How We Support SEND
All Saints’ Catholic Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn. However, many children, at some time in their school life, need extra support.
Children with special educational needs have difficulties that call for special provision to be made. All children may have special needs at some time in their lives.
Children have a special educational need if:
- they have significantly greater difficulty in learning than the majority of children of the same age;
- they have a disability which prevents or hinders them from making use of the educational facilities that are provided for other children of the same age.
If a child is identified as having SEND, we have four full time teaching assistants who provide additional support these children. The teacher, in discussion with the teaching assistant supporting the child with SEND, will decide how everyday activities and experiences within the curriculum can be adjusted to ensure that the child is fully involved at the appropriate level.
Children with SEND are supported in a variety of ways:
- A range of teaching and learning styles;
- Differentiated learning materials;
- Access to ICT and Technology;
- Additional in class support;
- Additional out of class support;
- Flexible groupings – including small group support work;
- An innovative and supportive curriculum;
- The appropriate use of rewards and sanctions;
- A broad range of extra-curricular activities, including booster/extension sessions;
- Assessment procedures that emphasise pupils’ strengths and achievements;
- Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.
If your child has a special educational needs our SENCo, Mrs Laura Bryant will:
- Ensure the right support is put in place for each child.
- Advise other teachers and teaching assistants on how to help each child.
- Arrange training for staff so they understand each child’s needs.
- Work closely with parents on a regular basis to talk with them about their child’s needs and listen to any ideas or concerns they might have.
- Work with other professionals (if necessary) who may be able to help individual children, e.g. speech and language therapist /medical professional/ educational psychologist.
A Provision Map may be produced to give details of the support the school plans to give to help individual children learn. All teachers are aware that children learn in different ways. Some need to work at a slower pace to ensure they fully understand one thing before they move onto something new. Teachers’ planning will:
- Reflect the short term targets for the child which are linked to their needs.
- Give details of any extra support the child will get and who will give the child help.
- Give details of how often the child will get help.
Types of SEND
At All Saints’ Catholic Primary School, we have experience of supporting children and young people with a wide range of need including:
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
Teaching, Learning and the Curriculum
At All Saints’ Catholic Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
For further information you can view the Teaching & Learning Policy in the School Policies section of our website.
How we identify and assess children with special educational needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At All Saints’ Catholic Primary School, we follow a graduated support approach which is called “Assess, Plan,Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
Every child at All Saints’ is monitored closely and their progress recorded in their individual tracking sheet. This information is then used to tailor the curriculum to meet the interests of each child using methods of delivery that are appropriate to their needs. If there is evidence that progress is not being made and staff are concerned that a child may have a special educational need, early identification is vital.
A special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.
If a child is making limited progress or there are concerns that they may have a special educational need, the class teacher informs the parents, as well as the SENCo, at the earliest opportunity to alert them to concerns and enlist their active help and participation. Our teachers and teaching assistants work in partnership with parents and the SENCo to plan an appropriate programme of intervention and support within school to support each child with their needs, including giving parents ideas on how to help their child at home.
The class teacher and the SENCo continue to assess and monitor the children’s progress in line with existing school practices. This is an ongoing process and the assessment of the children reflects as far as possible their participation in the whole curriculum of the school. The class teacher and the SENCo can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators. If progress is still limited with this support, the SENCo, with parental permission, may seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
- Carry out further assessment of the child’s needs;
- Provide advice to schools on how to best support the child;
- Suggest resources that would help the child make progress.
If a child’s needs are very complex and/or severe we may ask the Local Authority to carry out an Education, Health and Care Assessment:
- This is a very detailed assessment of each child’s needs. Parents or carers, the school and a range of professionals will all be asked to provide written reports.
- At the end of the assessment phase the Local Authority will consider these reports to help decide whether or not to issue an Education, Health and Care Plan for the child.
- Parents/carers also have the right to ask the Local Authority to carry out this assessment although it is usually best if you can do this with the support of the school.
- Education, Health and Care Assessment is only appropriate for a small number of children. Your school SENCO or the Parent Partnership Service will be able to advise you about this.
Types of special educational needs can include:
- General Learning Difficulties – children whose learning progresses at a slower pace
- Speech and Language Difficulties
- Behavioural Difficulties
- Dyslexia (difficulties with reading, writing and spelling)
- Dyspraxia (problems with motor skills, organisation)
- Autistic Spectrum Disorder (ASD)
- ADD (Attention Deficit Disorder
- ADHD (Attention Deficit Hyperactivity Disorder)
- Downs Syndrome
- Cerebral Palsy
Staffing and any Specialist Qualifications/Expertise
Staff have a wealth of experience and have supported children with a wide range of needs. Their training includes Elklan Speech and Language, Dyslexia Friendly Classrooms and Supporting Children with Autistic Spectrum Disorders (ASD). The SENCo continuously reviews the qualification needs of the staff to ensure they match the needs of the children we have in school and additional training is arranged if required. This ensures that teaching styles and methods are appropriate and up to date, enabling SEND children maximum access to the curriculum. In addition, all school staff receive specialist advice, support and training when a child has a specific need eg strategies to use when supporting a child with a sight impairment. As a team we continually support each other and share expertise to ensure our teaching styles can be adapted appropriately so that all children reach their full potential.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.