How We Support SEND
St Thomas More RC Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement:
- Internal extra-curricular activities before and after school.
- A wide range of academic and hobby/interest clubs are available across the year.
- These are open to all students, including pupils with SEND. Additionally, many other intervention groups are offered to support SEND pupils.
- Day and residential visits are open to all pupils; however, the appropriateness of the trip will be considered on an individual basis in relation to need. The child’s specific needs can be discussed if they wish to join such visits and appropriate support will be put in place in order to ensure that all pupils can access educational visits.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
Types of SEND
At St Thomas More RC Primary School, we have experience of supporting children and young people with a wide range of need including:
- Children with traits of dyslexia
- Children with language delay/difficulty
- Children with Autism Spectrum Disorder
- Children with hearing impairment
- Children with mobility difficulties
- Children suffering with anxiety and other emotional difficulties
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
Teaching, Learning and the Curriculum
At St Thomas More RC Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
Pupils learn and develop in different ways and at different rates. Our teachers have high expectations of all pupils, including those with SEND. All teachers will be told about your child’s individual needs and will adapt their lessons to meet these requirements. Teachers have experience and/or are trained in doing this. This may involve using different strategies, more practical/adaptation of resources and activities. This means your child can access the lessons fully.
Some pupils will receive extra support in lessons and will be assisted in completing a task by a teaching assistant or the teacher. Where is is appropriate, a pupil may be offered additional help and support from a teaching assistant. There are also a range of interventions which are available should your child need this.
Some pupils may also receive additional help outside of lessons in developing their understanding of the basic skills of reading, writing and maths. These pupils will work with a teaching assistant, either one to one or in small groups, to take part in additional numeracy and literacy sessions. These sessions may take place several times a week and would take no longer than half an hour, depending on the intervention.
Interventions in reception:
- Additional small group time which focuses on literacy and numeracy early skills.
- Other groups such as fine motor depending on need.
- Speech and language individual work on targets.
Interventions in Year 1-6:
Those students not making expected progress could receive the following interventions depending on age and appropriateness:
- Brush up phonics sessions
- Nuffield Early Language Intervention
- Language for Thinking
- Talk About
- Toe by Toe (designed for one to one use for students at risk of dyslexia)
- Plus one (designed for one to one use where children are not making good progress in maths)
For further information you can view the Teaching & Learning Policy in the School Policies section of our website.
How we identify and assess children with special educational needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching. Some children require provision that is additional to or different from other children and this can be identified in a range of ways. A child may not be making expected progress and this would be highlighted during baseline, termly, or end of year assessments. In year transfer information or phase setting transfer information can also highlight concerns in terms of data or observations of the child. A member of school staff may observe that a child is having difficulties and may need additional support. They would arrange to discuss this with the SENCO and parents to decide on appropriate next steps. This may involve referring a child to other professionals for further assessment or advice on identifying specific needs and appropriate strategies for support. Alternatively concerns may be raised by parents or other professionals and the SENCO would then liaise with all parties to ensure the child’s needs were being met.
At St Thomas More RC Primary School, we follow a graduated support approach which is called “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process. These plans are typically reviewed and updated formally with the parents/carers once a term, in October, February and June, but these may be adapted more frequently to respond to the needs and progress of the child. In addition to this there are termly parental meetings with a short report during the Autumn and Spring term and a longer report in the Summer term for all children. Parents are able to request an additional meeting in the summer term if this would be beneficial.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
Full details can be found on the Local Offer website.
Staffing and any Specialist Qualifications/Expertise
Mrs Louise Salmon is our designated Special Educational Needs and Disability Coordinator at our school.
Teaching and support staff have attended a range of courses and training opportunities over the course of the year. Within school, staff regularly receive training in order to futherr develop their knowledge and understanding of a range of needs. Recent training has included the following: Nuffield Early Language Intervention, Read Write Inc Brush Up (phonics intervention), Makaton, Behavioural Needs strategies, Autism, Hearing Impairment, Speech and Language, Tailoring the learning; the development of practice in line with the new requirements from the local authority.
Training needs of staff are regularly assessed and adjusted to meet the needs of the pupils attending the school. As specific needs arise the SENCO approaches specialists from a range of agencies (i.e. Occupational therapy, Makaton, Speech and Language, Educational Psychology, Hearing Impairment Team, the Cognition and Learning Team, The ASC Team, the Emotional Well-being and Effective Learning Team) to seek advice about raising awareness of the specific type of SEND.
Staff are trained with regard to asthma, diabetes, anaphylaxis and use of a defibrillator.
Monitoring and Evaluating the effectiveness of provision
The school monitors and evaluates the effectiveness of provision for SEND pupils in the following ways:
- classroom observations by Headteacher, SENCO and/or subject leaders
- learning walks by Headteacher, SENCO and/or subject leaders
- ongoing assessment of progress made by intervention groups
- observation of interventions
- work scrutiny
- pupil progress tracking using assessment data
- informal feedback from all staff
- parent meetings when reviewing and setting new targets
- monitoring SEND support plan targets, evaluating the impact on pupils’ progress
- attendance records
- regular meetings about pupil progress between class teachers, SENCO and Headteacher
- termly feedback from pupils and parents during review meetings
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.