usually involve:
• An annual review with parents, class teacher, SENDCo, relevant support staff and/or outside agencies; it will include the child’s view. On some occasions this will also include the SENCo from the secondary school who may attend.
• Assessment data and relevant documents, such as inclusion passports or individual provision maps are passed on to the secondary school.
• The head of year or relevant member of staff from the secondary school meets with the Year 6 teacher to discuss individual children. Additional transition days to secondary school are arranged if appropriate.
Teaching SEND children and enabling engagement in activities available to children without SEND
St. George’s is committed to quality first teaching in the classroom; this encompasses high quality teaching within the classroom while providing support for individual learning. There may be occasions when the school feels that some additional support within lessons may help a child to make better progress. This is by no means always the case. However, if some additional small group or one to one support within lessons or in a smaller classroom is planned, the school will explain how this will work, what the aims of this support will be and how and when the impact of this support will be reviewed. Most importantly, this support should be aiming to make your child a more independent learner in lessons and use these strategies to aid future learning.
We use a range of evidence - based interventions to support pupils with SEND to make better progress. Interventions are structured learning programmes. Staff can explain to parents:
- which interventions a child is receiving and what are the intended learning outcomes
• when during the week any interventions will be delivered and for how many weeks
• who will be delivering the interventions (our teaching assistants are supported and guided by the class teacher in leading interventions) and where (e.g. in class or outside the classroom)
• how the interventions will relate to and support learning in the classroom
• how they will be monitored closely to make sure they are helping the child to make accelerated progress.
All educational/ residential visits and additional activities are made available to all children and adapted if necessary to meet the needs of SEND children.
How adaptations are made to the curriculum and the learning environment for children with SEND
St. George’s provides quality first teaching in every class to address the needs of the children. Strategies that may be used include, but are not limited to:
· Differentiation in questioning and task
· Talking and listening partners
· Visual support
· Chunking of the lesson
· Relevant and accessible resources to support learning
· When relevant, strategies from the intervention to be used within small group work in class.
For more specific needs an individual provision map will be produced and reviewed; this will include interventions and adjustments that are made to meet the individual child’s needs. For children with a particular high/individual need there may be a Statement in place, this will become an Individual Health Care Plan. (When advised by the LA to change)
The expertise and training of staff to support children with SEND
The SENDCo and Teaching Assistants in St. George’s attend termly network meetings provided by the Local Education Authority; to support and train staff in relevant areas of SEND. The SENDCo provides training for staff when needed including involvement from outside agencies as appropriate. Specialised training is attended outside of school for appropriate members of staff with regard to specific interventions or needs.
Evaluating the effectiveness of the provision made for children with SEND
St. George’s is an inclusive school that provides equal opportunities for all pupils in school, including children with SEND. This is reflected in our SEND policy, the progress pupils make and their emotional well-being.
Support for emotional and social development
The ethos of St. George’s is for all staff to nurture and support all children spiritually and emotionally. If additional support is required there are a number of interventions led by trained staff including; Musically, Socially Speaking, Rainbow bereavement/loss support programme and Time to Talk resources. If our provision does not meet the individual needs of a child we seek support from outside agencies such as the EMS or Educational Psychologist.
How school involves other bodies in meeting children’s SEN and supporting their families
If a child with SEND requires more specific specialist support the class teacher and SENDCo will discuss this with parents. With parental consent the SENDCo will then involve outside agencies for advice, assessment or interventions. School has established excellent working relationships with professionals from the outside agencies. Advice and suggested interventions or strategies are then acted upon in school. Outside agencies available to school;
· Educational Psychologists
· Speech and Language Therapists
· Enhanced Mainstream Schools (EMS) for Behaviour, Specific Leaning Difficulties, Communication and Interaction.
· Hearing support teacher
· The Autistic Spectrum Outreach Support Service (ASOCOSS)
· Child and Adolescent Mental Health Service (CAMHS)
·Prevention Service for children and families
· The Sensory, Physical and Medical Teaching Service
· Occupational Therapist
· School nurse and Health Visitors
Arrangements for handling concerns from parents of children with SEND about the provision made at the school
Should a parent have any concerns with regard to a child with SEND it is always best to approach the class teacher to try and address the issues immediately. Should the concern still be unresolved, parents are welcome to contact the following people for help, advice and support:
Special Educational Needs Coordinator- Emily Noble
Co-Head Teachers – Anne Parr and Angela Spencer
Our Special Educational Needs Co-ordinator is Miss E Noble who can be contacted via the School Office.
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