Our Lady and St Peter RC VA Primary School SEN Information Report
- Kinds of SEN Currently Catered for at Our Lady and St Peter Primary School
Our Lady and St Peter Primary School is a fully inclusive school which ensures that all pupils achieve their potential in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, physical ability or educational need.
The new SEN Code of Practice identifies four key areas of SEN:
- Communication and Interaction
- Cognition and Learning
- Social, mental and emotional health
- Sensory and physical
Our Lady and St Peter school caters for children who are identified in one or more of each of the above areas. The children have the following needs –
- Autistic Tendencies
- Social and Emotional Difficulties
- Visual Impairment
- Attention Deficit Disorder (ADHD)
- Learning Difficulties
At Our Lady and St Peter Primary School we embrace the fact that every child is unique and therefore the educational needs of every child are different.
Equal opportunities is central to the ethos and value of the school and at the heart of the school is removing barriers to learning so that there are no difference in the achievement of different groups of pupils
- Identification and Assessment of SEN
- We liaise closely with all the preschools before the children join our Early Years class. If necessary we undertake transition meetings with all the agencies involved with the child and also visit the child in the preschool setting, if required, extra visits are arranged for the children to visit Our Lady and St Peters school.
- All children joining the school mid year are assessed using standardised tests in reading, spelling, maths, language and problem solving to determine a baseline.
- Pupil Progress meetings are held every term from which we track and identify children who are not making expected national progress. Intervention and support programmes will then be undertaken and monitored to ensure that the child makes progress.
- If the children continues to make insufficient progress and data analysis shows a widening gap between the child and their peer group then SENCo will undertake further assessment and the Advisory Teacher may become involved to suggest further strategies/ interventions for the child.
- If necessary further outside agencies may become involved to provide additional support or suggest further assessment or strategies to support the child.
- What provision does Our Lady and St Peter RC VA Primary School make for children with SEN; with and without an EHC Plan – in respect of –
- and b) How is the intervention/support monitored as to its effectiveness?
Our Lady and St Peter School undertakes careful monitoring of the impact of the effectiveness of the SEN provision at the school, this is through ongoing assessment within the class environment as with normal classroom practise and also through termly evaluation of IEP targets and pupil progress meetings. The TAs that undertake the intervention programmes assess and monitor their impact alongside the class teacher and report to the SENCo for the schools provision map.
- What is the schools approach to teaching children with SEN
We are a fully inclusive school, which ensures that pupils achieve to their potential, this will be through whole class differentiation, small group work within class, small group work withdrawn from class to focus on specific targets, 1:1 teaching, specific intervention programmes.
The interventions currently used within the school are –
- Speech and Language - targets set by the speech therapist undertaken by a trained TA
- Amber Room – small group work undertaken by 2 specially trained TAs focussing on social and emotional skills, listening skills, self esteem, behaviour management
- My Maths – An online maths program (catchup programme)
- Handwriting Group – Small group work to support those children with poor fine motor skills
- EAL Group – Undertaken by a trained TA to support those children who do not have English as their first language.
- Phonics Group – Small group work tailored to support those children who have not mastered all the areas of Letters and Sounds whilst in Key Stage One
- Booster Reading/Reciprocal Reading – small group work focussing on decoding and comprehension skills
- Social Skills – Small group work to develop a child’s social skills.
- Rainbows – Small group work to support those children who have suffered ‘loss’ or ‘bereavement’
- How does the school adapt the curriculum and learning environment for children with SEN?
The curriculum and teaching sequences are adapted to meet the needs of the individual. The school takes all reasonable steps to modify/adapt the learning environment to meet the individual needs.
- What additional support is available for children with SEN?
The school provides various interventions/support that meet the individual needs of the children. Children who may require higher levels of support have access to appropriately trained support staff
- Improving the Emotional and Social Development of Children
As explained above the school uses a variety of different intervention programmes to aid the children’s Emotional and Social development. We have the support of the Local Authorities Advisory teacher for Behaviour.
The SENCo at Our Lady and St Peter RC VA Primary school is Mrs Stella Clarke. She can be contacted through the schools email firstname.lastname@example.org – or phone on 01262 670138
5) Staff Expertise and Training
The SENCo has undertaken various courses relevant to special educational needs. She has also completed the accreditation for Dyslexia Teaching.
The support staff and teachers have undertaken a variety of training courses relevant to SEND. These include Hearing Impairment, Support for children with Downs, Autistic Tendencies, Attachment Difficulties, Dyslexia, Team Teach (Positive Handling and Restraint), First Aid.
Staff also attend regular in service training provided by outside agencies.
6) Securing Equipment and Services
The school allocates money from its budget every year towards the provision of support for SEN. These funds are used to provide support for interventions, group work, class work, top up funds for those children with statutory assessment as well as resources such as specialist equipment and training.
7) Consolation of and Involvement of Parent/Carers
If a child needs to be referred to an outside agency parents will be asked for their permission and views, which form part of the referral process. If a child has an Education and Health Care Plan then the parent will be involved in the review process. Other parents are contacted when concerns arise and a discussion is held as to what provision the school will be making.
8) Consulting and Involving the Children
Ongoing discussions take place throughout the intervention programmes. In Key Stage Two those children with IEPs are consulted regarding the evaluation of their targets.
Parents who wish to complain are encouraged to initially speak to Mrs Parr or Mrs Spencer (Co Headteachers) regarding their complaint.
10) How does the school/governing body involve health, social service, LA Support Services and others in meeting the needs of children with SEND and supporting their families?
In order to meet the individual needs of a child the school will work with and seek advice from the schools educational psychologist, advisory teacher for behaviour, advisory teacher for SEND, speech and language therapist or health worker. Before referring to an outside agency the child will always have been part of the Graduated Response and parents will always be contacted prior to a referral.
11) What are the contact details of support services for the parents of children with SEN
Speech and Language Services – Bridlington Children’s Centre 01262 409596
East Riding FISH - http://www2.eastriding.gov.uk/living/children-and-families/the-family-information-service-hub/ 01482 396469
12) What are the school’s arrangements for supporting children in transferring between phases of education
We have meetings with the pre-school for new starters. SENCo, class teachers and TAs will visit the child in the pre school setting and if necessary the child will be given extra visits to our school.
SENCO and Class Teacher meets with the secondary school for Year 6 pupils that are transferring to secondary school. If necessary it will be organised for children to have extra visit to their secondary school. Secondary school staff are invited to any transition meetings and all background reports information are passed on to the relevant school
13) Where is the Local Authorities Local Offer published?
The East Riding Local Offer is available to view on the website.
SEN Information Report