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Message sent from:

SEND Local Offer/SEND Information Report

Contact– Mrs Todd (Acting SENDCO) or Mr Colvin (Deputy Headteacher)

SEND Link Governor - Mrs Beresford (HTLA and Foundation Governor) 

Further support for parents of pupils with SEND can be found on the Tameside SEND Local Offer Page:

Tameside SEND Local Offer: http://www.tameside.gov.uk/localoffer 

SEND Information Report: 

(The following report complies with section 69(2) of the Children and Familes Act 2014, and regulation 51 and schedule 1 of the Special Educational Needs and Disability Regulations 2014) 

At St Peter’s CE Primary School we are ‘Growing and Learning together’ so we can become strong and dependable, just like the Mustard Seed, Matthew 13:32.

We aim to provide a curriculum that is appropriate to the needs and abilities of all our children. We plan our teaching and learning in such a way that we enable each child to reach for the highest level of personal achievement. We believe that all teachers are teachers of special educational needs.

This offer will ensure that the school meets the needs of learners identified in the revised SEN Code of Practice 2014. It will ensure that no learners, especially those with SEN or disability, are discriminated against. This offer will be used to ensure that funding earmarked by the governing body for special education provision, including staffing, is clearly identified and used effectively for its intended purposes.

The kinds of SEN that are provided for

A child or young person has SEN if they have a learning difficulty or disability, which calls for special educational provision to be made for them.

A child of compulsory school age or a young person has a learning difficulty or disability if 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 or mainstream post-16 institutions. (SEN Code of Practice 2015)

Pupils at St. Peter's with additional needs include children who have barriers with:

1. Social & Communication

2. Cognition & Learning

3. Emotional & Mental Health

4, Sensory or Physical

 

Aims and objectives.

Through this offer we aim to:

  1. Ensure that all learners’ individual and special needs are met effectively so that they receive their educational entitlement and given equal access to a broad, balanced and relevant curriculum.
  2. Ensure that provision for learners with individual and special needs is central to curriculum planning. Teaching and learning will be differentiated appropriately so that learners may achieve high standards and make good progress for their abilities.
  3. Recognise and record students’ strengths and successes to encourage a positive self image.
  4. Ensure that staff with management responsibility, and individual members of staff, accept responsibility for the planning, organisation, and provision of appropriate educational materials and resources for pupils with individual and special needs.

 

Policies for identifying pupils with SEN and assessing their needs

Most children and young people in mainstream schools will have their special educational needs met by ‘Quality First Teaching.’ This means that through good classroom practice most children will be able to achieve.

Early identification of need

If a child’s needs cannot be met by Quality First Teaching, we will then make extra provision in order to support the child by adhering to a graduated approach. The first thing we will do when we feel we have identified a child as having SEN is to work in partnership with the parents/carers to establish the support we feel their child needs. A consultation will be arranged with the parent, class teacher and SENDCO to discuss how to support the child and consent for any observations and assessments will be obtained. We will use appropriate assessment in order to ascertain the child’s needs through:

  • Teacher observation and assessment.
  • Working with the child's family and outside agencies including medical professionals and our private speech and language therapist.
  • Assessing the child’s attainment against National Curriculum age related expectations.

What additional teaching and learning support is given to children with SEND?

In addition to the procedures and structures that are in place for all children in St Peter’s School, children with additional educational needs can access:

  • A broad and balanced curriculum with their peers.
  • Termly Person Centred SEN review meetings. 
  • High expectations of independence and outcome.
  • Differentiated support within the classroom. This could be by task, outcome, support, role, grouping or resource.
  • A differentiated curriculum where appropriate, particularly in English and Maths (Basic skills: Reading, writing, number, money and life skills.)
  • 1:1 and small group work with Teachers. 
  • 1:1 and small group work with experienced TAs, who are supported and/or directed by class teachers or SENDCo.
  • Specialist programmes of support. We currently run programs of work to support children with dyslexic tendencies, dyspraxia, gross and fine motor difficulties, speech and language therapy, reading comprehension difficulties and vocabulary acquisition.
  • Members of staff trained to deliver Speech Leap interventions for children with speech and language difficulties.
  • Our Mental Health First Aiders/SENDCo carry out emotional wellbeing interventions for children with social and emotional or social communication needs. We run programmes to support with emotion recognition, emotion regulation, conversational and social skills. Whole class approaches to support wellbeing are used as appropriate, such as zones of regulation, forest school, mindfulness and meditation.
  • Our diocesan trained Mental Health First Aider leads a mindfulness group with identified pupils.
  • Specialist support from Educational Psychologists, Pupil Support Services (including CLASS, BLIS, Advisory teachers, Sensory team), Multi-Agency Autism team (MAAT) Speech and Language therapy services, and Health (Occupational Therapy, Physiotherapy, CAMHS (Children and Adolescent Mental Health Services)) if required.
  • A private Speech and Language Therapist who is employed to work one day a week at our school.

Who is in charge of SEND at St Peter’s?

The leaders of SEND are our acting SENDCo Mrs Todd, and working closely with Mrs Todd is Mr Colvin (Deputy Headteacher). Mr Colvin is an experienced SENDCo who has previously completed the NASENCO. 

What are the admission arrangements for pupils with SEND?

Please see the school Admissions Policy and our SEND Admissions page [within the Parents tab] on the school website for further information. 

How accessible is the school environment? 

The Premises and Safety Committee complete a school accessibility check on a 3 year basis.. This is available to view in the Policies section of the website.

  • All areas of the school are accessible by wheelchair. Ramps are provided near stepped areas including the main entrance. Two disabled parking bays are available in the staff car park.
  • Accessible toilet facilities are located by the main reception and next to the staff room.
  • The school has a separate classroom base, which has a ramp, and this is accessible for wheelchair users.
  • If you have specific queries or concerns please speak with us.

How are the staff supported to help children with SEND?

All class teachers at St Peter’s work closely with the SENDCo to ensure that the children in their class, who have additional SEN needs, are supported and their needs addressed.

To support the staff at St Peter’s, all staff have access to INSET and bespoke training as appropriate. They are also included in all layers of support for children in their class therefore if required they meet with other agencies and professionals to discuss the needs and recommendations that are made for the children. If required or specific to a child, staff can also access external training provided by the LA or by private companies.

What adjustments can be made for children with SEND?

All SEN children are expected to work alongside their peers with work being differentiated to meet their needs. There may be occasions where some children are grouped specifically according to need. This may include:

  • Working in a mixed key stage group
  • Working in a year group that matches the level of attainment

During end of key stage examinations, tests and tasks, reasonable adjustments are made for children with SEN.

This may include:

  • Not sitting the exam
  • Rest breaks
  • 1:1 readers/ scribes
  • Quiet, familiar place to work
  • Use of ICT equipment
  • Adaptations of the test/ text/ task e.g Braille, enlarged text, coloured overlay/paper
  • Extra time when appropriate

Any adjustments that are made are well planned and part of the regular practise and procedure for the child.

How does the school liaise and work with parents?

St Peter’s school has a comprehensive website, where this offer is available to view. In addition to this offer, the website also indicates all staff and their roles within the school.

St Peter’s offers an open door policy. Parents and carers can request meetings with teaching staff before and after school and the school also has a strong pastoral team.

At St Peter’s children and parents are able to give their views about the school. Children take part in an annual survey, where they answer questions and give their views about the school. In addition, the school operates a comments book which is situated in the main entrance hall and parents are encouraged to make comments. A parental survey is carried out every November.  The results are analysed by the SLT and shared with staff and pupils.

All children are able to read their annual report and give a written comment about their learning over the year. As well as a yearly written report, parents are invited to two parents evenings each year. 

What time is available to discuss my child’s SEN targets?

In addition to the above, children receiving Wave 2 support have their interventions/support reviewed termly.  This is then discussed at termly Pupil progress meetings and class and provision maps are updated accordingly. Wave 3 children and children with an EHCP (education, health and care plan), have a termly 4+1 Review. Parents/carers (alongside the child) are invited to review current support using a 4+1 question form. During this time, individual provision plans are also reviewed as well as children's own one page profiles. Wave 3 children may also host Key Stage transition meetings for parents, carers and outside agencies when they progress into a different key stage.

All of these reviews allow the children to give their views about the additional support that they have received to support their needs. If parents are unable to attend, staff will endeavour to reschedule meetings for a suitable time. If this is not possible, then staff ensure that written feedback of the review is sent home so that parents can then respond afterwards.

These systems give regular opportunity for the provision put in place to be evaluated by the young person, parent, class teacher and, if appropriate, the SENDCO. We have an open door policy and lots of ongoing informal communication too.

How are young people consulted? 

Children are invited to SEN meetings termly, their old targets are discussed with them and their parents and new targets are agreed and set. The children are encouraged to provide their opinions or their feedback on how they feel in school. 

Annual reviews

For children who have Statements of Educational Needs or Education, Health and Care (EHC) Plans, they will have an annual review in line with when their statement was finalised. At this review all professionals involved are invited to a person-centred planning review which is planned and attended by the child. At this review, the child creates a presentation to ensure that his/her viewpoints are included in any decision making regarding further support. If the child is in Year 5, the LA request that the Assistant Education Officer also attends this meeting to ensure that provision for high school transition is clearly identified and planned for before entering Year 6. We also invite high schools to attend meetings in Year 6 which fall after secondary placements are finalised.

How will the school support my child’s transition to high school?

Choosing an appropriate high school for your child can seem like a daunting task. The Pastoral Team are available to support ALL parents who may require support accessing the online application process or arranging visits to see their local high school.

The school SEN team are always on hand to support parents who have children with SEND during the application process. This may be support in completing the application, creating a list of questions to ask about SEN provision or supporting parents with visits.

All children attend transition days at their high school. Meetings are held with all high schools to ensure that the school knows important information about your child. The SENDCo at St Peter’s liaises with the SENDCos at the high school also. All documentation from review meetings are shared to ensure that the receiving school are well prepared to meet your child’s needs, and individual packages of transition support are agreed. Where appropriate, school staff may attend preparatory visits with a child so that they are prepared for their transition day.

What help will my child receive if they have medical needs?

The schools pastoral team, led by Mr Colvin, are responsible for the emotional health and wellbeing of the children at St Peter’s. This of course means that the Pastoral and SEN teams work closely together.

Medicines

If a child is ill, the school will administer medication as part of a care plan, if written consent is given by the parents. However, if the dose can be administered out of school hours by the parents then this will be discussed. If a child has persistent absence linked to a health need, the Pastoral Team may request a meeting with parents and invite other relevant health care staff to support the family and child.

Care plans

Care plans will be created to help support a child attend school during a period of illness. The purpose of the care plan is to ensure that all relevant staff are aware of the medical needs of a child and what procedures are in place to keep the child and other children safe.

Other physical needs

We liaise closely with medical professionals to support children with long term physical needs on a case by case basis. Where needed we ensure we have individual care plans, risk assessments and evacuation plans in place and regularly reviewed.

 

What extra-curricular activities are available at St Peter’s?

St Peter’s Primary School run a large selection of clubs which include:

  • Chess 
  • Football 
  • Breakfast 
  • Choir 
  • Dance 
  • Spanish
  • Multi Sports
  • Trinity Club
  • Music club
  • Mindfulness Club

Pupils on the SEND register are encouraged to take part in extra curricular activities alongside their peers. Alongside varied clubs, St Peter's offers many opportunities for children, including those with SEND, to flourish, in line with our Christian vision. These include enrichment and enjoyment opportunities such as educational visits and visitors, special events and days throughout the year, charity and community projects, specialist music, dance and PE instruction, forest school, multiple possible child roles such as worship leaders and workshops with a professional artist. Rewards are given for our "St Peter's Mindset" and for a full range of achievements and progress, not just academic attainment. Individual reward systems are in place as judged appropriate. We celebrate and promote children displaying our Christian values, including helping and respecting one another and being proud of themselves.

At St Peters CE Primary School, all learners, including those with Special Educational Needs and disabilities will have their needs met fully so that they thrive, make good progress and achieve high standards. This policy will ensure that pupils with SEND are included, treated as favourably as others, and given appropriate access to the curriculum teaching and learning.

Completed by Mr Colvin and Mrs Todd in March 2022. 

Offer to be reviewed in March 2023

 

 

 

 

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