SEND Information Report - 2018/19
Suffolk Local Offer
Admission arrangements for disabled pupils
In accordance with Section 69 of the Children and Families Act 2014 the arrangements for the admission of disabled pupils are stated in our School Accessibility Plan http://www.stmaryscatholicprimaryipswich.com/accessibility-plan/
What should I do if I think my child may have special educational needs?
First of all speak to the class teacher about any concerns you have. We have an open door policy and you can arrange to see your child’s class teacher at a mutually convenient time. If you require any more information or help you can contact the SENCO, Mrs Ridall or the Heads of School Mrs Measham or Mrs Berry.
How does St Mary’s know/identify if a child needs extra help?
Children may be identified in a variety of ways including:
As a school we measure progress in learning against National and age related expectations. The class teacher continuously assesses each child and notes where they are improving and where further help is needed. As a school we track progress on entry from Reception class through to Year 6 using a variety of different methods including National curriculum levels and Foundation Stage Profiles.
Children who are not making progress or who are experiencing difficulties are picked up at our termly pupil progress meetings and ways of supporting them to overcome barriers to learning are discussed.
How will St Marys support my child with SEND?
Our SENCO will closely monitor all provision and progress of any child requiring extra support across the school. The class teacher will oversee, plan and work with each child with SEND in their class and to make sure progress is made in every area. There may be a Teaching Assistant (TA) working with your child either individually or as part of a group, if this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.
We also hold termly SEN Drop-In sessions hosted by the SEND Governor and SENCO to support with any concerns and to signpost to outside agencies as needed.
How will the curriculum be pitched to my child’s needs?
All work is pitched to meet a variety of needs within the class. Typically this means that work is differentiated at three different levels but may be more individualised for children who need extra support. This means that all children can access the curriculum at their own level and make progress.
How do we know if the support or strategies used are helping?
We use an Individual Pupil Profile at St Mary’s to identify strengths and areas for development in your child These also list the strategies, equipment and people involved in helping your child overcome barriers to learning. They are devised in consultation with parents, teachers and the child and include a set of targets which are broken down into achievable and measurable steps. These enable us to have a picture of the whole child and assist us in developing a person centred approach. They are reviewed at termly meetings with the parents, the child and the class teacher.
Teachers are required to complete a termly provision map for their class which is reviewed by the SENCO. This informs whole school provision and enables us to monitor and review interventions effectively. Your child may move off the SEN register if the support has enabled them to catch up and work at national expectations.
How will my child be able to contribute his/her views?
Your child is invited to attend the termly meetings with parents and contribute their views. The Individual Pupil Profile gives them a chance to record the things they like and are good at as well as agree to the targets. This enables them to celebrate achievements and strengths as well as to have ownership of the targets they need to meet in order to make progress.
If your child has an Educational Health and Care plan they can attend the annual review and give their views. If they do not wish to attend the meeting their views are sought in advance and presented to those present.
What support is there for my child’s overall well being?
We at St Mary’s take your child’s well being seriously. We are an inclusive school who incorporate Christian values into the day to day running of the school. We understand that high self esteem and positive well being are vital for your child’s happiness and progress. Teachers aim to foster a caring and understanding environment within the class and treat all pupils with respect. Children are encouraged, from Reception, to tell other children if they do not like a behaviour and are taught the skills to manage conflict. The children also cover aspect of Mental Health and Well-Being as part of PSHE. The class teacher has overall responsibility for the pastoral and social care of every child in their class and should be contacted if a parent has concerns about their child’s well being. Further support can also be obtained from the SENCO who may contact outside agencies such as Social Services or the Local Authority County Inclusive Support Service (CISS) for advice.
The school also has a Nuture Group (The Hive) where children in Key Stage 1 and 2 are selected to attend and develop social skills, as well as bridge gaps in the National Curriculum. Please see Nuture Group policy for more details.
What if my child has specific medical need?
Who are the other people providing services to children with SEN at St Mary’s?
As a school we work closely with outside agencies who offer support and advice on Special Educational Needs. We have access to Educational Psychologists, Speech and Language Therapists, Occupational Therapists, County Inclusive Support Service (CISS) who support children with Autistic Spectrum Disorder and/or children with behavioural needs, Dyslexia Outreach Service, Child and Mental Health Services and Social Services.
Within the school we have a TA trained in emotional well being, as well as two who have Speech and Language Training. We also have two teachers trained in the theory and practice of nurture groups.
How are staff helped to work with children with SEND and what training do they receive?
The SENCO has the National SENCO award.
Three of the TA’s have completed ELKAN speech and language training.
Several TA’s are trained feelings facilitators and are also able to deliver sound discovery (a phonics programme) and one TA can deliver the Fisher Family Trust training. Three staff are trained in Level 1 Makaton. The majority of teachers have received Dyslexia, ASD and Attachment training.
The school development plan identifies staff training needs in relation to SEND and training on various interventions, approaches and strategies takes place at staff meetings.
What are the Governor’s responsibilities?
Mrs L Swift is our SEND Governor and she can be contacted through the admin office. She has regular meetings with the SENCO where current concerns, changes and priorities are discussed.
How is St Mary’s accessible to children with SEND?
How will St Mary’s support your child as they leave this school or move to another class?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
How are resources matched and allocated to children’s special educational needs?
We ensure that the needs of children with SEND are met to the best of the schools ability with the funds and access to expertise available. Our Teaching Assistants are used to supply individual support and deliver group interventions in the afternoons. We also employ a qualified teacher to provide small group intervention and one to one support for a number of children. The budget is allocated on a needs basis.
How is the decision made about how much and the type of support my child will receive?
The class teacher with advice from the SENCO will discuss with you the amount and type of support which will best meet your child’s needs. Different children need different levels of support at different times to bridge progress gaps and therefore support is continually monitored. Review meetings can be used to discuss and changes to provision and you will be kept informed.
What support is there for improving behaviour, and avoiding exclusion?
We have a clear positive behaviour policy which rewards desired behaviour. Each class has a set of rules which are clear and set out the behaviour which is expected. Anyone who finds it difficult to manage their behaviour is dealt with sensitively and any triggers identified. An Individual Pupil Profile is used to boost self esteem and identify the positive aspects. Behaviour targets are agreed with the child and these go on the pupil profile and can be monitored. Any incidents are dealt with and the child is given an opportunity to reflect on their behaviour and given strategies to manage it in future
We also can refer children to the County Inclusion Support Service (CISS) who will work with us to prevent exclusion by providing advice and guidance.
What should you do if you feel the local offer is not being delivered or is not meeting your child’s needs?
First speak to your child’s teacher and share your concerns, and following this you may need to speak to Mrs Ridall the SENCO, and or Heads of School Mrs Measham and Mrs Berry.
You may also wish to contact SENDIASS (parents' support line) or the SEN team at Suffolk County Council.
What should I do if I wish to complain?
If you wish to complain about SEND provision at St Mary's, please seek advice from the Heads of School and refer to the Complaints Policy.
Who should I contact if I am considering whether my child should join St Marys?
Contact the school Admin office to arrange to meet the Heads of Schoool Mrs Measham or
Mrs Berry or the SENCO Mrs Ridall who would willingly discuss how the school could meet your child’s needs
Education, Health and Care Plans
An Education, Health and Care Plan (EHCP) details the education, health and social care support that is to be provided to a child or young person who has SEN or a disability. This is drawn up by the local authority after an EHC Needs Assessment of the child or young person has determined that an EHCP is necessary, and after consultation with relevant partner agencies. For pupils with an EHCP, provision will be in line with the recommendations on the EHCP, and they too will have an individual pupil profile.
Request for an education, health and care needs assessment
The school will request an EHC Needs Assessment from the local authority when, despite an individualised programme of sustained intervention within SEN Support, the pupil remains a significant cause for concern. An EHC Needs Assessment might also be requested by a parent or outside agency. The school will have the following information available:
An EHCP will normally be provided where, after an EHC Needs Assessment, the local authority considers the pupil requires provision beyond what the school can offer. However, the school recognises that a request for an EHC Needs Assessment does not inevitably lead to an EHCP.
An EHCP will include details of learning objectives for the child. These are used to develop targets that are
EHCPs must be reviewed annually. The SENCO will organise these reviews and invite:
The aim of the review will be to:
At Key Stage Phase Transition Reviews, receiving schools should be invited to attend in order to plan appropriately for the new school year. It also gives parents the opportunity to liaise with teachers from the receiving school.