SEN Information Report

SEND Annual Report Sping 2018


What kinds of special educational needs do we provide for?

 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:

  • Taking longer to learn important skills.
  • Finding it difficult to remember things such as the important words for reading and times tables.
  • Finding it hard to understand how to use letter sounds to read and spell words.
  • Needing more time to think about their answers.

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:

  • Hear what others in the classroom or school setting are saying.
  • Read words on books, worksheets or whiteboards that are not made bigger or changed to help them.
  • Move around without the aid of a walking aid or wheelchair.
  • Use pencils, scissors, knives and forks and other things that we need to use without changes or support.
  • Taking medication without adults helping them.
  • Toilet themselves.

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:

  • Talking to other adults and or children, especially when in a group.
  • Talking about a topic they haven’t chosen to talk about.
  • Making friends or keeping friends for a long time.
  • Following rules made by someone else.
  • Dealing with changes in the way they usually do things.
  • Dealing with noises, smells or other sensations around them.
  • Saying the things they are thinking.
  • Understand what other people mean when they are talking.
  • Expressing their feelings clearly.
  • ‘Reading’ social situations correctly.
  • Social, Emotional and Mental Health – Children who find it difficult to manage their feelings, emotions or behaviour in a way that affects their daily life. Some children may be affected by the following:
    • Following rules set by others.
    • Changes to routines and timetables.
    • Sitting still for very long.
    • Listening to and following instructions.
    • Understanding how they are feeling.
    • Making friends.
    • Dealing with their difficulties in a way that does not cause harm to themselves or others.
    • Taking responsibility for the things they do.

Accepting consequences for their actions

How do we identify a child with SEND and how do we assess their needs?


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:


  • is significantly slower than that of their peers starting from the same baseline.
  • fails to match or better the child’s previous rate of progress.
  • fails to close the attainment gap between the child and their peers.
  • widens the attainment gap.

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:

  • Listen carefully to any concerns you may have.
  • Consider a range of options to support your child.
  • Plan any additional support that may be required.
  • Discuss with you any referrals to outside professionals to support your child.

Who is the SENCO and how can we contact them?

Our SENCo is Miss Emily Coldman (, 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.

How do we involve parents and consult with them about their child’s education?

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.

How do we involve and consult the children about their education?

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.

If your child is joining us from another pre-school or school setting:

  • The Foundation Stage Leader and/or Head teacher will visit all preschool and school settings and make home visits. We will talk to teachers, parents and gather as much information about your child as possible.
  • If your child would be helped by a transition book/passport to support them in understanding moving on, then one will be made for them.
  • All children will be able to visit our school and stay for an induction afternoon. Further visit days can be arranged if appropriate.

If your child is moving to another school:

  • We will contact the school SENCO and ensure they know about any special arrangements or support that is needed to be made for your child. Where possible, a planning meeting will take place with the SENCO from the new school.
  • We will make sure that all records about your child are passed on as soon as possible.
  • If your child would be helped by a transition book/passport to support them in moving on, then one will be made for them.

When moving classes in school:

  • Information will be passed on to the new class teacher in advance and a transition meeting will take place with the new teacher.
  • Passports and IEPs will be shared with the new teacher.
  • If your child would be helped by a transition book/passport to support them in moving on, then one will be made for them.
  • Visits to the class and teacher will be arranged as part of the transition. 

Year 6 transition to High School:

  • The SENCO will discuss the specific needs of your child with the SENCO of the child’s high school. In most cases, a transition review meeting to which you will be invited will take place with the SENCO from the new school.
  • Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
  • Where possible, your child will visit their new school on several occasions, and in most cases staff from the new school will visit your child in this school.
  • If your child would be helped by a transition book/passport to support them in moving on, then one will be made for them.

What is our approach to teaching children with SEND?

Quality First Teaching

  • Our teachers have the highest possible expectations for your child and all pupils in their care.
  • All teaching is built on what your child already knows, can do and can understand.
  • Teachers adapt their teaching styles, so that your child is fully involved in learning in class. This may involve things like using more practical learning or adapting the learning into a context which they are interested in.
  • Specific strategies for individual children are put into place to support your child.
  • Children will receive extra support if they are identified as needing it.
  • Activities and resources will be differentiated and adapted to suit your child’s needs.

Specific focused intervention

  • Either in the classroom or another area.
  • Run by a teacher or an experienced teaching assistant.
  • Either in a group or one to one.
  • Accessible to all children, regardless of their ability.
  • Specialist groups run by outside agencies, e.g. Speech and Language therapy and Counselling Sessions

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:

  • Inclusion and Disability Service
  • Educational Psychologist
  • Speech and Language Therapist
    • Occupational Therapy.
    • The Education Psychology Service.
    • CAMHS (Child and Adolescent Mental Health Services).

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 (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which does take some time.
  • After the request has been made, a panel will decide whether they think your child’s needs (as described in the supporting documents provided by the school) are complex enough to require a formal and statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s specific needs. If they do not think your child requires this, they will ask the school to continue with the current support.

How do we adapt the curriculum and the learning environment for children with SEND?

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 head teacher is also an experienced teacher and has a background in special educational needs as a SENCO.
  • Our SENCo is an experienced teacher, is a member of the senior leadership team and has completed the PGcert in Special Educational Needs Coordination.
  • Many of  our staff are trained in a variety of approaches which means that we are able to adapt to a range of SEN:- specific learning difficulties (including dyslexia); Autistic Spectrum Condition; speech, language and communication needs; and behavioural, social and emotional difficulties
  • As specific needs arise the SENCo approaches specialists from a range of agencies (e.g. CAMHS , Occupational Therapy, Educational Psychology) to seek advice about raising awareness of the specific type of SEN.
  • To enhance knowledge about a specific type of SEN (in order for the class teacher or TA working directly with a child with a particular type of  SEN to adapt teaching and learning to meet the need appropriately) more specific training may be sought via IDSS or directly through specialist agencies.
  • General support and advice from SENCo - e.g. with regard to the implementation of specific programmes, creation and monitoring of Individual Education Plans, tracking of children with SEN

Our Special Educational Needs Co-ordinator attends termly ‘Special Educational Needs Co-ordinator Cluster Meetings’ to regularly update training

How do we know if what we provide for the children is effective?

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. 

How are children with SEND enabled to take part in all the activities available at school?

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. 

How do we support children with emotional and behavioural difficulties?

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;

  • Nurture/ Time to Talk Groups
  • External young person’s counsellor
  • Behaviour plans
  • Social skills intervention programmes i.e.  Lego Therapy

How do we deal with bullying and make sure children with SEN can tell us if they are having a problem?


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:

  • writing a set of school rules
  • signing a behaviour contract
  • writing stories, posters/ poems or drawing pictures about bullying
  • reading stories about bullying or having them read to a class or assembly
  • making up role-plays
  • having discussions about bullying and why it matters

What should I do if I have a concern or complaint about the provision for my child?

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.

Complaints Policy

Where can I find information about the authority’s Local Offer?

Click here to access our Accessiblity Plan