We have included a wealth of information to support you. However, if you require any further information or guidance linked with Special Educational Needs, please do not hesitate to contact our
SEND Co - Mrs C Carr.
Either by making an appointment via the main school office or by e-mailing,
FAO Mrs Carr via the office e-mail: firstname.lastname@example.org
Special Education Needs Information 2018-2019
Written by C Carr October 2018
To be reviewed October 2019
This report is designed to provide information and to answer frequently asked questions, or parents and pupils, about the provision for children with Special Educational Needs and/or Disability at St. Stephen and All Martyrs’ School and should be read in conjunction with the SEND Policy.
How does the school ethos and approach to SEN and disability support children in
St. Stephen and All Martyrs’ is a single form entry, mainstream, Church of England School with an excellent Christian ethos that provides a fantastic basis for educating and supporting children and their families. All pupils in school receive quality first teaching, this means that a range of teaching and learning styles are used and that appropriate learning objectives are set for all children with a curriculum matched to their needs. Some children require specific interventions in small groups or on a one to one basis. Please refer to our Waves of Intervention Map (which you can find in the 'How will my child be helped at SSAM school' section) For children with Special Educational Needs and/or disability we work closely with the children and families to provide the appropriate support to so that the best outcomes can be achieved.
Who is responsible for SEND at St. Stephen and All Martyrs’?
Each class teacher is responsible for all children with SEND in their class. We also have several support staff in school who work under the guidance of the class teacher with children with SEND. They are all supported by our Special Educational Needs Co-ordinator (SENCO) who is responsible for managing and co-ordinating the provision for children with SEN throughout the school. Mrs Carr is our SENCO and she can be contacted through the school office. We also have a SEND Governor, Mrs Diane Martindale who ensure that the governing body also fulfil their responsibilities.
How will I know how my child is doing in school?
The progress that your child is making and their attainments in comparison with National Age-Related Expectations will be discussed with you at Parent/Teacher Conferences in Autumn and Spring Terms. You will be able to discuss how well your child is doing in school at these meetings. School operates an ‘open door’ policy where parents are always welcome. Mrs Carr, the SENCO, is also available to meet with parents, please make an appointment.
Teachers use ongoing assessments to inform their planning. These assessments allow staff to monitor if children are making the desired amount of progress. Children’s progress is monitored through teacher’s formative assessments, Y1 Phonics Assessment, Termly tests, end of Key Stage SATs and NFER Tests. Assessment data is analysed by teachers, the SENCO and the Assessment Co-ordinator and any issues that arise are addressed. If staff have any concerns, they will contact parents. If further support is needed this will be provided in consultation with you, however, for most children this additional support is only needed for a short time. We will keep you involved in this process. Many children will receive additional support and intervention during their time at school. This does not mean that they have special educational needs. The next section explains what the school does to assess and identify children who do.
How does the school know if my child needs extra help ? How will I be kept informed ?
The progress and attainment of all children in school is tracked carefully. The class teacher is fully aware of children who may not be making the progress we would expect for them or who are not attaining in line with other children in the class. The teacher will then identify what additional support is needed. This may include differentiated group work in class, an intervention from a skilled teacher or teaching assistant, pastoral support or it may mean making some practical adjustments to the classroom. Where children have been identified as needing additional support you will be kept informed through a progress meeting. Progress is monitored closely and for most children this additional support is only needed for a short time. If further support is needed this will be provided in consultation with you. We will keep you involved in this process. Many children will receive additional support and intervention during their time at school. This does not mean that they have special educational needs. However, the next section explains what the school does to assess and identify children who do.
What are special needs?
Children and young people who have SEND tend to have more significant barriers to their learning. They do not necessarily have a disability and many disabled children and young people do not have special educational needs. Every child really is different and even children with the same ‘need’ may require different support. However, needs fall into four main categories.
Cognition and learning – in this category will often learn at a slower pace than other children and may have greater difficulty than their peers in acquiring basic English or maths skills or in understanding concepts, even with appropriate differentiation. They may also have other difficulties such as speech and language delay, low self-esteem, low levels of concentration and under-developed social skills. This may include diagnoses of a specific learning difficulty such as dyslexia.
Communication and Interaction - children in this category of need may have speech and language difficulties, specific learning difficulties such as dyslexia, may have a physical or sensory impairment or fall within the spectrum of Autistic Spectrum Disorder (ASD) such as Asperger’s Syndrome or social communication or social interaction difficulties.
Social, Emotional and Mental Health. For some children and young people, difficulties in their emotional and social development, can mean that they require additional and different provision in order for them to achieve. They may have immature social skills and find it difficult to make and sustain healthy relationships. These difficulties may be displayed through a child becoming withdrawn or isolated, as well as through challenging, disruptive or disturbing behaviour. A wide range and degree of mental health problems might require special provision to be made. Some children may have other recognised disorders which may include as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD), attachment disorder or autism.
Sensory and/or Physical Needs -for some children this may include visual impairment, hearing impairment or physical difficulty. Children under this category of need may require adaptations to the curriculum, their study programme or the physical environment. The school will ensure it makes all “reasonable adjustments” to cater for these needs.
How does the school assess and identify children with SEND?
As soon as the school starts to consider that your child may have special needs the class teacher will meet with you and talk to you about; why we are considering this. You know more about your child than school and all this information is really useful. This may include family history or medical issues. All information is treated confidentially.
Cognition and learning :We will use range of assessments which may include a reading age test, Dyslexia Screening Test or Dyscalculia Screening Test. With your permission we will seek advice from Ladywood Outreach and if necessary, the Educational Psychologist.
Communication and Interaction: For speech and language difficulties we would refer children to the Speech Therapist so that we have precise information on the aspects of language that need to be developed. We would also involve Ladywood Outreach and if necessary, the Educational Psychologist.
Social, Emotional and Mental Health. We may use a Boxall Profile which identifies aspects of social an emotional development that may be a concern. With your permission we may involve the Behaviour Support Service who are also a gateway to CAHMS who are the mental health service. They support families in providing accurate assessments in this area.
Sensory and Physical Needs. These are often identified pre-school, but additional assessments would be made through the school nurse and GP.
What if I think my child has special needs?
Some children come to school with a special need or disability that has already been identified. Parents/carers have a good knowledge of their child’s needs and know what is needed to support them. School will work closely with these families to ensure that the school provision meets each child’s needs fully. Sometimes when children are starting school you may feel that their child has a special need that has not yet been identified. Sometimes you may also become concerned about your child over a period of time. It is really important that you talk to the class teacher early on so that we can begin to work together to address your concerns.
How will school support my child if they have special needs?
Support for children with special needs is a joint effort. The closer we work together the better the outcomes for your child. You and your child , if they are able to do so, will play a key part in planning the provision. We will meet with you at least three times each year, and more if you prefer or we need to. We provide support in different ways for different children. Our School ‘offer’ is at the end of this document. Our support is specific to the needs of each child and sometimes this need is met from within school. This may involve school funding any additional support that is needed. At a time when this additional funding is still not sufficient to meet a child’s needs school may consider applying to the local authority for additional funding and support. If this application is successful a child will be given an Education, Health and Care Plan ( EHC). This replaces the previous process of applying for a statement.
What support will there be for my child’s overall well-being?
Your child’s overall well-being is paramount and at the centre of all we do at St Stephen & All Martyrs’. Please refer to our Waves of Intervention Map (which you can find in the 'How will my child be helped at SSAM school' section) for our staged approach to supporting social, mental and emotional health.
How does St Stephen & All Martyrs’ involve children in their education and the decision-making process?
One of the main principles is that All topic learning follows the children’s interests, so children are always kept involved with the path their project will take. Children are aware of their targets or next steps in their learning (age appropriate). English and Maths targets are an integral part of daily teaching and learning. Any specific social, emotional or behavioral targets are set with the individual children and referred to appropriately. In addition to this, children get feedback from teaching staff regarding immediate next steps in their learning, this may be verbal feedback or written comments in their books.
How will school help when my child moves into the next class or up to high school?
Getting transition right for children with SEND is really important, therefore a meeting for parents, the current class teacher and the ‘new’ class teacher towards the end of the school year is organised to ensure a smooth transition. When your child is ready to move to high school, we will make sure you have all the contact details of the SENCo at the new school and arrange a meeting for you if you wish. We will also ensure that your child has all the additional transitional support, including extra visits, that they need.
Who outside of school, can I turn to for advice and support?
If you want advice from professionals outside school, your local GP is a good first point of contact. There are many agencies that can provide you with support, some of which are listed below:
Type of support offered
Information, Advice and Support Services Network
Information, Advice and Support Services offer advice and support to parents and carers of children and young people with special educational needs.
Pupil and Student Services
Offer support and advice on school admissions.
School Nurse Service
Offer in school support and advice for a child’s health and well-being.
SEND Assessment Service
SEN Officer – Alison Holden
Advice on Education, Health and Care Plans
You can also find details of other support in our area on our School Website – under the ‘Parent of a child with SEND Support Information’
What is the Local Authorities ‘local’ offer and where can I find it?
Bolton Local Authority has a web-based directory that will provide details of a wide range of agencies and opportunities that are available to support children, families and schools. This can be accessed directly from the school website - under the ‘Parent of a child with SEND Support Information’
What should I do if I have a complaint about SEND provision and how will it be dealt with?
We have an ‘open door’ policy at St. Stephen and All Martyrs’ and you can speak to the class teacher at any time if you want an update or have any concerns about the provision for your child. If your issue is not quickly resolved or you would prefer to speak to someone else, then you should contact Mrs Unsworth who is the headteacher or Mrs Carr the SENCo. They will work with you to try and resolve any issues. The school complaints policy is published on the school website and it provides detailed guidance on making a complaint.
How can I get a copy of the SEND policy?
A copy is available on the school website. You can also ask at the school office and they will arrange for a copy to be printed.
How can I contact the school?
The school office is open from 8:30am each morning. Telephone 01204 333155 e-mail: email@example.com