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St Mary's Catholic Primary School

St Mary's Catholic
Primary School


If you have an SEN enquiry please contact the school office on 01473 728372 and they will put you in touch with Mr Bentley, the school's SENCO. Alternatively you can email -

All staff at St Mary's are aware of the different physical needs of children; this means they recognise disability issues. All barriers to learning and participation are addressed, and specific pupils’ needs are planned for and supported. All children are encouraged to take part in all activities and where necessary, extra support is provided to ensure all children can partake in all activities.

Learning environments are adapted when needed, with for example, workstations, writing slopes and laptops. Furthermore, all teachers plan for all needs in the classroom and if necessary, in consultation with the SENCO: this may include sensory activities and use of sensory resources.

Intimate Care Policy 2020

SEND Information Report

SEND Information Report - 2020-2021

The aim of this document is to provide clear, comprehensive and accessible information about the provision available at St Mary’s Catholic Primary School.


Suffolk Local Offer

The local offer provides information on what services children, young people and their families can expect from a range of local agencies, including education, health and social care. Knowing what is out there gives you more choice and therefore more control over what support is right for your child. You can access the local offer by clicking on the link below.

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


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 SENDCo, Mr Bentley or the Headteachers 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:

  • Liaison with previous school/playgroup
  • Child performing below age related expectations
  • Concerns raised by parent
  • Through termly pupil progress meetings held between the teacher and the Senior Leadership Team including the SENDCo.
  • Concerns raised by the teacher for example behaviour or self esteem is affecting performance
  • Liaison with external agencies
  • Health diagnosis through a doctor or paediatrician

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 SENDCo will closely monitor all provision and progress of any child using the graduated approach (access, plan, do, review) 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 SENDCo 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 SENDCo.  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.

We also carry out an annual questionnaire for send pupils to gain pupil voice. These questionnaires also include a safeguarding question.


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 SENDCo who may contact outside agencies such as Social Services, Wellbeing hub, School nursing team or the Local Authority County Inclusive Support Service (CISS) for advice.

What if my child has specific medical need?

  • If a pupil has a specific medical need then a detailed Care Plan is compiled with support from the school nurse in consultation with parents/carers.
  • These Care Plans are discussed with all staff who are directly involved with the pupil.
  • If an Epipen is required training will be delivered by the school nursing team.
  • If medicine is required, parents/carers must come to the school to administer the medicine to the child directly, staff will not be able to do this for you.
  • All staff have basic First Aid training.


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 SENDCo has the National SENDCo 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 Dyselixa support. Two 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?

Mr U Nwamo is our SEND Governor and he can be contacted through the admin office. He has regular meetings with the SENDCo where current concerns, changes and priorities are discussed.


How is St Mary’s accessible to children with SEND?

  • The building is accessible to children with physical disability via ramps where needed.
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • After school clubs are accessible to all children including those with SEND.
  • School trips, including residential trips such as PGL are accessible for children with SEND
  • Sensory room allowing the children to have a safe space.
  • Risk assessments are carried out prior to school trips to ensure everyone’s health and safety. In the unlikely event that it is deemed unsafe to include a child on a school visit alternative arrangements will be made to provide for them on the school premises.


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.

If your child is moving child to another school:

  • We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that need to be made for your child.
  • We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

  • Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher. All Individual Pupil Profiles will be shared with the new teacher.
  • Children will have an induction visit to their new class teacher at the end of the summer term.
  • You will be offered a meeting with the new teacher at the beginning of the new academic year.

In Year 6:

  • The SENDCo from St Mary’s will liaise with your child’s secondary school to discuss the specific needs of your child with the SENDCo there.
  • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
  • Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.


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. 


How is the decision made about how much and the type of support my child will receive?

The class teacher with advice from the SENDCo 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 Mr Bentley the SENDCo, and or Headteachers of School Mrs Berry or Mrs Measham.

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 Headteachers of Schoool Mrs Measham or Mrs Berry or the SENDCo Mr Bentley 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:

  • Records from past interventions
  • Current and past Action Plans
  • Records and outcomes of regular reviews undertaken
  • Information on the pupil’s health and relevant medical history
  • National Curriculum progress data
  • Other relevant assessments from specialists such as support teachers and educational psychologists
  • The views of parents
  • Where possible, the views of the pupil
  • Social Care/Educational Welfare Service reports
  • Any other involvement by professionals


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

  • Matched to the longer-term objectives set in the EHCP
  • Established through parental/pupil consultation
  • Set out in an Action Plan
  • Implemented in the classroom
  • Delivered by the class teacher with appropriate additional support where specified


EHCPs must be reviewed annually. The SENDCo will organise these reviews and invite:

  • The pupil’s parent
  • The pupil if appropriate
  • The relevant teacher
  • A representative of the SEN Inclusion and Assessment Team
  • The Educational Psychologist if required
  • Any other person the SENDCo or parent/carer considers appropriate


The aim of the review will be to:

  • Assess the pupil’s progress in relation to the objectives on the EHCP
  • Review the provision made to meet the pupil’s need as identified in the EHCP
  • Consider the appropriateness of the existing EHCP in relation to the pupil’s performance during the year, and whether to cease, continue, or amend it
  • If appropriate to set new objectives for the coming year


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.

What are Special Educational Needs

What are Special Educational Needs?


The new Draft Code of Practice states that there are four main areas of Special Educational Needs. These areas and their meanings are as follows:

Areas of Special



Relating to difficulties with:




Children may have a delay or disorder in one of the following areas:

Attention/ interaction skills:

May have difficulty ignoring distractions. Need reminders to maintain attention. May need regular prompts to stay on task. May need individualised motivation to complete tasks. Difficulty in attending in whole class. Interaction will not always be appropriate. May have peer relationship difficulties. May not be able to initiate or maintain a conversation.

Understanding and receptive language:

May need visual support to understand and process spoken language. May need augmented communication systems. Frequent misunderstandings. Repetition of language and some basic language needs to be used to aid their understanding.

Speech/expressive language:

May use simple language and limited vocabulary. Ideas/ conversations may be difficult to follow with the need to request frequent clarification. Some immaturities in the speech sound system. Grammar /phonological

Awareness still fairly poor and therefore their literacy can be affected.




May have difficulty with the skills for effective learning such as use of:

  •  Language, memory and reasoning skills
  •  Sequencing and organisational skills
  •  An understanding of number
  •  Problem- solving and concept development skills
  •  Fine and gross motor skills
  •  Independent learning skills
  •  Exercising choice
  •  Decision making
  •  Information processing

Children may have a specific learning disability such as dyslexia, dyscalculia, dyspraxia, or dysgraphia


Mental and Emotional


May have difficulty with social or emotional development which may lead to or stem from:

  •     Social isolation
  •     Behavioural difficulties
  •     Attention difficulties (ADHD)
  •     Anxiety and depression
  •     Attachment disorders
  •     Low self esteem
  •     Issues with self image




These pupils may have a medical or genetic condition which leads to:

  •    Specific medical conditions
  •    Gross/fine motor skills
  •    Visual/hearing impairment
  •    Accessing the curriculum without adaptation
  •    Physically accessing the buiding or equipment
  •    Over sensitive to noise, touch, smells, light and taste
  •    Toileting and self care

Diagnosing Special Educational Needs

Parents often ask us how long it will take to get a diagnosis of special educational needs and this a difficult question to answer as a diagnosis often involves a variety of different professionals. If parents or the school think a child may have autistic spectrum disorder, dyspraxia, sensory processing disorder, speech and language delay, hearing loss or visual problems, a referral to a paediatrician will be needed for investigation. The route for this is usually through the child’s GP, who will make a referral to the child development clinic at the hospital. The school will provide information on the child’s difficulties and the child may be seen by an occupational therapist, physiotherapist, speech and language therapist and paediatrician. Each professional will make recommendations to the school and these will be put into place. Even without a definite diagnosis the school will put interventions in place which aim to remove the barriers to the child’s learning. We are used to catering for a variety of needs and can put measures in place without a diagnosis so that parents can be confident that if a diagnosis takes time ( often up to six months) we will strive to meet the child’s needs.

Our bottom line when putting interventions in place is whether a child’s learning is being affected by a barrier which we can remove. We recognise that seeking a diagnosis can be emotional for parents and that waiting for one can add to the worries they have for their child and Mr Bentley is always available to discuss any issues or concerns.

Identification of Special Educational Needs Flowchart

Provision Map Detailing The Kind Of Help Avaliable at ST Marys

Accessibility Plan

Useful Links

Special Educational Needs and Disabilities help and advice

Here are some useful links of people you can contact for help or advice

You can click on the following link to find out about the local offer for Suffolk Local Authority






Autistic Spectrum Disorder


Auditory Processing Disorder


Sensory Processing Disorder


Irlens Syndrome


Speech and language and communication difficulties


Mental Health 




Suffolk County Council Children and Families - Suffolk Parent Hub


Suffolk Info Link - Emotional Well-being Gateway


Social Care and Early Help