Our mission is to provide an excellent Catholic Education for all children in our school. In practice this means that

Transcription

1 Our mission is to provide an excellent Catholic Education for all children in our school. In practice this means that We aim to create a happy, learning environment inspired by the life and teachings of Jesus and to provide a broad and balanced curriculum in partnership with parents and our parish communities. We work in partnership with families and external agencies to seek the best outcomes for our pupils in both their learning and emotional development 1. How does the school know if children need extra help? Children s needs can vary and these can be identified in a variety of ways including observation or noticing patterns in behaviour. Children s progress is regularly monitored by the class/setting teacher. Each term a detailed analysis is made of pupils progress and those children who are not making the expected level of progress in Maths and English are identified. Outside agencies including Speech Therapy and Occupational Therapy may identify a need and liaise with parents and school. Other physical, emotional, language and communication needs may be identified by parents taking their child to the doctor. In all cases, teachers use their professional judgment and criteria set by the Local Authority (LA) and in school to decide if a child has special educational needs. 2. What should I do if I think my child has special educational needs? If a parent has concerns about any aspect of their child s learning or development they should discuss this initially with the class teacher. Depending on the nature of the problem the class teacher will give advice to the parent and where appropriate the teacher will discuss with Special Educational Needs Coordinator (SENCo)/Headteacher to plan the next steps. 3. Who will oversee and plan the education programme? How will school support my child? The class teacher will take responsibility for the progress of the children in his/her care, and work in close partnership with colleagues; this includes teachers with a responsibility for a specific area of the curriculum and the SENCo. The Headteacher is responsible to oversee

2 the progress of all children throughout the school. They have a responsibility to report on progress and monitoring to the Governors of the School. 4. How will the curriculum be matched to my child s needs? How are the schools resources allocated and matched to children s special needs? A wide variety of strategies, techniques and resources are used at School for these children. First and foremost in all lessons work is differentiated to the child s needs and their level of attainment. Access to appropriate resources and equipment is planned for, including the use of technology. When a child s needs have been identified, the SENCo is informed and a focused programme of intervention is planned. The children are assessed before and after every intervention so that progress can be closely monitored. Regular Intervention groups running in school to support both children on the SEN register and those who are identified as needing a boost in a specific area are: Yrs. 3-6 Phonics/PAT work (to further develop phonological awareness) Yrs. 3 6 SERI is an early reading intervention designed to support pupils who have poor reading skills. An intensive half hour session 5xtimes a week with learning support assistance concentrates on key skills in reading and writing. The child is assessed at the beginning and end of the programme. Yrs. 3-6 Toe by Toe (multi-sensory programme) Yrs.3-6 Wordshark and/or Numbershark (Computer programme used to reinforce spelling/basic number concepts). Yrs. 3 6 Maths Recovery (Interventions to target an individual s specific Maths need) Yrs. 3-6 Motor Skills United (programme to support wide range of fine and gross motor skills)

3 Yr. 6 Booster Group. (Specific targeted intervention in numeracy or literacy) Yrs. 3-6 Social Group Work (small group intervention designed to help pupils maintain and built successful friendships) Yrs. 3-6 Emotional Support (this is offered on a 1:1 basis to help those pupils who are dealing with a personal issue e.g. bereavement or parents marriage break down. This is led by Mrs Carter from BSS 5. How will parents and school communicate? There are two formal parent consultation meetings, the first in the Autumn Term and the second in the Spring Term. A formal written report will be sent to parents at the end of the summer term. If parents have any particular concerns they should make an appointment to see the class teacher to discuss them. The class teacher may request a further meeting with the SENCo/Headteacher to address the issues raised. Parents are encouraged to keep the school informed of any changes or new information especially where external agencies are involved. Those children with identified additional needs including current statements and the new EHCP (Educational Health Care Plan) have an annual review which will involve parents and all the professionals working with the child. This may replace a planned parents evening. These parents will also be invited to attend a termly open afternoon with the SENCo to discuss any concerns or worries they may have. 6. How will school help parents to support their child s learning? School provide workshops for parents on helping children with Numeracy and Reading. There are hints on supporting children s learning on the website. Parents who have agreed to use support material e.g. Wordshark computer programme for spelling are given help and support by a member of staff. Parents of children receiving specific programmes from outside agencies, for example speech and language therapy, will receive support and guidance. This will help parents to deliver the programmes effectively.

4 7. What support will there be for my child s well-being? We are committed to developing the whole child. Celebration assemblies take place regularly and the children are encouraged to share their awards and certificates recognising their talents outside of school. Regular circle time is used to help children understand their feelings and explore relationships. Some children will need more help and this may be provided by small group activities or 1:1 support either with a member of school staff of by the Behaviour Support Service. The Primary Jigsaw Service may come into school to work with children with specific need, this service work with both family and school. 8. What specialist services and expertise are available to the school? We work closely with the following external agencies: Learning Support Service Speech and Language therapy Occupational therapy Physiotherapy Sensory Support Service Behaviour Support Service Primary Jigsaw (Emotional behaviour support) Primary Young Carers Mosaic (helping children whose parents have drug or alcohol related problems) YOT Youth Offending Team NSPCC

5 9. What training are the staff supporting the children with Special Educational Needs have/having. The SENCo is the holder of the National Qualification for Special Educational Needs. A programme of training is available to all staff through the course of the year. Some of this training is delivered in house or external advisors and specialists in their field will visit the school. Other training is accessed by staff as appropriate for specific needs. This has included ADHD training, Visually Impaired and Dyslexia Refresher Training, Team Teach, Autism, Speech and Language, SERI training etc. 10. How will my child be supported in activities outside the classroom including school trips? We are an inclusive school and will always seek to ensure that all children have equal access to opportunities and activities. Some children with specific difficulties will require adaptations and special requirements. These will be fully discussed with the parents of those involved. The parents of these children are encouraged to have a full and active part. 11. How accessible is the school? We have limited wheelchair access; there is no lift to the 2 classrooms on the first floor and not all parts of the building are accessible. There are disabled toilet facilities and grab rails in some of the pupil toilet cubicles. The school have installed Soundfield Systems in all classrooms to support the hearing impaired children and to enhance the sound quality for all children. The school has limited space and therefore we are unable to offer a dedicated Time Out Zone.

6 12. How will school prepare and support my child for the next stage of their education? As the children move through the school from Y3 to Y6, staff ensure that all information is passed on to the receiving teachers. We work closely with our infant school colleagues through a planned transistion programme when the children transfer to the Junior School and with our High School colleagues when the children move on at the end of year 6. All records are sent to the receiving schools and staff members meet with new teachers and support workers. Any children who leave in the course of the Key Stage with a special need have a tailor made transition programme to support the child and staff in the receiving school. 13. How is the decision made about what type and how much support they will receive? Children who currently have a statement/ehcp, have a specific number of hours allocated, these may be shared with other children or delivered 1:1 by a teacher or teaching assistant. In addition to this support the child may be allocated Learning Support Service Teaching. In order to access teaching from the Learning Support Service the child must meet the very strict criteria set by Stockport. For children who do not have a statement/ehcp the school will allocate its resources as appropriate and this may change over time. For example a specific programme of support like SERI or Motor Skills United will operate over a fixed time period. A child may need to repeat a programme or a new strategy may be required. 14. Who can I contact? In the first instance please contact your child s class teacher if your concern is to do with learning and progress. The class teacher will then liaise with the appropriate staff and management. The SENCo will play an important role in providing information, guidance and support to those parents of children with identified needs.

7 15. Medicine Children who have been diagnosed with medical problems and require regular medication to be administered in school will need an Individual Health Plan. This will need to be discussed with a school first aider in school and will be overseen by the school nurse.