SEN Information Report

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Peter Newton
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St Anne s CatholicPrimary School Washington Road, Caversham, Reading, RG4 5AA Telephone: 0118 9375537 E-mail: admin@st-annes.reading.sch.uk www.st-annes.reading.sch.uk Executive Head Teacher: Mr

1 St Anne s CatholicPrimary School Washington Road, Caversham, Reading, RG4 5AA Telephone: admin@st-annes.reading.sch.uk Executive Head Teacher: Mrs. M. Buller Assistant Heads: Mrs. K. Rex and Mrs. S. Bernto Archdiocese of Birmingham Reading Borough Council SEN Information Report Senco: Mrs Gemma Burnitt SEN Governor: Ms Liz Woodhouse Contact: admin@st-annes.reading.sch.uk Local offer contribution: Whole School Approach: High quality first teaching and additional interventions are defined through our annual dialogue across the school to create a provision map which allows us to consider what we offer EVERY child in our school and what we offer additionally to meet the needs of individuals or groups. We aim to embed our high expectations amongst staff about first quality teaching through monitoring and discussion and make differentiation and the personalised approach to teaching and learning and key priority. Underpinning all our provision in school is the graduated approach of : Assess Plan Do Review All teachers are responsible for every child in their care, including those with Special Educational Needs. Assess: Through continuous teacher assessment, gap analysis and more formal assessments, suitable for the year group. Plan: During regular pupil progress meetings (PPM), an action plan is drawn up to ensure the needs of all children are being met (e.g intervention work, taking advice from Senco/outside agency) in order that children continue to make adequate or accelerated progress. Do: Staff ensure that they carry out actions agreed at the PPM Review: Through assessment information used to inform the next PPM, action plan is reviewed and changed in order to continue to meet the needs of each child. SEN Needs: Children and young people s SEN are generally thought of in four broad areas of need and support. The following provision maps show the provision that may be available under those four headings.

2 Whole School Provision Map Cognition and Learning Differentiated lesson planning Clear learning objectives for all lessons Individual curriculum targets Visual timetable Interactive whiteboards in every classroom. I-pads for older children Variety of resources used in lessons Library using computerised borrowing system. Specialist music teacher Use of Assessment for Learning. Children work individually, in pairs or groups Displays support learning. Creative curriculum Imaginative learning projects such as Formula 1 project supported by Jaguar TA support in core curriculum subjects. A Variety of teaching methods used. Clear feedback on learning and next steps given to children Child initiated learning opportunities Classroom furniture layout adapted to meet needs of classes. Access to support of Senco Trips and visitors support learning Tracking of pupil progress linked to half termly assessment opportunities Range of learning styles recognised and planned for CPD/training for teachers and TAs Use of Talk for Writing and Storytelling to promote writing. Abacus Maths Big Maths Links with Berkshire Maestros Use of specialist resources such as writing slopes, pencil grips, coloured overlays, talking button recorders Intervention groups to close the gap between pupils and their peers are identified through progress tracking- run by teachers and TAs. EAL specialist teacher Support from external partners Action Team) Emotional Literacy Support Assistant group support In class additional TA support Individual targets Individual provision plan TA support Emotional Literacy Support Assistant individual support Individual 1-1 interventions. ABC to read volunteers Support from external partners (as wave 2) Additional time during assessments

3 Whole School Provision Map Social, Emotional and Mental Health Seal programme for PSHE Lunchtime play leaders Y6 buddies for younger children Golden time Consistent behaviour management policy in place Achievements celebrated in praise assemblies Worry boxes in classrooms Circle time to discuss issues arising Mass in the church Liturgies in school Clubs e.g sports, knitting, music House system with house captains Y6 prefects Gold ties for y6 Transition between year groups EYFS home visits, staged transition into school. Community links sports teams, first holy communions and confirmations, music performances at the Hexagon theatre, St Anne s Catholic Church Senco open door policy RE curriculum Working in a variety of grouping Specialist weeks/days such as anti-bullying week. Trips/Visitors support learning Residential trip (upper ks2) A safe environment CPD/Training for teachers and TAs Wake and shake breaks throughout the day Emotional Literacy Support Assistants (ELSA) group work e.gthetalkabout Program Support from external partners Action Team) Intervention groups to support learning. Sensory circuits run daily Additional TA support in class Reward charts linked to reinforcement of golden rules/individual targets Social stories for transition and issues arising ELSA individual support Personalised timetable Support from external partners Action Team, social care) TA support Extended transition work with secondary school Individual positive handling plans for consistency Time out space

4 Whole School Provision Map Speech, Language and Communication Language rich environment Visual timetables Plays/performances Speaking and Listening opportunities built into the curriculum Children involved in writing and giving liturgies Storytelling and Talk for Writing supports language development Topic vocabulary displayed Teacher and TA CPD/training Structured school and class routines Use of ICT Support from external partners Action Team, ASC specialist teacher, specialist resource units e.g Christ the King ASC Resource) Children given more time to process thoughts Vocabulary groups Talkabout (ELSA) groups EAL specialist support teacher Specialist resources eg talking button recorders Sensory circuits Support from external partners Action Team) Speech an d language programmes delivered by trained TAs Social stories for transition and issues arising. Visual symbols used to support making limited choices/understanding expectations. Reward systems linked to individual targets 1-1 TA support Sports opportunities through PE, clubs and tournaments, swimming Multi-sensory resources used e.gplaydough, water, rice, pasta, bikes, scooter in YR and KS1 Highdown school providing specialist PE sessions Wake and shake sessions daily/across the day Classroom layout to meet needs of particular classes Gardening club Playground equipment Prayer garden Staff CPD/Training Sensory and Physical Support from massage therapist and behaviour support team. Specialist resources to use in the classroome.g bobbly cushions, specialist pencil grips, stress ball, fiddle toys, ear defenders. Fine motor skills groups Sensory circuits with hand massage Multi-sensory approach to learning phonics/high frequency words OT support and TAs running programmes on their advice. Special writing and reading books with large print/dark lines Enlarged texts Support from Sensory Consortium Support from massage therapist and behaviour support team. Lift up to YR Sensory equipment dark tent/massagers/chewy T-Bars Time out space As of May 2015, we have 36 pupils receiving some form of SEN support.

5 Consulting with children and their parents. Involving parents and learners in the dialogue is central to our approach and we do this through: Meet the teacher Parents consultation evenings Working together to set targets Additional meetings with Senco/classteacher/SLT as need arises Team around the child/family meetings The annual review process Pupil/parents questionnaires Parent Engagement meetings (PEG) Home/school books Homework/reading diaries Staff development We are committed to developing the ongoing expertees of our staff. This year staff have had training in : The new curriculum Abacus maths Clic maths Cornerstones curriculum The new SEND Code of practice Working with children who have English as an additional language Phonics ASD awareness ELSA Supporting children with speech and language difficulties Supporting children with acquired brain injury Working with children with visual impairment Talkabout social skills Using Boxall profiling Spelling and grammar teaching with new expectations Transition We recognise the importance of supporting children through transition and ensure that we pass on/collect all necessary information and enter into dialogue with to our feeder partners, to meet the needs of children entering or exiting St Anne s. School Policies and documents underpinning this SEN information report include: Accessibility plan SEND policy Teaching and Learning policy All curriculum subject policies Assessment policy Legislative acts taken into account include: Children s and families Act 2014, Equality Act 2010, Mental Capacity Act 2005

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