SEND Report 2017

SEND Report 2017

Please follow the link above to see how our SEND provision and information is outlined.

At St Ignatius’ Catholic Primary School we embrace the fact that each child is a unique individual with unique educational needs. We are committed to meeting the needs of pupils with Special Educational Needs and Disability (SEND) and aim to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

The school follows the 2014 Code of Practice for children who have special or additional needs.

All classes in school are of mixed ability, and teachers provide work that is specially designed to match the ability of each group. They do this using a variety of materials and classroom support.

If a child has special or additional needs, parents will be informed that their child is being registered on the special needs register. These children will have an individual pupil plan (IPP), which is reviewed with parents each term.

For a small proportion of children, the school may need to involve the use of advice of specialists outside of school. Parents will always be informed of this in advance, so that they have the opportunity to ask questions and raise any concerns.

For evidence of compliance with section 69(2) of the Children and Families Act 2014 regulation 51 and schedule 1 of the Special Educational Needs and Disability Regulations 2014,  please see our policies section on this website

Your Child has Special Educational Needs. Who can help?

Your child’s class teacher

Responsible for

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need.
  • Writing Pupil Progress targets/Individual Education Plans (IPPs), sharing and reviewing these with parents at least once each term.
  • Personalised teaching and learning for your child as identified on the school’s provision map.
  • Ensuring that the school’s SEND Policy is followed in their classroom  for all the pupils they teach with any SEND.

The SENCO: Mrs J McGarry

Responsible for

  • Developing and reviewing the school’s SEND policy.
  • Co-ordinating all the support for children with special educational needs or disabilities (SEND)
  • Ensuring that you are

i) involved in supporting your child’s learning

ii) kept informed about the support your child is getting

iii) involved in reviewing how they are doing.

  • Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology.
  • Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
  • Providing  support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.

The Head teacher: Mr C.Hough

Responsible for

  • The day-to-day management of all aspects of the school; this includes the support for children with SEND.
  • The Head teacher will give responsibility to the SENCO and class teachers, but is still responsible for ensuring that your child’s needs are met.
  • The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

The SEND Governor: Mrs A Hartley

Responsible for:

  • Making sure that the necessary support is given for any child with SEND who attends the school.

School contact telephone number:  01772 555252

How is extra support allocated to children?

The Head Teacher and the  SENCO  discuss all the information they have about SEND in the school, including

  • children getting extra support already,
  • children needing extra support,
  • children who have been identified as not making as much progress as would be expected.

From this information, they decide what resources/training and support is needed.

  • The school identifies the needs of SEND pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.

How will I know how my child is doing?

We believe in working closely with parents/carers in sharing ideas and information to encourage children to aspire to achieve of their best in their learning and their self-esteem

In addition to formal parent/carer consultation evenings (at the end of each term),information can be shared via email, telephone, home/school liaison book or face to face, where an appointment may be necessary.

All parents/carers will receive three written reports each year detailing their child’s progress across the curriculum.

How will you assess my child’s progress?

  • Your child’s progress will be continually monitored by his/her class teacher.
  • His/her progress will be reviewed every term in reading, writing and numeracy.
  • At the end of each key stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
  • Where necessary, children will have an IPP based on targets specific to their needs. Targets will be designed to accelerate learning and close the gap. Progress against these targets will  be reviewed regularly, evidence for judgements assessed and a future plan made.
  • The progress of children with a statement of SEND/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The SENCO will also check that your child is making good progress within any individual work and in any group that they take part in.
  • Regular book scrutiny and lesson observations will be carried out by members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.

What specialist services and expertise are available at or accessed by the school?

If further advice and support is required, the SENCO will make a referral, with parental permission, to an appropriate outside agency or service. This may include an Educational Psychology Service, Speech & Language, Autism Advisory Service or Camhs (Child and Adolescent Mental Health Service) may be contacted via the School Nurse/GP. These services will only be accessed with parental permission.

How are parents supported?

The class teacher is regularly 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.

  • The SENCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Personal progress targets /IPPs/ IBPs will be reviewed with your involvement every term.
  • Homework will be adjusted as needed to your child’s needs.
  • 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.

 How accessible is the school?

  • The school is  compliant with DDA requirements.
  • The school has easy access with double doors and ramps.
  • There is a disabled toilet, shower area and changing facilities.
  • There is allocated parking space in the staff car park.
  • We ensure where ever possible that equipment used is accessible to all children regardless of their needs.
  • After-school provision is accessible to all children, including those with SEND.
  • Extra-curricular activities are accessible for children with SEND.
  • The school kitchen can provide meals for those with special dietary needs.
  • Private space available for self- administration of medication.

How will we support a child’s social and emotional development?

We recognize that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiety, and being uncommunicative.Our curriculum provides opportunities to support this development. However, for those children who find aspects of this difficult we offer

  • An in-school nurture provision, which follows the Nurture Principles and is run on a termly basis.
  • Lunchtime and playtime support through planned activities and groups.

If your child still needs extra support, with your permission the SENCO will access further support through the CAF process.