Our school is an inclusive environment where we recognise all children in our care as unique individuals and strive to create an environment that recognises God’s love and concern for everyone. We aim to cater for every child’s needs and support their development in the most appropriate way possible celebrating where possible their achievements and contributions to school life.
Additional and/or different provision is currently being made in school for children with a range of needs, including:
Cognition and Learning –Children and young people who find learning, thinking and understanding a challenge. Some of the things children with these difficulties may find difficult are:
Sensory, Medical and Physical – Children who have a disability that may make it difficult for them to manage their everyday life without changes or support. This may be because of hearing or visual impairments, physical disabilities or other medical needs.
Some children with specific needs may need help to:
Communication and Interaction – Children who are not at ease interacting with people and the world around them. Some of the things children may find challenging are:
Accepting consequences for their actions
All children in our school are assessed at regular intervals throughout the year in order to track progress. Our school’s assessment policy outlines the range of assessments regularly used throughout the school. Additional and tailored assessment tools may be required when children are making less than expected progress, which can be characterised by progress which:
We may find it necessary to provide a child experiencing these difficulties with a passport and an individual education plan (IEP). Personalised targets would then be set designed to either accelerate learning or close the gap or target specific areas for improving behaviour. Progress against these targets is reviewed regularly.
If a child has a statement of SEN or EHC Plan there is a more formal procedure in place and the local authority conduct an Annual Review with all adults involved in the child’s education.
If you as a parent have concerns that your child has special educational needs please contact the school as soon as possible. You can speak to your child’s teacher; the SENCO or the Head teacher. The school will then organise a meeting to discuss your concerns with you in order to:
Our SENCo is Miss Emily Coldman (firstname.lastname@example.org), she is an experienced teacher and has a PGcert in Special Educational Needs Coordination. Miss Coldman works alongside staff to ensure the effective day-to-day operation of the school’s SEN policy.
As a school we are proud of our ‘open door’ policy and the class teacher is readily available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.
Throughout the year there will be two parent conferencing sessions and there is an end of year annual report to parents
The SENCO is available to meet with you to discuss your child’s progress or any concerns you may have. All information from outside professionals will be discussed with you.
Personal Passports and IEPs will be reviewed with your involvement at least every term.
Homework will be adjusted as needed to your child’s individual requirements.
A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.
SEND coffee mornings are organised by the SENCO to facilitate ‘networking’ opportunities for parents and information sharing.
Children are asked their views about their education and the recording of this is encouraged on their passports and IEPs in the section labelled ‘pupils views.’ We will endeavour to adapt things where necessary, according to age appropriateness. Key Stage 2 children are also invited to join in with parent conferencing sessions twice a year and add information to their annual report.
Children’s views are recorded for their annual review meetings each year, if they have a statement of special educational needs or an Education, Health and Care Plan. These views are shared with parents and all other professionals involved.
Staff and parents are encouraged to regularly talk to the child or young person about their learning and wellbeing. We always take children’s thoughts, feelings and opinions very seriously and act in a sensitive manner
How do we support SEND pupils when they are moving to a new school or to a new class?
We recognise that transitions can be difficult for some children and we take steps to ensure that any transition is a smooth as possible.
Quality First Teaching
Specific focused intervention
SEN Code of Practice 2014: School Support
This means a pupil has been identified by the SENCO, class teacher or other professional as needing some extra specialist support in school from a professional outside the school. Parents are always consulted prior to an external referral. You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.
Agencies regularly in school are:
Specified individual support for children with EHC plans (or existing statements)
This type of support is available for children whose learning needs are severe, complex, profound and lifelong. This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.
For your child this could mean:
The school alongside parents and outside agencies where necessary will identify the needs of SEND pupils and provide appropriate support and equipment as needed. We endeavour to deploy resources as effectively as possible.
We ensure that where ever possible our resources, equipment and provision are accessible to all children including those with SEND. When needed specialised equipment will be brought into school in order to meet the specific needs of pupils.
How are the staff trained and kept up to date? If we need more expert help and advice, what do we do?
Our Special Educational Needs Co-ordinator attends termly ‘Special Educational Needs Co-ordinator Cluster Meetings’ to regularly update training
We regularly and carefully monitor and evaluate the quality of provision we offer all pupils. In order to make consistent continuous progress in relation to SEN provision the school encourages feedback from staff, parents and pupils throughout the year. This is done in the form of an annual parent and pupil questionnaire, discussion and through parent’s evenings. We also seek support and advice from specialist agencies wherever possible
Pupil progress is monitored on a termly basis in line with the SEN Code of Practice.
The SENCO completes regular audits, action plans, observations of interventions and provision, sampling of parent views and pupil’s views. This promotes an active process of continual review and improvement of provision for all pupils.
All children at Our Lady and St Anselm’s are celebrated and valued as key members of the school community. As well as a fully inclusive curriculum we also promote a wide range of extra-curricular clubs and activities opened to all children.
At Our Lady and St Anselm’s we work closely with pupil, parents and specialists agencies to gain a fully informed picture of the needs of the child and any areas of difficulties. The child will then be given a pupil passport which will highlight any specific difficulties or behavioural triggers and suggest strategies to help the child overcome these.
Other provision available in school;
We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff.
We will use a variety of sources (RE, PSHE, Freinship and E- Safety weeks etc) for helping children to prevent bullying. As and when appropriate, these may include:
Any complaints should be made directly to the Head Teacher or one the Assistant Head Teachers in her absence. This can be made in person, by telephone or in writing. All complaints will be considered and we try our best to resolve them as quickly and efficiently as possible. A detailed copy of the complaints procedure is available from the school office or on our website.