Ss. John & Monica’s Catholic Primary School SEND Offer 2017/18
At Ss. John and Monica’s Catholic Primary School we offer a range of provision to support children with Special Educational Needs and Disabilities. We aim to ensure all pupils, regardless of their specific needs, reach their full potential and make the best possible progress in school.
This report gives an overview of the provision you can expect your child to receive in our school. If you have any questions about the content of this report please contact the schools named SENCo Chris Jena.
At Ss. John and Monica’s Catholic Primary School we endeavour to ensure all pupils access the right resources, professional expertise and best teaching. We follow the model of plan, do, assess and review, to ensure all children identified with an SEN need are supported through the Graduated Approach of quality first teaching for all, targeted support and when needed specialist support.
There is a single school based category of SEN provision called ‘SEN School Support’. Children needing support are supported through the:
Graduated Approach’ model
Step 1 : Universal Provision
Step 2: Targeted Support
Step 3: Specialist Support
We hold ‘SEN School Support’ review meetings three times a year; at the meetings parents have the opportunity to discuss concerns with the school SENCo and the class teacher. Children complete a pupil voice form and parents are asked to complete a parent review form.
There are four classifications of SEN School Support
- Communication and Interaction
- Cognition and Learning
- Social, Emotional & Mental Health
- Sensory and/or Physical Needs
If your child is identified as having an SEN needs from the above categories, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning. We will seek advice and support from a number of outside agencies, if and when appropriate to support your child’s needs.
The Local Offer
In line with the Children & Families Act 2014, Local Authorities publish and regularly review information and services they provide for children and young people who have Special Educational Needs and Disabilities (SEND).
The services provided by the Local Authority are accessible to children and young people aged 0-25.
The SEN Local Offer is available on the website below
How to access support at Ss. John and Monica’s School:
- In the first instance you should talk to your child’s class teacher about any concerns you have. Your child’s class teacher will be planning and preparing the work that meets your child’s needs. They are in the best position to talk to you about how those needs are affecting the learning.
- You may also ask to speak to the school SENCo about your concerns.
- Class Teachers will seek advice from the SENCo to support in their planning and assessment of your child and together they will monitor your child’s progress.
- If your child is accessed as needing ‘SEN School Support’ a plan of care or an Individual Education Plan (IEP) will be put in place to address concerns and/ or need.
- You will meet the SENCo and class teacher to discuss this plan, the plan will then follow the plan, do, assess, review model and you will be invited to attend the termly review meetings.
- As a result of the review meetings the SENCo will inform you if there is a need to involve an outside agency – you will be asked to give your consent for another professional to be involved.
- The outside agency will be contacted by the SENCo and they will visit the school to observe and assess your child, a report will follow with recommendations outlining targeted and /or specialist support. A copy of this report will be given to you and the person writing the report may also be invited to attend the next review and discuss their recommendations.
- The plan, do, assess, review model will continue for as long as is needed to support your child in the classroom.
- ‘Targeted and Specialist Support’ will be monitored by the SENCo and class teacher; progress will be discussed at the end of each cycle of plan, do, assess and review. You will be invited to the ‘SEN School Support’ review meeting to discuss next steps and the level of support needed.Where the needs are severe and persistent the SENCo will discuss with you whether or not your child would benefit from an Education al Health Care Plan.With your consent and input and with support from the outside agencies a Team Around the Child (TAC) meeting will be held. At this meeting your will hear reports from the professionals involved and a decision will be made to request an EHC Plan from the Local Authority (SENAR). This is a Statutory Assessment of Needs.
- The school (or you) can request that the Local Authority SENAR Team carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
- After the reports have all been sent in, the ‘Panel of Professionals’ will decide if your child’s needs are severe, complex and lifelong. If this is the case they will write an Education, Health & Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of “SEN School Support”
- If the request for an EHC Plan is successful, the plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
- An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.
- Under the Equality Act, Schools are required to make sure that all reasonable adjustments are anticipated and made to ensure equality of access to our services for pupils with SEN. As part of this duty we are required by law to ensure that auxiliary aids and services are provided where necessary for pupils with disabilities. As part of our compliance with the Equality Duty we set an annual Equality target to monitor our inclusive practice.
How can I let the school know that I am concerned about my child’s progress and /or behaviour in school?
- If you have concerns about your child’s progress or behaviour you should speak to your child’s class teacher initially. Your child’s teacher observes their work and behaviour regularly and will have many suggestions for working together to get the best results.
- If you continue to be concerned that your child is still not making progress, you may speak to the Special Education Needs Coordinator (SENCo). This will allow other agencies to become involved.
- The school SEN Governor can also be contacted for support.
- If you feel that your concerns have not been addressed you can speak to the Head Teacher.
Outside Professionals and Agencies
For pupils requiring ‘SEN School Support’ the following external agencies are currently available to the school;
- Educational Psychology Service
- Pupil & School Support
- Communication & Autism Team
- Health Education Service
- School Nursing Service
- Speech & Language Therapy
- Sensory Support (Hearing Impairment and Visual Impairment)
- EAL/Translation Support
- Victoria Outreach Physical Mobility Service
- NHS Occupational Therapy
- Attendance Officer
- Parent Partnership
- Educational Social Worker
- Forward Thinking Birmingham
The role of the SENDCo
The school SENCo is Chris Jena Assistant Head
The SENCo’s Role is outlined in the Code of Practice 2015:
- To ensure that all children with SEN are identified and supported in school and records of the support provided are maintained
- To provide an up to date policy for SEN School Support
- To co-ordinate training and specialist support for staff
- To monitor the progress and attainment of pupils with SEN
- To ensure appropriate resources are available for staff and pupils
- To liaise with professional support agencies who will work with children and families in school
- To ensure that all pupils have equal access to facilities, services, resources and opportunities while at school
- To ensure appropriate information sharing with agencies working to support the child, young person and family
- When appropriate seeking consent and advise from other professionals before referring pupils for EHC Plans and support the process of ensuring wrap around provision from 0-25 for pupils who need it
- To work with parents so that they are informed about their child’s progress, are aware of what support they are receiving and where to go for more assistance.
- To ensure on secondary transfer at the end of Year 6 Person Centred Review Meetings take place to support transition.
The Role of the Head Teacher and Governing Body
- The Head Teacher Mrs. Elliott is responsible for the day to day management of the school including support for SEN pupils. The Head Teacher will ensure that class teachers and the SENCo meet their responsibilities and that the needs of all children are met.
- The Governing Body of Ss. John & Monica’s is responsible for ensuring that pupils with SEN have their needs met. The SEN Governor at Ss. John & Monica’s is Mrs Anne Murphy. She can be contacted at the school.
- The Local Authority has a department that supports pupils with SEN. The Special Educational Needs Assessment & Review Team (also referred to as SENAR) oversees the creation of Education, Health & Care Plans.
The Role of the Class Teacher
We pride ourselves on offering quality first teaching to all pupils.
Your child’s class teacher will:
- Have high expectations for your child and all pupils in their class.
- Follow the programmes of study for their year group as outlined in the National Curriculum 2014; offering an inspiring, creative broad curriculum to all pupils.
- Base their planning and teaching on what your child already knows, can do and can understand.
- Adapt their teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning.
- Carefully monitor your child’s progress and decided if your child has gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
- Write your child’s Individual Educational Plan / Care Plan and share and review this at least once a term with you and the SENCo at the ‘SEN School Support Review Meeting.’
The role of the Learning Support Assistants
- Support learning in the classroom, allowing your child’s class teacher to focus on different groups at different times.
- Support your child’s learning in the classroom by developing questioning, modelling the learning and using practical equipment to aid understanding.
- Inform the class teacher and SENCo of your child’s progress.
- Run specific group intervention work overseen by the class teacher and /or SENCo.
- Provide targeted and/ or specialist interventions one to one or in small groups.
- We will always meet with you to discuss SEN needs or concerns
- We will always inform you if we feel your child need ‘SEN School Support’ and an Individual Education Plan or a Care Plan
- We will always ask for your permission when we think an outside agency would support your child’s needs
- We will ensure that you receive feedback about your child from the professional who has been working with them
- You will be invited to an ‘SEN School Support Review Meeting’ each term
Resources and Strategies
We ensure that the curriculum we plan is resourced to meet the range of “SEN School Support” needs in our school.
Below is a list of strategies and resources used as part of our Universal Provision, Targeted Support and Specialist Support.
- Access to a range of supportive ICT interventions (such as iPads and Tablets)
- Aids to support pencil grip and fine motor skills
- Handwriting support
- Activities to promote communication
- Speech and Language Activities
- Speech Link
- Activities to promote improved comprehension/understanding
- Peer Tutoring
- 1:1 support for focussed areas of the curriculum
- Small group tuition/Booster Classes
- Pre Tutoring of new themes/concepts/vocabulary
- Social Skills Lessons
- Pastoral Support Groups/Behaviour Mentoring Support/Buddy’s
- Sloping Boards/Coloured overlays/easy grip scissors/a range of pencil thicknesses and grips
- Writing Frames/Writing Checklists
- Visual Timetables
- Precision Teaching
- Reading Recovery
- Reciprocal Reading
- Medical Protocols for pupils with allergies and complex medical needs
- Cued Spelling/Displays of Key Vocabulary
- Reading Eggs/Reading Discovery
- Toe by Toe
- Modified texts and resources (size/colour/content)
- Effective reward and sanctions within framework of the behaviour policy