Special Educational Needs/Disability Information
SENDCo: Mrs C. Gibson.
Contact details: email@example.com
Mrs Kingham, the substantive SENDCo is currently on maternity.
At St Patrick’s Catholic Primary School we are an inclusive School. We strive to support all children to enable them to achieve at school. Our SENDCo is Mrs Gibson. Mrs Kingham, the substantive SENDCo is currently on maternity.
In order to do this many steps are taken to support them through their learning journey.
Quality teaching is essential; however for some children there are occasions when further additional support may be needed to help them achieve and progress.
There are many terms relating to Inclusion that are abbreviated which can lead to some confusion. Below is a glossary of the most used terms.
|ADD||Attention Deficit Disorder|
|ADHD||Attention Deficit and Hyperactivity Disorder|
|ASD||Autism Spectrum Disorder|
|BESD||Behavioural Emotional and Social Difficulties|
|CAF||Common Assessment Framework|
|CAMHS||Child and Adolescent Mental Health Service|
|CCT||Complex Communication Team|
|COP||Code of Practice|
|EAL||English as an Additional Language|
|EHCP||Education Health and Care Plan|
|FSM||Free School Meals|
|G&T||Gifted and Talented|
|IEP||Individual Education Plan|
|IPMHS||Integrated Primary Mental Health Service|
|LAC||Looked After Child|
|MLD||Moderate Learning Difficulty|
|RSA||Request for Statutory Assessment|
|SaLT||Speech and Language Therapy|
|SENDIASS||Special Educational Needs and Disability Information and Advice Support Service|
|SLCN||Speech Language and Communication Needs|
|SEMHL||Social Emotional Mental Health and Learning|
|SEN||Special Educational Needs|
|SEND||Special Educational Needs and Disability|
|SENCO||Special Educational Needs Co-ordinator|
Children and Families Bill 2013
The Children and Families Bill takes forward the Coalition Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill will reform the systems for adoption, looked after children, family justice and special educational needs. The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill will extend the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met. It takes forward the reform programme set out in Support and aspiration: A new approach to special educational needs and disability: Progress and next steps by:
What is the Local Offer?
The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.”
What will it do?
The local offer will provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings.
The ‘School Offer’ at St Patrick’s
How does St Patrick’s Primary School know if my child needs extra help?
Our class teachers closely monitor the progress made by all the children and ask advice from the Inclusion Leader as soon as they have any concerns about any pupil. The class teacher will then plan activities such as small group work or special programmes to help the child. If these activities don’t help the child make good progress, the Inclusion Leader might suggest other programmes or additional support, or ask for advice or assessment form an external specialist service. If the child still does not make good progress the Inclusion Leader and class teacher will meet with parents/carer and agree what additional SEN support will be put in place.
What should I do if I think my child may have special educational needs?
In the first instance you should speak to the child’s class teacher. If you still need further advice then an appointment should be made with the Inclusion Leader.
How will I know how St Patrick’s Primary School will support my child?
As soon as your child’s SEN has been identified we will contact you and invite you to come into school to discuss plans to help him or her to make better progress. You will then be invited to a termly meeting with the Inclusion Leader to discuss what is being done to support your child.
How will I know that my child is making progress?
As a school we use OTRACK to track all children’s progress. We will discuss your child’s progress with you at parent consultations and then children’s final assessments will be sent home at the end of each year.
How does the school check and review the progress made by pupils with SEN?
Teachers continuously monitor the progress of children in their class through half termly assessments. Meeting take place between the teacher, Inclusion Leader and Assessment Leader on a half termly basis to discuss the progress of children with SEN. The Inclusion Leader then meets with other SEN professionals on a termly basis to discuss the progress of children on the SEN register.
How will the curriculum be matched to my child’s needs?
All of our teachers have the highest possible expectations for your child and all the pupils in their class. All teaching is based on building on what your child already knows, can do and understand your child’s teachers will put in place different ways of teaching so that your child is fully involved in learning in the class. This may involve things like using more practical learning or providing different resources adapted for your child. Your child’s teacher will also put in place specific strategies (which may be suggested by the Inclusion Leader or staff from outside agencies) to enable your child to access the learning task.
Your child’s teacher will have carefully checked on his or her progress to monitor if your child has gaps in his or her understanding/learning and needs some extras support in order to close the gap between your child and their peers. The teacher will then plan group sessions for your child with targets to help your child to make more progress. These grouse might be led by a teacher or a teaching assistant working to plans made by the class teacher.
How have St Patrick’s made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
The school complies with all Health and Safety laws and legal requirements to ensure all children are safe. We are governed by the Disability Discrimination Act (DDA) which ensures that all children with disabilities have appropriate provision in and out of school. The buildings and site have weekly checks by our School Caretaker and by the Local Authority every half term. The school has just completed a Condition Survey and now has a 3-5 year maintenance plan to ensure the buildings and grounds are maintained to the highest possible standard.
What support will be available for my child’s overall well-being?
Here at St Patrick’s we recognise that for some children, school is not an easy experience. Children occasionally face social and emotional challenges which can impede on their learning; for these more vulnerable children our involvement might be intensified, and to this purpose we have two learning mentors. Who will offer one to one support and group work we also use outside agencies to offer a comprehensive package of support, allowing children the opportunity to share their worries and concerns.
Every child is very much an individual and their needs are assessed as such.
What training is available for staff who are supporting children with SEN?
The school identifies training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support identifies groups of learners in school, such as autism etc. whole staff training to share knowledge, strategies and experience and ensure consistency of the schools approach for children with SEND take place regularly. Teachers and support staff attend training course run by outside agencies that are relevant to the needs of specific children in their class.
The Inclusion Leader and teacher work closely with specialists form external support services that may provide advice or direct support as appropriate.
If you would like to hear about current or past training undertaken by school staff, please speak to the Principal or Inclusion Leader.
How will my child be included in activities outside the classroom including school trips?
We have a range of after school activities and school trips that are available to all children. We do our upmost to make sure that all children can access these activities.
What will happen if my child needs specialist equipment or other facilities?
As a school we will provide any auxiliary aids that are needed. The Local Authority will provide specialist equipment when prescribed by a relevant health specialist.
How will my child be involved in their own learning and decisions that are made about their education?
The Inclusion Leader regularly carries out pupil voice meetings with small groups of children.
If you wish them to your child can be involved in their annual review (where applicable).
How will I be involved in discussions about my child’s learning and decisions that are made about their education?
You will be invited to a termly meeting with the Inclusion Leader and class teacher as well as the parent consultations that take place throughout the year.
What specialist services and expertise are available at or accessed by the school?
|SEMHL||Social, emotional, mental health and learning support|
|CCT||Complex Communication Team|
|EPS||Educational Psychology Service|
|SLT||Speech and Language Therapy|
How can my family get support from these services?
There are a number of other support services available for families of children with SEN and disabilities. Please contact our SENCO to find out more information.
SENDIASS – This service can share information and signpost and will explain parental rights regarding SEN and disabilities. They also hold a range of coffee mornings, information and support sessions.
Short breaks – This service provides activities, games and trips for children with SEN and disabilities which are free of charge.
If your child has a diagnosis of a specific learning difficulty such as ASD or Dyslexia, please get in touch as we have a huge range of support groups and courses we can share with you.
The Local Authority also has a Local Offer website and information about service that may be available to you.
How will the school prepare and support my child when transferring to secondary school?
In partnership with SEMHL children with SEN and other vulnerable children take part in a transition group with a specialist teacher once a week in the summer term. The Inclusion Leader and class teachers meet with the SENCO from the secondary schools to discuss the child’s specific needs. Additional tours around the new school can be arranged for children where needed.
Where can I find out about other services that might be available for our family and my child?
Who can I contact for further information or support?
Mrs C. Gibson firstname.lastname@example.org