Please see information in relation to the Equality Act 2010 and advice for schools.
Please see the policy section for our SEND policy and NPCAT SEND statement
Our vision for children with special educational needs and disabilities is the same as for all children – that they fulfil their potential through enjoying, achieving and celebrating their learning by keeping Christ at the centre of all they do. All staff, parents and children have high aspirations and are aware that they are known, valued members of their community.
We believe that all children have an equal right to an education which enables them to fully develop their personal, social and intellectual potential and become lifelong learners fulfilling their Christian mission and moral purpose.
We have a commitment to high achievement and we strive to provide all our children with a quality education matched appropriately to their particular needs. We see high quality provision as essential and believe that working closely together as a NPCAT family of Catholic schools to provide outstanding education will bring high aspirations into reality.
From a Parent and Carer’s point of view, what does St Clare’s offer for children and young people with SEND?
Identification of needs
- a) How does the school identify children with special educational needs?
St Clare’s Catholic Primary School is committed to the early identification of Special Educational Needs and/ or Disabilities (SEND). A range of information is collected through assessment and monitoring arrangements and if this evidence suggests that a child is not making expected progress or some other barrier to learning is identified then teachers and parents will work together to decide whether extra or different support is needed. Information will be shared with the SEND of the school so that the teacher, parents and children are all well informed and a clear pathway is created.
- b) How do we involve parents in planning for those needs?
Most often a child with SEND will have their needs met within their own classroom working with their own teacher and support staff. The teacher’s planning takes account of which next steps are required, teachers will share this information regularly with parents so that they can help at home too. Class Teachers keep parents updated each term but it is sometimes necessary for home and school to meet more regularly than this. We recognise that other adults sometimes need to become involved and when this happens, we always share this information with parents. The SENDCO will facilitate meetings where necessary.
- a) Who in the school will support my child and how will this be monitored and evaluated?
The main support for pupils with SEND will be given by the child’s class teacher, along with teaching assistants, who support the learning of pupils. If pupils have a higher level of need, an individual support assistant may be employed.
Teachers must report on every pupil’s progress termly. This progress is looked at closely by the SENDCO and the Senior Leadership Team. The progress made by pupils receiving interventions is analysed separately so we can see how much of a difference to learning has been made.
- b) How are the decisions made about the type and amount of provision a young person will need?
The school’s SENCO and SLT, working with the class teacher, will suggest ways in which the child should be supported. Some children may receive short term interventions, some may require longer periods of support. Support may be within a small group or offered on an individual or paired basis. If the intervention has not resulted in progress, the length of time may be extended, or a different intervention may be tried. We offer a variety of interventions that support literacy and numeracy which are appropriate to a child’s age or stage of development. Reviews of these interventions take place regularly to check that it is being effective and to plan what needs to happen next.
The progress made by each child is tracked carefully – reviews take place each half term to see if interventions are having an effect and to plan what needs to happen next. The SENCO, working alongside the Literacy and Numeracy Leaders and the SLT will decide whether the intervention has been effective by looking at progress information. Parents are informed about progress at the Parent Pupil Teacher meetings which take place each term.
How will the curriculum be matched to the needs of the young person?
Our curriculum is exciting and interesting and has been designed to be practical and experience-based. Teachers plan lessons so that all children can become involved using a mastery approach to learning. Where pupils would benefit from it, visual aids such as picture timetables will be provided to support a child or group of children.
How accessible is the school environment?
St Clare’s RC Primary School is easily accessed and has three disabled toilets accessed directly from the corridor and there are shower facilities on school. There is a soundbar in school to support a hearing-impaired child. Visual aids are also used for visually impaired pupils.
How will both the school and the parent know how the young person is doing and how will the school support the young person’s learning?
At St Clare’s Catholic Primary School Class Teachers ensure that parents/carers are kept informed from initial concern onwards and that there are regular opportunities to exchange and share information in a sensitive way. There are currently two formal Pupil Parent Teacher Meetings (in Autumn and Spring terms) with a written report in the Summer term, where teachers report in detail on children’s progress and attitude to learning. In addition, parents of children with SEND may need to have other reviews with their child’s teacher. These meetings may be attended by any other agencies involved in the heath, care and educational provision for the child. The progress of each child is ‘tracked’ termly. This enables us to both analyse the progress of individual children and to look at our ‘success rate’ across Year Groups and across the entire school. The SENCO is present alongside HT and Literacy and Numeracy Subject Leaders at Termly Pupil Progress Review meetings in both a support and challenge role. If your child needs more specialist support, referrals will be made with parents’ consent, to outside agencies who will advise and support both parents and the school to enable your child to make progress.
Early Help for Families
The SENDCo, in conjunction with the class teacher will access the Early Help Team if there are particular concerns for a child.
Overall Well Being
What support will there be for the young person’s well-being?
At St Clare’s Catholic Primary School, we are proud of the spiritual, friendly and welcoming atmosphere of our learning community. We recognise the importance of wellbeing and in addition, offer a range of class-based and other interventions that will provide additional support to children experiencing emotional / social difficulties. We are working towards a Wellbeing Award which recognises the work that we do to make children feel special, safe and free from worry in school. We recognise the importance of helping children develop as individuals and actively encourage and support children in taking part in a range of extra-curricular activities both in and out of school.
Our systems and procedures for the administration of medicines and in supporting pupils with medical needs are rigorous. We work closely with both parents / carers and families to ensure that medical conditions, however slight or serious, do not form a barrier to learning for a child.
Each year all members of our school community (Parents, Staff and children) are asked to share their views and opinions about life in school. These ‘Stakeholder’ surveys are used by the HT, DHT and school staff to plan improvements in response to issues raised.
What specialist services and expertise are available at or are accessed by the school/college?
Although the skills of our staff team are wide-ranging, at times we require additional support from more specialist services. We work closely with the Visual Impairment and the Hearing Impairment team so support specific children.
We are also in receipt of support from the Speech and Language Therapy Service who respond to referrals made and deliver programmes of therapy, review and assessment. We are also able to access support from our School Nurse, who responds to referrals from parents and is available to provide additional support for children with health and wellbeing issues.
Alison Cartwright (Educational Psychologist) also supports the school team to provide further assessment for children who have barriers to their learning and whose progress is causing concern.
When required, we also have access to more Specialist Health Professionals – Diabetic Nursing Team, Continence Care Team, Health Visiting Team. Counselling and Play Therapy are also sourced when the need arises. We maintain regular contact with staff from Social Services and Virtual Schools and regularly attend meetings and share information which may lead to more targeted / specialist support being provided for a child or family. Other services that we work alongside:
- Speech therapy
- Occupational therapy
- Educational psychologist
- Learning support
- School Nurse
- Asthma, diabetic and epileptic nurse
- Visually impaired teacher
- Social Care & Outreach
- Rainbows- bereavement support
- Attendance and Welfare service
- The Bungalow Project- support with play therapists, psychologists, mental well being
What training are the staff supporting children and young people with SEND had or are having?
Staff have annual ‘refresher’ training in asthma and epipen care. We also ensure all members of the school staff team are regularly updated in relation to Child Protection. The school SENCO also provides termly ‘updates’ for the Teaching and Support team to share good practice and reflect upon current interventions and their success; this year this has focused around the changes to SEND in the light of the SEND Reforms and the Revised Code of Practice.
Staff will regularly access further training to develop further approaches to differentiation which inclusively engage children with a range of identified needs. We also rely on outside expertise including the Hearing Impairment Service, Bungalow Project and the School Nursing Service.
Activities outside of school
How will the young person be included in activities outside of the classroom including school trips? How do you involve parents and carers in planning activities and trips?
We make every effort to include all children in school trips and visits which enhance learning across the curriculum. If an individual risk assessment is required, we complete this in cooperation with parents / carers to ensure that everyone is fully included.
How will the school/college prepare and support the young person to join that particular school/college and how will it support the transition to the next stage of education and life?
We work closely with pre-school providers and also other local primary schools to ensure that children joining our Nursery are prepared for a successful start to their school life. Within school, our staff teams work alongside parents and families to ensure that children are ready for their next steps in learning.
MOVING THROUGH SCHOOL
Our EYFS and KS1 leaders ensure that information and dialogue take place regularly to ensure that children are ready for this move. Similarly, KS1 and KS2 staff ensure that this transition is as smooth as possible for all children regardless of their need or starting points. When children need additional opportunities to prepare them for their next steps, this is planned for and discussed with parents.
MOVING TO St CLARE’S FROM ANOTHER SCHOOL / AREA
Any children that transfer to our school mid-year are also made to feel welcome and their previous records are accessed quickly so that no learning time is lost during this transitional period. New children and their families are always welcomed to come and visit school before they start to meet staff and children and ask any questions they might have.
MOVING ON AT THE END OF YEAR 6
Our school has many well-established links with the Secondary schools in the area. We have strong links with our NPCAT secondary schools and complete a Step 7 approach to Transition. During the Summer Term each year, SEN staff from the Secondary Schools have an opportunity to visit our school to meet with children, Year 6 teachers and wherever possible, the SENCO to discuss any potential transfer issues. SEN files are passed on to Secondary Schools following these dialogues towards the end of the Summer Term. Any vulnerable children are discussed in great detail prior to transition.The Head Teacher and Year 6 teacher visit all children in the Autumn term when they are in year 7 to see how they have settled in.Parents and pupils throughout school life are invited to visit the Catholic secondary school, Trinity Catholic College, for many events and activities, these ensue that the primary students begin to be more comfortable and knowledgeable about the school;
- Information is gathered from parents by SEND staff;
- Talks with the primary schools begin in Year 6 and for those with an EHC the SENCO attends their review;
- Once a place has been confirmed the SENCO liaises with parents and the primary school;
- A transition plan is put in place on the secondary school’s advice which could include early visits;
- A mentor might be put in place as a familiar adult to help with transition
How are the school/college’s resources allocated and matched to the young person’s special educational needs? How is the SEND budget allocated?
Schools receive an amount of funding for children with Special Educational Needs and/or Disabilities. This funding is used to pay for resources, support staff and specialist services when a child’s individual needs cannot be met effectively through the usual allocated budget. Those children with the greatest needs can sometimes access ‘High Needs’ funding.
If you have any concerns or queries about your child, initially speak to their class teacher. You can contact school on 01642 245598 or via email on [email protected]
For further information, visit our website:
Mrs J Voyzey (SENCO/ DSL, LAC, PP)
Mrs C Hicks (School Business Manager)
Mrs E Eddies (Head Teacher)
Other Sources of help / support:
Social Services – 01642 726004
School Nurse – 01642 848000
Parent Partnership Service – 01642 201872
Middlesbrough SEN & Pupil Support Team – 01642 201828
Early Help Hub 01642 726004