SEND

Special Education Needs and Disabilities [SEND]

 

St Peter’s Catholic Primary School

SEN Information Report

 

St Peter’s Catholic Primary School is a voluntary aided mainstream primary school. At St Peter’s we are committed to providing a high-quality education to all. We believe that all children, including those identified as having special educational needs have a common entitlement to a broad, balanced academic & social curriculum. We believe that all children should be equally valued & we strive to develop an environment where all children can flourish & feel safe.

St Peter’s is committed to inclusion & we strive to foster a sense of community & belonging. We aim to respond to learners in ways which take account of their varied life experiences & needs. We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, religion, impairment, attainment & background.

How does the school know if pupils need extra help with learning?

A school’s provision for SEND is defined as support which is additional to or different from that which is available to all pupils.

Pupils at St Peter’s are identified as having SEND in a variety of ways, including the following:

  • Concerns raised by parent/carer
  • Liaison with preschools/nurseries/previous school
  • The pupil performing significantly below age related expectations
  • Concerns raised by teacher
  • Liaison with external agencies e.g. Speech, Language & Communication concerns assessed by a Speech and Language Therapist

If a concern is raised about a barrier to a pupil’s learning/progress, at St Peter’s we use the following approaches to investigate the concern:

  • Observations of the pupil by the class teacher & teaching assistant on a weekly basis
  • Review & moderation of pupil’s work
  • Discussions with key staff, including the SENDCO to draw on expertise within the school
  • Informal & formal assessments such as language link for Speech Language. We will draw on these results from assessments to help inform the teachers planning for the pupil
  • Discussion over time with parents/carers
  • Discussion between a child & known adult in school to gain the child’s perspective including their social, mental & emotional needs
  • The SENDCO may also provide the family with sign posts to outside agencies who may be able to offer additional support
  • Other outside agencies will be consulted at the appropriate time
  • Although not a statutory requirement at St Peter’s a child receiving support will have an SEN support plan which will contain specific individualised targets

If a pupil is identified as having SEND then their name will be added to the SEN Register, however we recognise that the pupil’s needs may change over time & our provision will aim to reflect this. The aim of any additional provision is for the child to achieve age expectations, so one they reach this threshold, they may be removed from the SEN Register. If they fall behind again at any point, then they may be added to the register again.

The SENDCO liaises with the Head Teacher & Phase leaders regularly to evaluate the effectiveness of the provision. The Head Teacher discusses this and any issues with the Governors. In addition, the school is committed to ensuring that staff training is monitored & kept up to date.

What should I do if I think my child has special educational needs?

Your main point of contact should always be your child’s class teacher. You can arrange an appointment with the class teacher through the school office. If you need to speak with other staff members, such as the SENDCO, then the class teacher or school office staff will be able to help you arrange this.

How will the school support my child?

Class teachers are responsible for the progress of pupils in their lessons. They are trained to teach children with all types of additional learning requirements & are responsible for making the curriculum and their subsequent teaching to all pupils.

The SENDCO is responsible for ensuring all teachers:

  • Understanding an individual child’s needs
  • Are trained in meeting those needs
  • Have support in planning to meet a child’s needs

The SENCO role includes ensuring that the provision for pupils with SEND across the school is efficiently managed. The SENCO is responsible for liaising with & reporting to, the Hampshire SEN Team led by the Principal Special Needs Officer. The SENCO also works in consultation with Hampshire Inspectorate & Advisory Service: Specialist Teacher Advisors for SEN.

At St Peter’s we understand that sometimes children require additional support to make progress across the curriculum, because they are significantly below the expectations for their age. Then, the SENCO is responsible for co-ordinating, managing & monitoring interventions for an individual or small group of students, which may include one of these provisions, for example:

Additional adult support in the classroom  –  This is dependent on the needs of the pupils in the class.  The LSAs work alongside the teacher in supporting the learning of the whole class.

Intervention sessions – when pupils come out of some lessons for pre-arranged sessions with teachers/LSAs on, for example, reading support, handwriting, numeracy, organisation skills, and social skills. Speech & Language Therapy, Occupational Therapy, Physiotherapy, ELSA etc.

 Working in partnership with parents/carers and home learning

At St Peter’s we really value the importance of working in partnership with parents/carers. The home learning set by class teachers is an integral part of a pupils’ learning & can contribute significantly to how well a child makes progress. The school encourages & expects parents to engage with their child’s home learning so that children can see the high value their parents place on working as part of their education. This provides essential support for pupils & teachers & means that no opportunity is lost in supporting every pupil’s learning. Some examples of how we communicate & involve parents are given below:

  • Home/school communication books
  • Parents evenings where the SENCO is also available to meet parents
  • School Reports
  • IPA meetings with parents & receiving school staff
  • Common Assessments (CAF) where more than one agency involved
  • TAC Meetings
  • Annual review meetings
  • School website
  • Links with charitable organisations which support families such as Parent Partnership & Catholic Cabrini Society
  • CAMHS support helpline
  • Educational Psychologist Helpline
  • Educational Psychologist bookable session
  • School Nurse
  • Primary Behaviour Service

How will my child be involved in their provision?

  • Pupils will have their own individual AP (assessment profile) folder which will transfer with them through the school. Within this there will be a record of pupil’s views on their strengths and difficulties
  • Emotional Literacy Support Sessions
  • Pupil conferencing with teachers
  • Pupils with an EHCP will be present in part of the annual review meeting
  • All pupils have daily opportunities for pupil voice within their classes through Circle times & discussions with peers & adults

How school governors involved and what are their responsibilities?

The SENCO meets regularly with the SEN governor to inform them about the progress of children with SEND, these reports do not refer to individual children & confidentiality is maintained at all times.

 How will the curriculum be matched to my child’s needs? What is the school’s approach to differentiation & how will that help my child?

Class teachers are responsible for planning lessons that are accessible to & differentiated for every pupil. In all curriculum areas, pupils are taught in mixed attainment groups. They may be grouped by levels of attainment for specific activities. All pupils are entitled to participate in all areas of the curriculum and it is the class teacher’s role to differentiate resources & activities to ensure the pupil can access the learning. The school makes reasonable adjustments both at a curriculum and environmental level to meet the range of special educational needs of the children. This could include:

  • Small group or 1-1 learning with a teacher/LSA/Volunteer
  • Over learning topics
  • Pre-teaching content or vocabulary
  • Visual, auditory or kinaesthetic activities
  • Alternative activities for home learning
  • Specially targeted texts & resources appropriate for pupils’ reading ages
  • Additional and/or specialised apparatus or materials
  • Adapting and modelling use of resources to make them accessible for pupils with specific learning difficulties

How will I know how my child is doing and what opportunities are there for me to discuss my child’s progress?

We have an open-door policy where parents/carers are welcome at any time to make an appointment to meet either the class teacher or SENCO and discuss their child’s progress. Parents/carers can contact the class teachers or SENCO directly, by writing a note in their child’s home book or through the school office on 01962 852820.

In addition to Parents Evenings and Reports, if your child has an Education, Health and Care Plan (EHCP) or statement of SEN, then there are legal requirements for at least one formal meeting each year (the Annual Review) organised by the SENCO and attended by parents/carers, teachers & outside agencies involved in the pupil’s education.

How does the school know how well my child is doing?

Teachers are constantly monitoring & reviewing all pupils’ progress throughout the year. The school will use observations & information gathered from you the parents, the class teacher, the SENCO, & external agencies to build up a holistic profile of your child’s individual needs. This is supported by a variety of assessments & tracking procedures. This is in line with the SEND Code of Practice 2014.

The school’s system for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing satisfactorily and who may have additional needs. This school system includes reference to information provided by:

  • Foundation stage profile/Early Learning Goals
  • Progress measured against the objectives from the age-related expectations
  • Using the breakdown of reading, writing and maths to show progress
  • Standardised screening and assessment tools
  • Observations of behavioural, emotional & social development
  • Hampshire’s SEN Assessment Criteria

 What support will there be for my child’s overall wellbeing and what is the pastoral, medical & social support in the school?

At St Peter’s all adults within the school community are responsible for the welfare of all our children. We foster a caring ethos in line with our Catholic Faith where everyone understands the importance of a positive approach to all behaviour in a nurturing environment. This includes:

  • Mutual trust and respect between all adults and children
  • Personal, Social, Health Education (PSHE) curriculum in class
  • Regular review of the school’s Behaviour Policy
  • Teacher led Circle Times to discuss emotions, worries, feelings
  • Class teachers adapting approaches within class to support a child’s needs
  • Small group social interventions such as ‘Time To Talk’
  • Peer support through buddy system
  •  Access to a quieter environment.
  • Extra communication with Parents/ Carers through times of increased need for the child
  • Emotional Literacy Support (ELSA) from assistants who are trained and supported by support from Hampshire Educational Psychology Service. The units of work can include specified social skills; friendships and relationships; anger management; loss and change; self-organisation.
  • All staff are trained annually in safeguarding young people, this includes Child Protection, safe use of Internet/ ICT and Health and Safety. All staff understands the need for confidentiality and the systems in place for reporting disclosures.
  • The school follows safer recruitment procedures when employing new staff. All staff and regular visiting volunteers are screened through the National Disclosure and Barring Service (DBS) check.  At St Peter’s the Designated Safeguarding Leaders (DSLs) are the Head teacher, Deputy Head teacher and the SENCO.

Personal Evacuation Plans are written for any child with complex needs in case of an emergency e.g.) Fire. All staff are trained annually on administering EpiPens for anaphylactic shock, and pupils who have severe allergies or other significant health/medical needs are flagged-up to all staff throughout the school year.

How does the school manage the administration of medicines? 

Medicines for pupils are managed by the Admin Team, in the Office. If a child requires medicine during the school day, the following procedures must be followed:

  • All medicines must be given in to the office by a parent/carer
  • The parent/carer must sign a Medicine Consent Form (collected from, and returned to the office). The pupil’s name and date of birth are recorded alongside the date, time, name of medicine, and dosage
  • Depending on how the medicine needs to be stored, it will be kept in either a locked cupboard or a fridge in the Staff Room
  • The pupil must go the Office, where the dose will be administered by the Admin staff
  • Pupils with more complex medical needs such as diabetes have an individual Care Plan which is written in consultation with the child’s parents, a medical representative, the SENCO and all staff involved in the daily support of the pupil. Copies of the care plan are distributed to all involved & a copy is kept in the staff room. The care plan is updated termly or more often if appropriate. Staff receive medical instruction from a qualified health professional as appropriate. This training is updated as necessary as the child moves through the school

 What support is there for behaviour, avoiding exclusion and increasing attendance? 

At St Peter’s we believe that all behaviour is communication and therefore the first thing that we would investigate would be what the child is communicating.

The school uses a positive behaviour management system, including a reward system, outlined in our Behaviour Policy which can be found on the school website.

Each class has its own Code of Conduct written at the beginning of each school year by the children.  For pupils who need extra support with their behaviour one or more of the following strategies may be used;

  • Enhanced communication with home
  • Individualised reward system
  • ELSA and FEIPS support
  • Individualised Behaviour Plans (IBP’s) to support the child at school and home

Once all in house school strategies have been put in place if it was felt that the pupil required further support then a referral would be made, with parental consent, to the Primary Behaviour Service (PBS), Child and Adolescent Mental Health Service (CAMHS) or Hampshire Educational Psychology Service (HEPS).

At St Peter’s attendance is monitored by the Headteacher and the Governing Body. The Home/School Link Worker helps parents/carers manage their child’s attendance at school and can support with signposting outside agencies who may offer further support.

What specialist services & expertise are available at or accessed by the school?

The SENCO is a fully qualified Nationally Accredited SENCO, and liaises with man specialist services and outside experts, to ensure provision for our pupils is appropriate and meets all needs. The school works closely with any external agencies that are relevant to individual pupils’ needs, including:

  • Health – GPs, school nurse, clinical psychologists and psychiatrists (CAMHS), paediatricians, speech & language therapists, occupational therapists, diabetes nurse, drama therapist and physiotherapists
  • Social services – locality teams, social workers, child protection teams, family intervention programmes
  • Hampshire Educational Psychology Service

Specialist outreach support from Shepherds Down Special School and Lanterns Children’s Centre

  • The Primary Behaviour Service
  • Winchester and District Young Carers
  • Hampshire Inspectorate and Advisory Service: Specialist Teacher Advisors – hearing impairment, physical disabilities, communication and language, SEND team, ICT

How will my child be included in activities outside the classroom including school trips?

Pupils with SEND are included on all school trips including those that are residential. They are included in all playtimes & lunchtimes, after school clubs and all extra-curricular activities. Lessons are inclusive & adaptations to the curriculum & environment are tailored to meet individual pupil need.

The class teacher along with the SENCO and the Senior Leadership Team will discuss your child’s needs and plan appropriate support. This will be discussed with you as a parent. This is reviewed regularly and support will be allocated flexibly to meet needs and in line with resources available.

How accessible is the school?

  • St Peter’s Catholic Primary School is a single site school built on one level
  • The school has sloping ramps at specific entrances and a Disabled parking bay by the Reception area
  • There are Disabled toilets and changing facilities
  • Where possible the school will try and adapt the environment to meet any specific needs of a child
  • We liaise with HEMTAS (Hampshire Ethnic Minority & Traveller Advisory Service) who assist us in supporting families with English as an additional language

How will the school prepare & support my child when joining the school & transferring to a new school?

We have carefully planned & structured transition programmes in place for pupils with SEND at Foundation Stage, end of Key Stages and all other times where support might be needed. Our teachers and SENCO spend time working with parents to identify the right next school for your child. Contact is always made with the new school to ensure the transfer of information & the child’s school file. Where possible a transition meeting will be held.

Foundation stage staff and the SENCO meet with playgroups and Initial Partnership Agreements (IPAs) may be written for pupils with complex needs at this stage.

Preschool to Early Years Foundation Stage (Year R) 

  • In the summer term EYFS liaise with, and visit our main feeder pre-schools to meet pupils transferring to St Peter’s. If a pupil has SEND a transition meeting is called by the preschool where parents are invited to attend and information is shared with the receiving class teacher and SENCO.
  • Parents/carers are invited to an induction meeting in the summer term, to learn about the early year’s curriculum and routine, to meet key members of staff and to receive information about the general organisation of the school.
  • All pupils are invited to a number of prearranged school visits in the summer term to their new classrooms, some with their preschools, some with parents, and where possible, to be with their new class staff.
  • Pupils receive a booklet before the summer break with photographs and information about their key adults and class information.

Key Stage 2-3 (year 6 to year 7) 

  • All year 5 pupils are invited to attend a “Taster Day” in the summer term at our designated feeder school, Kings Secondary School.
  • Through the school’s ‘Primary Cluster’, careful transition is planned and arranged. The Year 6 teachers, LSAs and SENCO work closely with the secondary school to organise activities, visits and experience of secondary life for those pupils who are especially vulnerable at transition.
  • All pupils in year 6 who have accepted a place at Kings for year 7 are invited to two intake days in June. These days provide a taste of secondary school life, involve experience of lessons, information about how the school runs and provide an opportunity for students to meet their new classmates.
  • Parents/carers are invited to an ‘Intake Evening’ at the end of the two intake days, to learn about the activities their children have undertaken, to meet key members of the pastoral team and to receive information about the organisation of the school.
  • The Learning-Coordinator visits feeder primary schools to meet students, gather information from year 6 teachers and support staff and to offer informal ‘question and answer’ sessions for parents/carers.
  • St Peter’s staff provide your child’s secondary school with information about all their needs, strengths and background before the end of year 6.
  • Every SEND pupil’s school file is passed on to the Learning Co-ordinator at the receiving secondary school by the start of Year 7.

Joining mid-year  

  • A ‘buddy’ is chosen to support the new pupil for the first few days of being at St Peter’s. The buddy will sit with the new pupil in class, introduces them to other pupils and answer any questions they may have.
  • Contact is always made with the previous school to ensure the transfer of information and the child’s school file

Who can I contact for further information? 

  • A parent/carer’s first point of contact should be the child’s class teacher to share information and/or concerns
  • Parents/carers can also arrange to meet the SENCO
  • Parent Partnership (independent, free advice for parents of children with SEND):
  • http://www3.hants.gov.uk/parentpartnership
  • Our school SEN policy located on school website at www.stpetershants.co.uk
  • County SEN Team: http://www3.hants.gov.uk/sen-home
  • The National Autistic Society Hampshire Branch: http://www.shantsnas.org.uk/
  • Hampshire Dyslexia: http://hantsda.org.uk/
  • Parent Voice: http://www3.hants.gov.uk/parentvoice
  • Hampshire Gateway Card, giving children and young people with SEND opportunities in the local area: http://www3.hants.gov.uk/gatewaycard
  • Hampshire Inspectorate and Advisory Service Communication and Language team:
  • http://www3.hants.gov.uk/childrens-services/specialneeds/teacheradvisers/communication-and-language.htm
  • Hampshire Educational Psychology Service, which includes an advice phone line and bookable consultations for parents/carers and school staff: http://www3.hants.gov.uk/servicesforschools/education-psychology.htm
  • Speech and Language Therapy service: http://www.hampshirehospitals.nhs.uk/ourservices/a-z-departments-and-specialities/s/speech-and-language-therapy-(paediatric).aspx
  • Hampshire Ethnic Minority and Travellers Advisory Service: http://www3.hants.gov.uk/education/emtas.htm
  • School nurse team: http://www.hampshirehospitals.nhs.uk/schoolnursing
  • Winchester Young Carers: http://wycp.org.uk/
  • Friends of the Family, offering voluntary support for families who need help:
  • http://www.friendsofthefamilywinchester.org.uk
  • Winston’s Wish, a national charity supporting families that have been bereavedhttp://www.winstonswish.org.uk
  • Simon Says, a local charity supporting families that have been bereaved:
  • http://www.simonsays.org.uk/
  • SONUS, Hampshire Deaf Association: http://www.sonus.org.uk/
  • NDCS, National Deaf Children’s Society: http://www.ndcs.org.uk/
  • CAMHS, Child and Adolescent Mental Health Service: http://www3.hants.gov.uk/childrensservices/childrenandyoungpeople/childmentalhealth/ehcypf/ehcypf-camhs.htm
  • Paediatricians: http://www.hampshirehospitals.nhs.uk/our-services/a-z-departments-andspecialities/c/child-health-services-(paediatrics)/royal-hampshire-county-hospital-childhealth-services.aspx
  • Occupational Therapists: http://www3.hants.gov.uk/adult-services/aboutas/structure/ot/otdirect.htm
  • Physiotherapists: http://www.hampshirehospitals.nhs.uk/our-services/a-z-departmentsand-specialities/o/occupational-therapy/winchester-and-eastleigh-therapy-services.aspx

 

Who should I contact if I am considering whether my child should join the school? 

Please contact the school admin office to arrange to meet a member of the Senior Leadership Team on 01962 852820

Contacts:

SENCO                               Jane Miles

SEN Governor                  Tina Backhouse

Interim Head Teacher    Louise Buxton

The information in this School SEN Information Report was put together following consultation with parent/carers, children, staff and Governors of St Peter’s Catholic Primary School.

 

SEN Information Report/March2019