St Paul's CE Primary School, Byatts Grove, Longton, Stoke-on-Trent, Staffordshire, ST3 2RH Telephone: 01782 235051

"It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Albert Einstein."

Special Educational Needs & Disabilities

Special Educational Needs and Disabilities (SEND)

Mrs H Harper -  Special Educational Needs Coordinator 

At St. Paul’s C of E (C) Primary School we strive to support all children to enable them to achieve their full potential. Quality first teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their learning goals.

Head of Inclusion is Mrs Helen Harper who works closely with a wide range of outside agencies and educational providers to offer children the best learning experience possible based on their individual needs. 

The school accommodates all SEND in line with the Equality Act 2010 and provision is available for all 4 areas of needs outlined in the 2014 SEND code of practice:

  • communication and interaction
  • cognition and learning
  • social, emotional and mental health
  • sensory and/or physical needs

SEN provision is currently under change as a result of the Children and Families Act 2014

The Children and Families Act takes forward the Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Act will reform the systems for adoption, looked after children, family justice and special educational needs.

The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill will extend the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are sufficiently and appropriately met.

It takes forward the reform program set out in Support and aspiration: A new approach to special educational needs and disability: Progress and next steps by:

  • Replacing statements and learning difficulty assessments with a new birth- to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;
  • Improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
  • Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.

What is the Local Offer?

  • The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.”

What will it do?

  • The Local Offer will provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings. During the last year, the Local Offer Steering Group has developed questions for schools, and trialed them with a small number of settings.
  • There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.

Below are St. Paul’s C of E (C) Primary School’s responses to these questions.

 Questions

1.       How does the school know if children need extra help and what should I do if I think my child may have special educational needs? 

Children’s learning is monitored on a day to day basis as well as formatively each half termly. If a teacher has a concern about a child’s learning they can raise this with the SENCO who can offer support and guidance on meeting the needs of all children. Teachers also have a wide range of training they can draw upon to tailor learning. The SENCO can commission specific interventions which are measurable and monitored for their impact.

If a parent or carer feels that their children may need extra help, there are termly parent consultation evenings where concerns can be raised, but also our school can facilitate appointments which can begin a discussion for strategies to be put in place for parents and carers to support their child at home. If further actions are required they can be discussed when required.

 2.       How will early years school staff support my child?  

St Paul’s have a 45 place nursery unit and 45 place reception. Children are assessed and monitored with appropriate interventions put in place to support children in making accelerated progress.

 3.       How will the curriculum be matched to my child's young person's needs? 

Our curriculum is based on the needs of our children and encompasses the St Paul’s ethos - Learning, achieving, growing together with God.

 4.       How will both you and I know how my child is doing and how will you help me to support my child's learning?  

Children’s progress is reviewed half termly. Their targets are sent home to enable parents and carers opportunity to work on these at home. Children who require specific targets will be outlined and discussed during termly parent consultation appointments. If they are required more frequently then appointments can be planned. Likewise, our Home School Link Worker can support parents and carers in gaining additional support from outside agencies.

 5.       What support will there be for my child's overall wellbeing?

Children’s health and happiness is paramount at St Paul’s. All staff have received safeguarding training and we are currently working towards a bronze anti-bullying award. We have a school nurse who attends school and can be contacted to provide guidance and support to children and parents.

 6.       What specialist services and expertise are available at or accessed by the school?

St Paul’s is proud of our dyslexic friendly status and we pride ourselves on our family oriented community which has strong links to St Paul’s Church. 

 7.       What training do the staff supporting children and young people with SEND have?

All staff have received training on speech, language and communication as well as dyslexic friendly teaching. A selected number of staff also have training in precision teaching, beat dyslexia, working memory and time for talk.

 8.       How will my child/young person be included in activities outside this classroom including school trips? 

The school will follow their equality and accessibility policy to make school accessible. These can be sourced on the school website.

 9.      How accessible is the school environment?

St Paul’s meets accessibility criteria and is a site on one level. Should additional requirements be deemed appropriate, we would discuss these on an individual basis.

 10.     How will the school prepare and support my child to join the school or the next stage of education and life?

For new children starting our school in Nursery we offer play and stay sessions for parents and children to become familiar with their new learning environment. Children who start mid-term will be given a buddy to support them in navigating a new environment and making new friendships.

 11.      How are the school's resources allocated and matched to children's special educational needs? 

All staff and learning environments are equipt to meet the learning needs of the children. If additional resources are required they are sourced upon assessment from an educational psychologist.

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

The opinion from all parties is equally considered. Overall the needs of the child are paramount and through a Plan, Do, Review, Assess cycle, the outcome for the support received can be tailored. If additional advice is required, outside agencies would be contacted. 

 13.     How are parents involved in the school? How can I be involved?

Each class holds an open morning on a termly basis to enable parents and carers to learn beside their child and gain a greater understanding of teaching and learning at St. Paul’s. We also hold various fundraising activities throughout the year and are always grateful to offers of help and support from parents and carers.

 

St Paul’s CE (C) Primary School SEN Information Report 2015-16

St Paul's CE (C) Primary School SEN Information Report 2016-17

 

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Special Educational Needs and Disabilities (SEND)

Mrs H Harper -  Special Educational Needs Coordinator 

At St. Paul’s C of E (C) Primary School we strive to support all children to enable them to achieve their full potential. Quality first teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their learning goals.

Head of Inclusion is Mrs Helen Harper who works closely with a wide range of outside agencies and educational providers to offer children the best learning experience possible based on their individual needs. 

The school accommodates all SEND in line with the Equality Act 2010 and provision is available for all 4 areas of needs outlined in the 2014 SEND code of practice:

  • communication and interaction
  • cognition and learning
  • social, emotional and mental health
  • sensory and/or physical needs

SEN provision is currently under change as a result of the Children and Families Act 2014

The Children and Families Act takes forward the Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Act will reform the systems for adoption, looked after children, family justice and special educational needs.

The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill will extend the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are sufficiently and appropriately met.

It takes forward the reform program set out in Support and aspiration: A new approach to special educational needs and disability: Progress and next steps by:

  • Replacing statements and learning difficulty assessments with a new birth- to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;
  • Improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
  • Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.

What is the Local Offer?

  • The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEN as well as the options available to support families who need additional help to care for their child.”

What will it do?

  • The Local Offer will provide parents/carers with information about how to access services in their area, and what they can expect from those services. With regard to Education, it will let parents/ carers and young people know how school and colleges will support them, and what they can expect across the local settings. During the last year, the Local Offer Steering Group has developed questions for schools, and trialed them with a small number of settings.
  • There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.

Below are St. Paul’s C of E (C) Primary School’s responses to these questions.

 Questions

1.       How does the school know if children need extra help and what should I do if I think my child may have special educational needs? 

Children’s learning is monitored on a day to day basis as well as formatively each half termly. If a teacher has a concern about a child’s learning they can raise this with the SENCO who can offer support and guidance on meeting the needs of all children. Teachers also have a wide range of training they can draw upon to tailor learning. The SENCO can commission specific interventions which are measurable and monitored for their impact.

If a parent or carer feels that their children may need extra help, there are termly parent consultation evenings where concerns can be raised, but also our school can facilitate appointments which can begin a discussion for strategies to be put in place for parents and carers to support their child at home. If further actions are required they can be discussed when required.

 2.       How will early years school staff support my child?  

St Paul’s have a 45 place nursery unit and 45 place reception. Children are assessed and monitored with appropriate interventions put in place to support children in making accelerated progress.

 3.       How will the curriculum be matched to my child's young person's needs? 

Our curriculum is based on the needs of our children and encompasses the St Paul’s ethos - Learning, achieving, growing together with God.

 4.       How will both you and I know how my child is doing and how will you help me to support my child's learning?  

Children’s progress is reviewed half termly. Their targets are sent home to enable parents and carers opportunity to work on these at home. Children who require specific targets will be outlined and discussed during termly parent consultation appointments. If they are required more frequently then appointments can be planned. Likewise, our Home School Link Worker can support parents and carers in gaining additional support from outside agencies.

 5.       What support will there be for my child's overall wellbeing?

Children’s health and happiness is paramount at St Paul’s. All staff have received safeguarding training and we are currently working towards a bronze anti-bullying award. We have a school nurse who attends school and can be contacted to provide guidance and support to children and parents.

 6.       What specialist services and expertise are available at or accessed by the school?

St Paul’s is proud of our dyslexic friendly status and we pride ourselves on our family oriented community which has strong links to St Paul’s Church. 

 7.       What training do the staff supporting children and young people with SEND have?

All staff have received training on speech, language and communication as well as dyslexic friendly teaching. A selected number of staff also have training in precision teaching, beat dyslexia, working memory and time for talk.

 8.       How will my child/young person be included in activities outside this classroom including school trips? 

The school will follow their equality and accessibility policy to make school accessible. These can be sourced on the school website.

 9.      How accessible is the school environment?

St Paul’s meets accessibility criteria and is a site on one level. Should additional requirements be deemed appropriate, we would discuss these on an individual basis.

 10.     How will the school prepare and support my child to join the school or the next stage of education and life?

For new children starting our school in Nursery we offer play and stay sessions for parents and children to become familiar with their new learning environment. Children who start mid-term will be given a buddy to support them in navigating a new environment and making new friendships.

 11.      How are the school's resources allocated and matched to children's special educational needs? 

All staff and learning environments are equipt to meet the learning needs of the children. If additional resources are required they are sourced upon assessment from an educational psychologist.

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

The opinion from all parties is equally considered. Overall the needs of the child are paramount and through a Plan, Do, Review, Assess cycle, the outcome for the support received can be tailored. If additional advice is required, outside agencies would be contacted. 

 13.     How are parents involved in the school? How can I be involved?

Each class holds an open morning on a termly basis to enable parents and carers to learn beside their child and gain a greater understanding of teaching and learning at St. Paul’s. We also hold various fundraising activities throughout the year and are always grateful to offers of help and support from parents and carers.

 

St Paul’s CE (C) Primary School SEN Information Report 2015-16

St Paul's CE (C) Primary School SEN Information Report 2016-17