Special Education Needs Information Report 2017

The kinds of special educational needs for which provision is made at the school.

St Mary's Catholic School is a mainstream primary school and a member of the St Nicholas Owen Catholic Multi Academy Company. We accept pupils between ages 4 and 11 - Reception Class to Year 6.

We believe that every child should be valued as an individual to be treated fairly and with consideration. This philosophy is at the heart of our treatment of children with special educational needs. They, like all other children, are entitled to a broad and balanced curriculum differentiated according to their needs.

We support children with a range of Special Educational Needs and Disabilities (SEND) including, cognition and learning, speech and communication and interaction, sensory and physical needs and social, emotional and mental health difficulties.

There are no specialist units within the school. We work with a range of external agencies from education, health and social care where appropriate to ensure we meet the needs of children with SEND so that they make the best possible progress.

Information about the schools polices for the identification and assessment of pupils with special educational needs.

Definition of SEND

A pupil who has a significantly greater difficulty in learning than the majority of others of the same age or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

Identification and Assessment of Pupils with SEND

Some children are identified as children with SEND before entry to school by the parents, Health Visitor or Specialist Early Years' Service (SEYS). Other children are identified through observation and/or assessment as falling significantly outside the range of expected development or academic progress of their immediate peer group. The class teacher has Special Educational Needs Information Report initial responsibility for addressing the concerns by considering how they could make differentiated, additional or different provision to meet the particular needs of that child through high quality teaching. In most instances this will be enough to help the child catch up; however if concerns still exist, then the school adopts the graduated response approach as recommended in the SEN Code of Practice 2014 consisting of a continuum of support. The class teacher will discuss their concerns with the Special Educational Needs Coordinator (SENCO) and will include gathering information about the child's progress and assessments completed by the SENCO. Parents will be invited to meet with the class teacher and the SENCO to share in these discussions and where appropriate the child will also be included.

The SENDCO will devise interventions "additional to or different from" those provided as part of the school's usual differentiated curriculum. The teacher continues to remain responsible for working with the child on a daily basis and for planning and delivering an individualised curriculum. If necessary the SENCO may request further assessments to inform planned support from outside agencies such as the Dudley Learning Support Service or Speech and Language Therapy Service; this will only happen after discussion with and written consent from parents.

Information about the school's policies for making provision for pupils with special educational needs whether or not pupils have EHC (Education Health Care) Plans, including -

a) How the school evaluates the effectiveness of its provision for such pupils;

The SENCO and Assessment Coordinator evaluate and monitor pupil progress through teacher assessment, standardised tests and achievement of individual targets. The SENCO then updates the SEN register and the provision map to reflect the needs of the pupils. Feedback is given to the Senior Leadership Team (SLT) and reported to the Academy Committee.

The effectiveness of provision for pupils with SEND is monitored directly through:

b) The school's arrangements for assessing and reviewing the progress of pupils with special educational needs;

• Teacher's continual assessment of pupil's work

• Feedback from teaching assistants who are leading interventions

• Termly meetings with parents

• Pupil progress meetings with class teacher and assessment coordinator

• Monitoring of individual targets set by external agencies at review meetings

• Evaluation of the provision maps termly

• Monitoring of interventions

c) The school's approach to teaching pupils with special educational needs;

At St Mary's class teachers are responsible for delivering high quality teaching, differentiated for individual pupils. As much as possible support will occur in class, this may involve specialised resources or equipment and/or support from a Teaching Assistant (TA). Where SEN interventions involve group or one-to-one teaching away from the main class teacher, the class teacher will still retain responsibility for the pupil, working closely with any teaching assistants or specialist staff involved. The SENCO monitors the delivery and impact of interventions. The SENCO will support the class teacher in the further assessment of the child's particular strengths and weaknesses, in problem solving and advising on the effective implementation of the support.

d) How the school adapts the curriculum and learning environment for pupils with special educational needs;

St Mary's Primary School believe that every child should be valued as an individual to be treated fairly and with consideration. This philosophy is at the heart of our treatment of children with special educational needs. They, like all other children, are entitled to a broad and balanced curriculum differentiated according to their needs.

All children access a broad and balanced curriculum including the Standard Assessment Tests (SATs) and Phonics tests alongside their peers. For a very small number of children the curriculum and assessments may be amended to meet their very specific needs. On some occasions a child may be dis-applied from the National Tests, if they are working too far below the expected levels and it is decided, in consultation with parents that it is not in their best interests to do so.

At the present time, we have individual children with special needs other than educational needs.

In the event of any requests being received from parents or the Local Authority (LA) for other pupils to attend our school we need to take professional advice to assess their level of difficulty and how access to various parts of the school and, therefore, involvement in the whole curriculum would be achieved.

To assist us in this process we would, of course, work alongside any relevant outside agencies.

There is a disabled toilet in this building. All areas of the school are accessible by wheelchair.

Each individual child's needs are, of course, different and would need to be assessed and the parents consulted prior to enrolment. Any further additional adjustments that are required would need to be completed before the child attends the school, including the appointment of suitable support staff. This process would, of course, be completed as soon as possible. We would strive to make all reasonable adjustments to facilitate the needs of each child within the limitations of the buildings and financial constraints.

There is one parking bay allocated for blue badge holders in the school car park.

Additional support for learning that is available to pupils with special educational needs;

e) The school's SEN Policy provides much greater detail about the type of support, interventions, strategies and resources that may be used to help meet the needs of each child. Once a child's needs have been identified and the relevant assessments undertaken, the class teacher and / or SENCO will inform parents as to how school is planning to support their child and what they might do to help at home.

This additional and/or different support might be in the form of:

• Special equipment e.g. coloured overlays, special pencil grips, scissors, cushions,

• Additional TA support within the classroom directed at a particular child or group more frequently than the majority of children within the class

• Targeted individual support within the classroom (focus might be behavioural, language based, support for working memory, etc)

• Larger print size/coloured paper

• Reading Interventions - Read Write Inc, One-to-One Tutoring

• Nurture groups

• Group Co-ordination development - Get Moving

• Speech and Language Therapy support (individual/group)

• Targeted individual /paired or small group support during the afternoon to address specific and individual targets set out by the Learning Support services

• First Class @ Number

• Group fine motor skills Development

Activities that are available for pupils with special educational needs in addition to those available in accordance with the national curriculum

Children with Special Needs are actively encouraged to access activities before and after school - such as morning club as well as clubs after school such as drama, Irish dancing, multi skills, dodge ball, football and art.

In some cases additional support on trips and additional targeted support will be made available to support a child with their individual need. If necessary an individual Risk Assessment will be written.

Support that is available for improving the emotional and social development of pupils with special educational needs

We recognise that persistent disruptive or withdrawn behaviours do not necessarily mean that a child has SEN.

Appropriate assessments will be carried out to determine if causal factors are related to undiagnosed learning difficulties, communication and interaction difficulties or mental health issues and appropriate support will be put in place. This may include circle time activities in class, Social Skills evidence -based intervention groups or the involvement of specialist support. Specialist support may involve: Educational Psychology, Speech and Language, School Health Advisor or referral by GP to the Child and Adolescent Mental Health Service (CAMHS)

Appropriate support will be provided in distressing circumstances where bullying is suspected or there has been bereavement, as we are aware of the significant impact that this can have on the well-being of a pupil.

Our Learning Mentors run a social skills and nurture group each week. Outreach workers from the Sycamore Centre support with social skills groups in school too.

Accessibility Plan

The name and contact details of the Special Education Needs Coordinator

The Special Education Needs Coordinator (SENCO) is Miss Mosley. She is a qualified teacher and has achieved the National Award of Special Education Needs Coordination.

Contact details

Telephone: 01384 818435

Miss Mosley works Monday, Tuesday and Thursday

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