SEND

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St Felix RC School SEND Information report to inform     Local Offer February 2018

SEND Links

Welcome to the SEND area of our website! This area will help you understand the provision and support children with SEND will get at St. Felix.

From the SENDco…Mrs Bergin

At St. Felix, we aim to ensure that all children are able to access the curriculum and make the maximum progress they are capable of achieving whatever their area or level of need.

We are an inclusive school that identifies and celebrates the strengths and achievements of all pupils including those with disabilities. Children with disabilities are fully included in their class, with reasonable steps taken to ensure they can physically, socially and emotionally access all areas of the curriculum and are seen as a valued member of their class by both their teachers and peers.

We work closely with parents and pupils to ensure the best help is given and we follow a child centred approach; for example, we hold Pupil Perception interviews where children with SEND are asked how they feel about the help that is given to them and what helps them best with their learning; we also involve them as much as possible with their education using the One Page Profile.

More detailed information about the identification, assessment and interventions for SEND support, as well as how this is reviewed can be found in our SEND Policy which is on the website. Arrangements for the admission of disabled children are also detailed in the SEND section of the website under Accessibility.

What we offer at St Felix

At St Felix, all staff are front line professionals and provide Quality First Teaching, this means that all teachers provide for children with SEND at a whole class level in the first instance.  Teachers differentiate their lesson objectives, resources, class activities and questioning.  All teaching staff have regular training sessions provided by the SENDco and specialist outside agencies. Some staff are specially trained in delivering Lego Club sessions and some speech programmes including Elklan and PECS.

How we ensure that children who need extra support are identified early

A child has a Special Educational Need if he or she has a learning difficulty or disability that means he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools. Children are identified as having special educational needs through a variety of ways, including the following:-

  • Child performing below age expected levels
  • Concerns raised by parent
  • Concerns raised by class teacher
  • Consultations between class teachers, the SENDco and head teacher where progress data is discussed
  • Liaison with external agencies e.g. Speech and Language Therapy Service
  • Health diagnosis through a paediatrician
  • Liaison with previous school or setting, if applicable

If a concern is raised regarding a child, a range of evidence will be collected through assessment and monitoring, including the following:

  • A range of standardised tests
  • National Curriculum Tests – Year 2 and Year 6
  • Phonic assessments
  • Ongoing classroom observation
  • Early Learning Goals

Some children will require further support and intervention and following the Assess, Plan, Do, Review cycle.  Teachers work with the SENDco to establish what extra support and provision is needed to meet the needs of some children.

 

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What should a parent / carer do if they think their child may have special educational needs?

Talk to us. In the first instance contact your child’s class teacher. The teacher may make the decision to involve the Special Educational Needs Co-ordinator (SENDCo) for further advice or information.  If required, you may contact the SENDco directly yourself by making an appointment through the school Reception office.

Who will explain my child’s needs and progress to me?

The class teacher will meet parents on a regular basis (this could be as part of Parent Consultations) to discuss your child’s needs, support and progress.

The SENDco will arrange to meet parents when deemed necesary to discuss issues relating specifically to the child’s special educational needs or disability.

How will school support my child?

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  • The SENDco oversees and monitors the progress of any child requiring additional help across the school
  • The class teacher will oversee, plan and work with each child with special educational needs or disabilities in their class to ensure that progress in every area is made
  • The class teacher and support staff will use a provision map and a tracking system to record the support your child is receiving and evaluate the impact of any interventions
  • Children who are on the SEND register are given a Pupil Plan with specific targets / outcomes to ensure specific progress

Who will support my child?

  • The class teacher will be responsible for ensuring that your child makes progress in every area
  • The SENDco will monitor progress and co-ordinate provision of additional support from external agencies
  • Teaching Assistants work in class to offer additional support to groups and individuals as directed by the class teacher. Some of the teaching assistants in school specialise in a specific area and these staff may work with the class teacher to implement specific interventions to meet children’s needs

All children receiving Special Educational Needs Support will have access to the following:

Social and Emotional and Mental Health Need:

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  • A Pupil Plan that targets the child’s specific area and level of need (this will be reviewed termly with the parents and the child if appropriate)
  • Small group or one to one support at varying levels and for varying amounts of time in the day as appropriate
  • Individual rules and reward systems
  • Individual behaviour and/ or Pastoral Plan
  • Social Stories interventions
  • Circle of friends programme
  • Lego Club with trained Lego Club leaders
  • Ginger’s Club for social support in EYFS / nurture style support from TAs
  • Additional arrangements for transition
  • Access to PMHW/CAMHS/Health/Social Services/ County Inclusive Support Service (CISS)
  • 1:1 support from the school Pastoral Leader, Mr Wolmarans
  • ‘Draw on your emotions’ programme with a Nurture Teaching assistant

image007Communication and Interaction:

  • A Pupil Plan that targets the child’s specific area and level of need (this will be reviewed termly with the parents and the child if appropriate)
  • Small group or one to one support at varying levels and for varying amounts of time in the day as appropriate
  • Access to speech therapists/CAMHS/Thomas Wolsey ICT Assessment/Support
  • Social stories
  • Class visual time-tables
  • Individual visual time-tables/ feelings and worries box/book of happy thoughts
  • Circle of friends
  • Buddy scheme
  • ICT support – iPads and laptops
  • Additional arrangements for transition
  • PECS (picture exchange communication system)
  • Basic Makaton

image006Sensory and Physical:

  • A Pupil Plan that targets the child’s specific area and level of need (this will be reviewed termly with the parents and the child if appropriate)
  • Small group or one to one support at varying levels and for varying amounts of time in the day as appropriate
  • Provision of specialist furniture / equipment as advised by the Occupational Therapist: Easy Breezy Chairs; support cushions; walking frames; sloped writing desks; non- slip steps; multiple pencil grip aids and easy grip pens; pencils and scissors; stress chewy bands; stress balls;
  • Sensory Suitcase used in The Den
  • The school building is accessible to all children with wheel chair access and separate disabled toilet facilities for both Early Years and Key Stage 1 and 2
  • Referrals (when considered appropriate) to Physiotherapist / Occupational Therapist/ Other Health Professionals / CISS
  • Brain gym/Hand Gym
  • Smart Moves intervention
  • Lego Club and learning through Lego story starter sets
  • Individual ICT to support access to curriculum as appropriate
  • Additional arrangements for transition
  • Work stations when advised by professionals

image009Cognition and Learning:

  • A Pupil Plan that targets the child’s specific area and level of need (this will be reviewed termly with the parents and the child if appropriate)
  • Small group or one to one support at varying levels and for varying amounts of time in the day as appropriate
  • In school diagnostic tests to further pinpoint the child’s area and level of need: BPVS III, DINS, PhAB 2, Boxall Profile, Maths Mastery case studies
  • Referrals to outside professionals if appropriate: G.P / School Nurse / Speech Therapist / Physiotherapist / Occupational Health Therapists /CAMHS / CISS
  • Possible intervention activities may include: Phonics catch up; Sequencing and memory activities; handwriting support; reading and spelling games; one to one SEND teacher assistant support; Max’s Maths; Springboard; Nessy Learning and Nessy Fingers; Word Wasp; Toe by Toe; Plus 1; Power of 2; Numicon
  • Learning through Lego
  • Precision Teaching / precision style teaching
  • Comprehension support using a reciprocal approach
  • Additional arrangements for transition

How are the school’s resources allocated and matched to children’s special educational needs?

We ensure that all children with special educational needs are provided for to the best of the school’s ability with the funds available. The budget is allocated on a needs basis to ensure that each child receives the support the school feels they require to enable them to make progress.

The Head of School is responsible for allocating funding for supporting children and they consult with the school bursar, SENDco and class teachers so that the best use possible is made of the funds available. The school is committed to offering appropriate support to all children and if a child needs additional support we strive to provide this.

How do we evaluate the effectiveness of the provision?

The Class teacher and teaching assistants make constant, ongoing formative and summative assessments of the children throughout the day and their specific intervention; these are discussed with the Head of School and SENDco at Pupil Progress meetings as well as Parent Consultations.  In consultation with the SENDco, if an intervention is proving effective and having a positive impact it is continued, if the provision is not meeting the needs of the child, then further investigations and other interventions are considered and if applicable, implemented.

We celebrate our effective provision with the children and share their progress with them.

Accessibility Plan

Please see the Accessibility section.

image011Working with parents

Workings with parents is important to us at St Felix.  We understand that parents know their children best, hence parent partnership is beneficial to children, parents and teaching staff!

We hold Parent Partnership days where parents can come in and learn with their child.  Further, in the summer term, the SENDco holds a Parent’s Morning where parents of children with SEND can come in and discuss their child’s transition to the next class.  At Parent Consultations, the class teacher will explain a child’s progress and what extra support or differentiation is being given.

Further appointments can be made with the SENDco via the school office.

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Transition

Transition is a time of change and we put into place special programmes to support some children’s individual needs. Programmes are not just for moving to a new school but are also undertaken for the transition to the next key stage or even a new class. Pupil passports, photo albums, transition books, Moving Up morning, increased time within a new class and with new class staff, are all ways that we use to support children in times of transition. Transition into the Nursery and or Reception class for children with SEND is supported with a graduated approach beginning with a visit to school.   When moving to a new school or moving up to secondary school, vulnerable children are provided with additional support and receive a longer transition period and programme.

Looked after children

The SENDco, class teacher and ‘looked after children’ leader, Mrs T. Anderson, hold professional meetings to ensure children who are looked after by the local authority and have additional needs are supported to the best of our ability.  Mrs Anderson works closely with sending and receiving schools as well as the local authority’s virtual school.  Termly meetings are held to detail any additional support and its effectiveness.

How will my child be included in activities outside the classroom including day and residential trips?

We aim for all children to be included on school day trips and residential stays. We will provide the necessary adaptations, having consulted with you, to ensure that this is successful. A risk assessment is carried out prior to any off-site activity to ensure everyone’s health & safety will not be compromised.

How does the school manage the administration of medicines and personal care?

We have a policy regarding the administration and management of medicines on the school site

  • Parents need to inform the school in writing if medication is recommended by Health Professionals to be taken during the school day
  • The school’s administrative staff administer medicines. If a child requires medication in school, this will be administered by one member of staff and witnessed by a second. A record is kept and signed by both members of staff
  • Staff have regular training regarding conditions and medication affecting individual children so that trained staff can manage medical situations if the need arises
  • If a child requires personal hygiene care this will be managed by a trained and authorised member of staff

Where can parents go for help?

sendiassThe SENDIASS service is for parents, carers and children and young people (aged up to 25)

Email: sendiass@suffolk.gov.uk

Helpline phone: 01473 265210 (9-5, Mon-Fri)

General enquiries phone: 01473 264702 (9-5, Mon-Fri)

 

Here are some web sites that may be helpful for parents.

Emotional Wellbeing Gateway infolink.suffolk.gov.uk

Suffolk County Council www.suffolk.gov.uk

British Dyslexia Association www.bdadyslexia.org.uk

National Autistic Society www.autism.org.uk

British Deaf Association www.bda.org.uk

Disability Alliance www.help4me.info

Disability Living Fund www.dlf.org.uk

Down Syndrome Association www.downs-syndrome.org.uk

Citizens Advice Bureau www.adviceguide.org.uk

Epilepsy www.epilepsysociety.org.uk

Access Unlimited in Suffolk www.access-unlimited.co.uk

Children’s communication charity www.ican.org.uk