How We Support SEND
St Michael’s RC 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.
Types of SEND
At St Michael’s RC Primary School, we have experience of supporting children and young people with a wide range of need including:
The special educational needs and disabilities of children currently on roll this year are:
- Developmental Co-ordination Disorder
- General Learning Difficulties
- Hearing Impairment
The most common areas within which a child may need extra support and input in our school are:
- Speech, language and communication skills
- Fine and gross motor skills
- Social interaction skills
- Mathematical understanding
- Spelling and writing skills
- Reading and comprehension skills
We support these needs by providing:
- one to one support, interventions and programmes for Maths, English, Motor Skills, Social Skills, Emotional needs
- small group interventions for Maths, English and Motor Skills
- resources and equipment e.g. coloured overlays, laptops, writing boards, wobble boards, spell-checkers, vocabulary books, computer software
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 St Michael’s RC 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 St Michael’s RC 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.
In our school, a child is regarded as having a special educational need (SEN) when they require extra input above and beyond the usual differentiation and support provided by the class teacher in order to make adequate progress.
Difficulty in one of these key areas may be recognised by the class teacher or parents, highlighted during an assessment or indicated by an outside professional such as an occupational therapist.
Concerns are shared with the Special Educational Needs Co-ordinator (SENCo) who may suggest strategies to implement within class or arrange for in-class support or a specific intervention to be put in place.
In some cases it is necessary for a referral to be made to an outside agency such as the Educational Psychology Service or the Movement Difficulties Service (for which parental consent is required).
Once a child has been identified as having an additional need, we then adopt the Graduate Approach to SEN as outlined in the SEND COde of Practice 2014. This approach consists of a continuous cycle consisting of the 4 stages: Assess, Plan, Do, Review.
Implementing Specialised Provision
When extra support or interventions are initiated, we work in partnership with parents to plan the nature of the additional input and to devise outcomes that their child is working towards each half term. This information will form part of an SEN Support plan and the child will be listed on the School’s SEN register and the Whole School Provision Map.
Teachers keep a weekly record of the progress made towards each of the pupil’s desired outcomes and this completed record form is sent home at the end of each half term.
Parents have the opportunity to discuss their child’s progress towards their outcomes at a parents’ evening that is held each term. When a child has made significant progress and is performing within national expectations they are removed from the SEN Register. Nevertheless, they continue to be monitored closely to ensure progress is sustained.
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.
Quality First Teaching
All children, regardless of ability, are entitled to receive Quality First Teaching. This is defined as:
- highly focused lesson design with sharp objectives
- high demands of pupil involvement and engagement with their learning
- high levels of interaction for all pupils
- appropriate use of teacher questioning, modelling and explaining
- an emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups
- an expectation that pupils will accept responsibility for their own learning and work independently
- regular use of encouragement and authentic praise to engage and motivate pupils.
- intervention ‘catch-up’ groups
- in -lass support from a Learning Support Assistant
(DCSF, 2008) Personalised learning – a practical guide 00844-2008DOM-EN
SEN Support Plans
As well as Quality First Teaching, the teacher may also work in partnership with the SENCO to find ways to support your child, including offering ideas on how parents can help to support children at home.
For children with a more complex special educational need, the level of support may require more intensive or specialised support. The school may need to liaise with external agencies in order to seek advice or specialist support for the pupil. The interventions used at this stage will be recorded on a whole school provision map and support timetable. Support may include:
- Continuation of all help your child receives during Quality First Teaching.
- Small group interventions
- One to one support and interventions
- Deployment of additional resources and equipment
Teachers, teaching assistants and the SENCO will continue to work together to find ways to support your child in school
The school should seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
- Carry out further assessment of your child’s needs
- Provide advice to schools on how to best support your child
- Suggest resources that would help your child make progress
You should receive copies of any targets devised to meet your child’s needs (Interventions) and details about when progress will be reviewed. Your views will be important in planning for your child’s education. Progress will be reviewed regularly either at Parents’ Evenings or during review meetings with the class teacher or school SENCO.
Education and Health Care Plans (EHC plans)
There will be a very small number of children whose needs are so complex, life long and severe that they require the LA to undertake a Statutory Assessment for an Education Health and Care Plan.
This is a very detailed assessment of your 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 EHCP for your child. As a parent/carer you also have the right to ask the Local Authority to carry out this assessment although it is usually best if you do this with the support of the school.
All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs.
At times and when it is felt appropriate, modifications to the curriculum may be implemented.
Should we have any children on roll with a physical disability, we will endeavour to adapt the building to ensure easy access to the main areas of the school. We currently have a disable toilet in both the school building and the sports hall. Most of our class rooms are on ground level. If necessary, we would consult with the Disability team at County Hall to ensure our building was as accessible as possible.
Statutory Assessment is only appropriate for a small number of children. Your school SENCO or the Independent Advisory Support Service will be able to advise you about this.
Evaluating our provision
To monitor the impact of SEND provision across the school, the SENCo regularly analyses data, observes lessons and observations and engages in discussions with parents, staff and pupils. Where appropriate, children are set assessment tasks at key points in the year as a tool for judging progress made. Outcomes are reviewed each half term, and in turn, interventions, resources and support packages are adapted to ensure they continue to meet the needs of the children. This is in line with the graduated approach to SEND: assess, planned, do review.
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:
Staffing and any Specialist Qualifications/Expertise
The Role of SENCO
Every school has a SEN Co-ordinator (SENCO) and that person is responsible for ensuring that the needs of pupils with special educational needs are met appropriately. The SENCO is also your contact person in school if you have any concerns around your child’s progress. The SEN Co-ordinator (SENCO) in collaboration with the Head teacher and governing body plays a key role in determining the strategic development of the SEN policy and provision in the school in order to raise the achievement of children with SEN.
The SENCO should have responsibility for:
- Ensuring liaison with parents and other professionals
- Advising and supporting other practitioners in the setting;
- Ensuring that appropriate SEN Support Plans are in place;
- Ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated.
- Ensuring a smooth transition into the next stage of education for your child.
Our SENCO: is Mrs C. Parker. (Ba Hons; PGCE; PGC Dyslexia; AMBDA)
Mrs Parker is currently due to start maternity leave. She is our Deputy Head-teacher.
Mrs Parker has been in the role of SENCO since 2009. Mrs Parker, as well as having a degree in Psychology, has the National Award for SEN co-ordination and a Post-graduate Certificate in Teaching Pupils with Dyslexia. She is an associate member of the British Dyslexia Association. In addition, Mrs Parker has attended many SEN-related courses based on areas such as ADHD, motor skills, ASD, and Working Memory.
During her maternity leave Mrs E Peverall will take up the role of SENCO and Acting Deputy Headteacher. She will be supported by Mrs Bruton who was a school SENCO from 2004 – 2014.
Should you wish to discuss your child’s needs with the SENCO, please make an appointment by phoning the school: 0191 3731205
Learning Support Assistants
Miss A. Carey (Key-stage 1/2), Miss C. Johnston (Key-stage 2 and EYFS), Miss N. Ward (Key-stage 1) and Mrs G. Spence (EYFS and Motor skills)
Various members of staff are trained in the following areas:
- Speech and Language Skills
- Attachment difficulties
- Relax Kids Therapy
- Depression in Children
- Drawing and Talking Sessions
- Motor Skills
- Autistic Spectrum Disorder
- Social stories
- Therapeutic Story Writing
- Magical Spelling
- Working memory
- Magical Spelling
- English as an Additional Language
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.