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SEN Policy 2016-17
St Joseph and St Theresa’s RC Primary School
SEN Policy
 
 
‘All children will feel a sense of worth knowing that they are valued and loved by
 God in their uniqueness.’
 
‘All children should have their needs met and be given equal access
to all areas of the curriculum’
 
 
OUR OBJECTIVES ARETO;
 
Plan and differentiate so work is appropriate for all children
Identify as early as possible those children with special learning needs
Regularly inform parents of their child’s progress
Liaise regularly with external agencies
Provide small group and one-to-one provision where appropriate
Create individual education plans where appropriate
 
ROLES AND RESPONSIBILITIES
 
The class teacher is responsible for adapting and refining the curriculum to respond to the needs of all pupils. He/she monitors each child’s progress and identifies plans and delivers additional support. He/she should regularly inform parents of their child’s progress.
The SENCO is responsible for the operation of the SEN Information Report and co-ordination of specific provision made to support individual children with SEN. The SENCO liaises with staff to monitor the pupil’s progress and plan further interventions where progress is slower than expected. They also have regular contact with a wide range of external agencies that are able to give more specialised advice.
The head teacher is responsible for the day to day management of all aspects of the school, including provision made for pupils with SEN.
The Governor with responsibility for SEN is responsible for supporting the school in evaluating and developing the provision provided for pupils with SEN throughout the school.
The class teachers and SENCo are responsible for identifying children who require intervention and putting this in place with regular monitoring.
 
WHAT ARE SPECIAL EDUCATIONAL NEEDS?
Under the new Code of Practice, a child is deemed to have Special Educational Needs, or SEN, if he or she has ‘significantly greater difficulty in learning than the majority of others of the same age’, or his or her disability ‘prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school’. Special educational provision is needed for him or her, over and above that which can be met through good quality classroom teaching and differentiation.
Broad areas of need are identified as communication and interaction; cognition and learning; social, emotional and mental health difficulties and sensory and/or physical needs. They may be for a short period or throughout a child’s educational life. They may be identified before a child has even entered school or they may come to be recognised at a specific point in their education
 
HOW DOES THE SCHOOL KNOW IF CHILDREN NEED EXTRA HELP?
 
At St Joseph and St Theresa’s School children are identified as having SEN through a variety of ways including the following:-
 
Liaison with Nursery/previous school
Child performing significantly below age 
Child not making expected progress
Termly data analysis of standardised assessment scores.
Progress made in relation to predicted standardised scores for end of Key Stage 2.
Concerns raised by Parent
Concerns raised by teacher
Concerns raised by pupils
Liaison with external agencies
Health diagnosis through paediatrician
 
 
 
HOW ARE CONCERNS RAISED BY PARENTS?
 
We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us. We offer an open door policy, where parents can talk to their child’s class teacher, SENCO or Head teacher, either at the beginning or end of the day or through an appointment made via the school secretary.
At the start of each school year, you will be invited to ‘Meet the Teacher’ where the class teacher and teaching assistant will be present. They will tell you about learning within that year group; it is also an opportunity to discuss any concerns you have.
Parents’ evenings are held each term to discuss pupil needs and progress. This is also another opportunity to raise any concerns.
 
 
 
HOW ARE CONCERNS RAISED BY STAFF?
At St Joseph and St Theresa we follow a graduation approach to identification and intervention.  Through data analysis SLT and class teachers identify children who are scoring below 85 on the standardised assessments, children who have made little to no progress during two terms, and children who were making progress but now have stopped. Appropriate interventions are then planned for and put in place.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
St Joseph and St Theresa Catholic Primary School
Graduated SEND approach.

       
   
Analyse your class data after summative assessments.
Are there any children who are falling <85 and are concerning you during lessons?
 
 
 
 
 
 
 
 
 
 
 
 
 
 

                                                
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

HOW IS THE CURRCULUM MATHCED TO CHILDREN’S NEEDS?
 
The majority of lessons taught are good or outstanding. Not only are they made to engage and motivate pupils but all work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there would be at least three different levels of work set for the class. The benefit of this type of differentiation is that all children can access a lesson and learn at their level.
The first stage of interventions in quality first teaching, where class teachers will make reasonable adjustments to support children in their class with SEN needs/
If children require extra support, regular intervention, either 1:1 or small group work, with an adult. This will take place regularly and progress made will be monitored.
Daily 1:1 work (Plus 1, Power of 2, Toe by Toe, Word Wasp, RWInc Phonic Intervention, precision teaching) to support basic skills will be delivered by a TA.  Progress of this is tracked daily
 
 
 
HOW ARE PARENTS INFORMED ABOUT THEIR CHILD’S ATTAINMENT AND PROGRESS?
WHAT OPPORTUNITIES WILL THERE BE FOR ME TO DISCUSS MY CHILD’S PROGRESS?
 
Parents are welcome any time to make an appointment to meet with either the class teacher or SENCO and discuss how your child is getting on. We can offer advice and practical ways that parents can help your child at home.
We believe that children’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
Parent workshops are held throughout the year, enabling parents to work consistently with school. The workshops vary, depending on the needs of parents and pupils.
Parents evenings, Pupil Profile Books (completed termly) and reports at the end of the year inform you of how well your child is doing, what national and school expectation is and what their targets/next steps are.
Every child has a reading diary which is also used as a communication book, so that comments from parents and teacher can be shared and responded to when needed.
If a child is on the SEN register they will have an ‘Assess, Plan, Do, Review’ which will have individual targets. This is discussed at least every half term with pupil and parents, who are given a copy. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) with the expectation that the child will achieve the target by the time it is reviewed.
If a child child has complex needs they may have a Statement/Education, Health and Care Plan (EHC) which means that a formal meeting will take place to discuss your child’s progress and a report will be written.
Interventions are also planned for an used to support progress.
 
Interventions
1:1 support programmes we use in school
Early intervention is key – especially in S&L, phonics and fine motor skills. 
Literacy
Precision teaching Learning phonic sounds/high frequency word on sight.
Progressed tracked- daily score recorded
Word Wasp
Literacy hornet (for younger children)
Highly structured phonic scheme to help with reading and spelling
Toe by Toe Diagnostic system for the teaching of reading
SNIP Supports the recognition and spelling of HfW
1:1 Phonics Tutoring RWInc Book1, 2, 3, 4 working through the sounds taught in phonics – must use multi-sensory equipment to deliver effectively
5 minute box Learning the letters – alphabet arc activities
Daily reading  
Spelling Made Easy Patterns to follow to support the spelling of tricky words
Lifeboat Teaching children how to read and spell – not age related.
Use Book 1 for HOW TO TEACH this intervention.
Daily Phonics Intervention Programme
(Staffordshire)
Must be completed daily – as an addition to the phonics received in class.
Speech and Language NSneyd  - EKLAN training.
Speech and Language folder containing activities to support.
Speech and Language Targets and activities set by S&L  
Sentence Builders Building sentences using blocks.
Pre-teaching Pre- teaching on a 1:1 basis the vocabulary that children will be using in their topic/numeracy/literacy
Check that children UNDERSTAND the word – not just read it.
Can they use it in the correct context? Can they match it to it’s meaning?  Can they describe it?
Sentence Smashers Developing basic sentence writing skills – SCartwright/NSneyd
Inference intervention  
Reading Roundabout 1,2 &3 Developing inference/deduction and prediction skills.
Numeracy
Plus 1 Basic number facts – repeated to aid consolidation
Power of 2 Move on from Plus1
Precision teaching Use times tables/Learn Its
Big Maths interventions?  
Times tables Publication similar to Plus 1/Power of 2
Looks at learning times tables in a different order using fact families
   
Fine Motor Skills
Write from the start Booklet to be worked through to improve fine motor skills
Roll ‘n’ Write Improving fine motor skills – looks at creating patterns and following lines ideal for EFYS/KS1.
Pencil grips  
Writing slopes  
Therapy putty  
Outreach – Saxon Hill Can be contacted for ideas and resources
Speed Write  
Behavioural
Fidget buster  
Smiley face diary  
Positive comments diary  (keep a separate book for negative comments)  
Incident forms  
Reward charts (personalised) children involved in setting their own targets)  
Weighted blanket  
Flexible teaching/arrangements  
Whole school policy on positive behaviour  
Individual class reward systems  
Behaviour Services ENTRUST  
Communication in print Loaded onto system
Memory
Auditory memory activity book Children with dyslexia will often have poor auditory memory skills.
Visual memory activity book  
Perceptive memory activity book  
Dyslexia resources
Lucid Rapid test  
Colour overlays (complete visual assessment first)  
Beat Dyslexia Book 1 Use the disks to follow the intervention through – Book2, 3, and 4 are available.
Wordshark Disk loaded onto laptop
Choose wordlists for children to work on.
Trugs?  
Coloured paper/background  
v   
 
WHAT PASTORAL AND SOCIAL CARE IS THERE?
 
At St Joseph and St Theresa’s we offer a Christian setting that aims to place Christ at the centre of all that we strive to do.All children will feel a sense of worth knowing that they are valued and loved by God. We are an inclusive school; we welcome and celebrate diversity.
All four areas of need; Communication and interaction, Cognition and Learning, Social, Mental and Emotional Health and Sensory/Physical are treated with equal importance.
All staff believes that children having high self-esteem is crucial to a child’s well-being. We seek to create a learning environment which enables our children to succeed to their best ability and which recognises and values their variety of talents.
A wide range of extra- curricular activities are made available and information regarding theses is shared on the weekly Headlines newsletter, through text messages and school website. 
All pupils have a weekly Sign Language lesson.
Children take part in termly SEN days where they learn about different Special Educational Needs i.e. dyspraxia, autism.
Social and Emotional groups are run 1/week for children who require this support.
 
HOW ARE CHILDREN ABLE TO SHARE THEIR THOUGHTS AND FEELINGS?
 
We value and celebrate each child being able to express their views on all aspects of school life.The School Council and School forum (KS2) has representatives from each year group. The Headteacher and Key Stage 2 manager leads regular meetings with these groups, enabling pupils to contribute their views. 
Class Circle Times allow pupils to share their views and help solve any issues that may arise. There are also worry boxes in every class which are regularly checked by the class teacher and acted upon.
We actively seek the viewpoints of children through pupil interviews, which are held at the end of the year to discuss all areas of the curriculum.
If your child has a Statement/Education, Health and Care Plan (EHC), their views will be sought before any review meetings.
 
All staff follow and are informed of any changes to school policies, which include; Admission Policy, Equal Opportunities, Disability Equality Policy, Anti-Bullying Policy, Pupil Privacy Policy, Policy for Behaviour and Discipline and SEN Policy. All are available for parents to read on the school website.
The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies such as the School Nurse, Health and Social Services, or the Behaviour Support Team.
 
HOW DOES THE SCHOOL MANAGE THE ADMINISTRATION OF MEDICINES
 
The school has a policy regarding the administration and managing of medicines on the school site.
Parents need to contact the class teacher if medication is recommended by Health Professionals to be taken during the school day.
On a day to day basis the class teacher generally oversees the administration of any medicines.
As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.
At least two members of staff hold an up to date First Aid Qualification at all times.
Extra adults will also be used if required.
Any children who have medial needs or allergies will have their picture taken and a poster of their needs placed around the school so all staff are aware.
 
WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY THE SCHOOL?
 
Our SENCO attends SEN updates each term and shares any new information with Staff and Governors. The SENCO will have completed the National SEN Award within three years of becoming the school SENCO.
As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: - Behaviour Intervention; CAMHs, Behaviour support, Autism Outreach; SENSS; Health including – GPs, school nurse, clinical psychologist, paediatricians, speech & language therapists; occupational therapists; social services including – Parent Support, social workers and Educational Psychologists.
 
Outside Agency Contact details
SENSS Learning Support Old Library Bird Street, Lichfield.
01543 512050
SENSS Behaviour Support 01543 512050
Educational Psychologist Old Library Bird Street, Lichfield.
01543 512050
Autism Outreach Flash Ley Centre
Hawksmoor Road
Stafford
01785 356830
Speech and Language 01543 440903
School Nurse 01953 412999
Local Support Team Service Office
Sycamore Road
Burntwood
01543 510523
Lichfield Dyslexia Centre Abnalls Ln,
Lichfield
WS13 8BL
 
WHAT TRAINING DO THE STAFF SUPPORTING CHILDREN WITH SEN HAVE?
 
If a child has a specific need then, wherever possible, a member of staff within that class will be given training to enable them to support that child. Previously, this has included, for example training and support from Autism Outreach, SENs (dyslexic tendencies), Health (diabetes/use of Epi-Pen), Speech and Language programmes and from the Behaviour Support Team.
 
 
 
 
HOW ARE CHILDREN INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM INCLUDING SCHOOL TRIPS?
 
All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support 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. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
 
 
 
 
HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?
 
The school site is wheelchair accessible with a disabled toilet large enough to accommodate changing. The school is all on one level.  There are ramps at specified fire exits.
We liaise with StaffordshireMinority Ethnic Achievement Service (MEAS)whoassist us in supporting our families with English as an additional language.
 
 
HOW WILL THE SCHOOL PREPARE AND SUPPORT SEN CHILDRENWHEN JOINING THE SCHOOL AND TRANSFERING TO A NEW SCHOOL?
 
We encourage all new children to visit the school prior to starting when they will meet the Headteacher and their class teacher. They will be shown around the school and parents will be given a welcome talk. The EYFS teacher will have visited their pre-school setting prior to this meeting. Children are also invited into school for a story with their peers and are given the opportunity to try a school lunch along with a family member.  Where appropriate, for children with SEN, we would encourage further visits to assist with the acclimatisation of the new surroundings.
Before moving to a new class each year, wherever possible, pupils are given the opportunity to meet their new teacher and spend time in their new classroom to support transition.
If transition is potentially going to be difficult, we can write social stories with children and take photographs of the new classroom and members of staff.
When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange visits and liaise closely with staff, discussing the pupils’ needs.
We liaise closely with Staff when receiving and transferring children to different schools during the school year, ensuring all relevant paperwork is passed on and all needs are discussed and understood.
If your child has complex needs then a Statement or Education, Health and Care Plan (EHC) review will be used as a transition meeting during which we will invite staff from both schools and any other significant adults, to attend.
 
 
How are parents involved in the school?
 
All parents are encouraged to contribute to their child’s education. Parents are given a weekly Headlines newsletter, they can visit the school website or meet with the class teacher, Head Teacher or SENCO. Opportunities include joining Friends of the School, completing parent questionnaires, joining in Real Time or extra-curricular activities, attending school assemblies or Masses, writing comments in home/school diaries and responding in profile books.
 
WHAT SUPPORT IS THERE FOR BEHAVIOUR, AVOIDING EXCLUSION AND INCREASING ATTENDANCE
As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. This reward system has been developed into a Reward and Sanctions policy which is shared with all staff.
If a child has behavioural difficulties an Individual Behaviour Management Plan (IBMP) is written alongside the child and Parents to identify the specific issues, put relevant support in place and set targets.
If required, Behaviour Service (ENTRUST) are contacted.  A member of their team will complete an observation of the child and will suggest resources and activities which can be used.
Traffic light diaries are also used across the school for children who require them.  Children are involved in setting the targets for the week and in choosing their reward.  These diaries are shared with parents and the Headteacher at the end of the week.
After any behaviour incident we expect the child to reflect on their behaviour with an adult. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
If staff deem the incident to be a serious incident, the Serious Incident Form is filled in and a copy of this is kept in school.
Attendance of every child is monitored on a daily basis by the Admin department. Lateness and absence are recorded and reported upon to the Head teacher. Support is given through an incentive scheme where good attendance is actively encouraged throughout the school. We have had many successes where families were struggling with lateness but are now able to get their children into school on time.
 
 
 
Headteacher  Mrs P.Davies
SENCO   Mrs J.Windsor/Miss Evans
Governor  Mrs Y Stanley
 
Updated September 2016
Review December  2017