How We Support SEND
St Joseph’s RCVA Primary prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
We ensure we know we are effective in SEND provision by monitoring of teaching and learning, curriculum, impact of interventions and drop in sessions where both teachers and teaching assistants are teaching. School will use assessment as a continuous process. Progress will be monitored by class teachers through observation and assessment. Attainment will be shared with the head teacher and SENCO who will track progress of children with SEN. As a shared responsibility, all practitioners of pupils with additional needs will refer, plan and deliver appropriately according to the needs of the pupils in their care. The importance of early identification, assessment and provision is recognised by the school. If a special educational need is identified, this will be discussed with parents and regular progress meetings can be arranged. Annual reports and reviews are produced by the school and open evenings are arranged twice a year. Class teachers, SENCO, parents and children will work together to produce a support plan with relevant and measurable SMART targets. These will be reviewed and new targets set three times a year. A support plan meeting will be offered where staff, parents and child will have to opportunity to discuss targets.
Types of SEND
At St Joseph’s RCVA Primary , we have experience of supporting children and young people with a wide range of need including Cognition and Learning, ASD, Dyslexia, Speech and Language needs etc.
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
St Joseph’s RCVA Primary will use assessment as a continuous process. Progress will be monitored by class teachers through observation and assessment. Attainment will be shared with the head teacher and SENCO who will track progress of children with SEN.
As a shared responsibility, all practitioners of pupils with additional needs will refer, plan and deliver appropriately according to the needs of the pupils in their care. The importance of early identification, assessment and provision is recognised by the school.
If a special educational need is identified, this will be discussed with parents and regular progress meetings can be arranged. Annual reports and reviews are produced by the school and open evenings are arranged twice a year with class teachers. Children with a Support Plan, will have a record in school of their outcomes and support and this can be discussed three times a year with the SENCO.
Teaching, Learning and the Curriculum
At St Joseph’s RCVA Primary , we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning including after school clubs, educational visits and sporting events.
For further information you can view the Teaching & Learning Policy in the School Policies section of our website.
How we identify and assess children with special educational needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At St Joseph’s RCVA Primary, we follow a graduated support approach which is called “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce either a short note or a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process. Children may remain on a short note for 2 terms before we either move onto a support plan or they no longer need the additional support these provide.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
Full details can be found on the Local Offer website.
Early intervention is the aim at St Joseph’s. When a class teacher identifies a child with SEN they inform the SENCO, Mrs Kiri Stevenson. At this point either a short note or a support plan will be produced including outcomes for the child. As a team, school staff ensure that interventions are put into place for that child and that the teacher plans carefully ensuring they are addressing any additional needs. If there are still concerns after monitoring over a period of time, then a decision will be made whether the school can implement other strategies to meet the needs of this child or if they need to seek advice and support from other professionals. Children usually progress onto this level when despite the additional support being offered they are struggling to make the necessary progress in their area of difficulty. At this point the school will seek advice from other professionals and implement recommended strategies and advice.
If a child’s needs dictate that a higher level of support than what can be provided through school support or additional support, then a request for assessment may be made. The SENCO completes the relevant paper work and submits a school report along with reports from other relevant professionals to Durham LEA. The paperwork is looked at and the panel decide whether to proceed to statutory assessment. At this point a range of professionals will decide if an Education, Health and Care Plan should be issued to support the child’s needs.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.