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SEN Information Report 2017
SEN Information Report
 
 
‘All children will feel a sense of worth knowing that they are valued and loved by God in their uniqueness.’
 
 
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:-
 
v  Liaison with Nursery/previous school and the completion of SEN transition sheet.
v  Child performing significantly below age 
v  Child not making expected progress in all three core areas (Reading, Writing, Numeracy)
v  Termly data analysis of standardised assessment scores.
v  Progress made in relation to predicted standardised scores for end of Key Stage 1 and 2.
v  Regular book/planning monitoring of all classes by Senior Leadership Team with feedback shared and discussed with class teachers.
v  Concerns raised by parent
v  Concerns raised by teacher
v  Concerns raised by pupils
v  Liaison with external agencies
 
 
WHAT SHOULD I DO IF I THINK MY CHILD HAS SPECIAL EDUCATIONAL NEEDS?
 HOW WILL I RAISE CONCERNS IF I NEED TO?
 
v  We pride ourselves on building positive relationships with parents. We are open and honest and hope that parents are able to be 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.
v  At the start of each school year, parents 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, but is it also an opportunity to share and discuss any concerns parents have.
v  Parent’s evenings are held in the Autumn and Spring term to discuss pupil needs and progress. This is also another opportunity to raise any concerns.
 
HOW WILL THE CURRICULUM BE MATCHED TO MY CHILD’S NEEDS?
WHAT ARE THE SCHOOL’S APPROACHES TO DIFFERENTIATION AND HOW WILL THAT HELP MY CHILD?
 
v  The majority of lessons taught are good to 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.
v  If children require extra support intervention will be put in place, either 1:1 or small group work, with an adult. This will take place regularly and progress made will be monitored.
v  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 Teaching Assistant.  Progress of this is tracked.
v  All classes are provided with a Dyslexia Box, which children can access and use the resources within these to support learning.
 
HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING?
 
v  The class teacher continually assesses children daily throughout lessons and plans future lessons to meet their needs. Formal assessments are carried out each term and recorded in Pupil Profile Books. Some pupils will need specialised assessments to monitor progress, depending on their specific need. Pupils are expected, as set out by the government, to score 100 on the standardised assessments used in school for Reading, Grammar and Punctuation and Maths.  Children from Y3 upwards, have been assigned predicted standardised scores for their End of Key Stage 2 assessments which are used as a tool for tracking and monitoring progress.  Progress on each individual child is tracked through each Key Stage
v  Progress and attainment are monitored termly by all teaching staff and management team in Pupil Progress Staff Meetings and interventions are set up in accordance with this data.
v  Children who are not making expected progress are identified through these meetings. In the meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support, through intervention, can be given to aid their progression.
v  For pupils who need individual plans, the school uses an ‘Assess, Plan, Do Review’ approach.  When the child’s plan is reviewed comments are made against each target to show what progress has been made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress. Where appropriate, external agencies are used to help assess pupil progress and support next steps.
v  A graduated approach to support is taken to ensure quality first teaching and provision is provided.
 
 
HOW WILL I KNOW HOW MY CHILD IS DOING AND HOW WILL YOU HELP ME TO SUPPORT MY CHILD’S LEARNING?
WHAT OPPORTUNITIES WILL THERE BE FOR ME TO DISCUSS MY CHILD’S PROGRESS?
 
v  You 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 you can help your child at home.
v  We believe that your child’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.
v  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.
v  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.
v  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 isand what their targets/next steps are.  These targets are also shared with children at a level which they are able to understand
v  If your child is on the SEN register they will have an ‘Assess, Plan, Do, Review’ which will have individual targets and show the progress made through the assessments completed.  Within this document, extra support and interventions provided will be detailed. 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.
v  If your child has complex needs they may have a Statement/Education, Health and Care Plan (EHCP), which means that a formal meeting will take place to discuss your child’s progress and a report will be written.
v  For children who are currently on the SEN register, annual pupil interviews will take place and parent questionnaires will be given out.  Responses from these will inform the evaluation of the SEN School Improvement Plan and the action plan going forward to the next year.
v  If you feel it is necessary to request an Education, Health and Care assessment of your child, you can do so by accessing the link below and completing the attached form. https://www.staffordshire.gov.uk/education/welfareservice/SpecialEducationalNeeds/spps/Education-Health-and-Care-Assessments/Statutory-Assessment.aspx
 
WHAT SUPPORT WILL THERE BE FOR MY CHILD’S OVERALL WELL BEING? 
 
v  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.
v  All four areas of need; Communication and interaction, Cognition and Learning, Social, Mental and Emotional Health and Sensory/Physical are treated with equal importance.
v  All staff believe 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.
v  A wide range of extra-curricular activities are made available through lunch time and after school clubs; information regarding these is shared on the weekly headlines letter, through School Money, text messages and the school website. 
v  All children will be placed into teams which will allow them to work alongside children and staff from other classes during a variety of activities to build a ‘family’ culture.
v  All pupils have a weekly Sign Language lesson and take part in the annual Signing Assembly.
 
HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?
 
v  We value and celebrate each child being able to express their views on all aspects of school life. The School Council and School forum has representatives from each year group. The Headteacher and Enrichment Manager leads regular meetings with these groups, enabling pupils to contribute their views. 
v  Class Circle Time and PHSE lessons 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.
v  Pupil interviews are held at the end of the year to discuss all areas of the curriculum.
v  If your child has a Statement or Education, Health and Care Plan (EHC) their views will be sought before any review meetings.
v  Children will be provided with a termly opportunity to complete a ‘Pupil Voice Questionnaire’ which allows them to have their say on what they enjoy about school and what they feel would further support their development.
v  All staff follow and are informed of any changes to school policies, which include; Admission Policy, Equal Opportunities, Inclusion, 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.
v  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 advice and support. This may involve working alongside outside agencies such as the Local Support Team, School Nurse, Health and Social Services, and/or the Behaviour Support Team.
v  All classes have a ‘Praise and Worry’ box where children are able to post their thoughts/feelings.  These are checked weekly by the teacher and any concerns are immediately dealt with.
 
 
 
 
HOW DOES THE SCHOOL MANAGE THE ADMINISTRATION OF MEDICINES?
 
v  The school has a policy regarding the administration and managing of medicines on the school site. Each class has a VIP folder where this policy is kept.
v  Parents need to contact the class teacher and complete an ‘Administration of medicine’ form if medication is prescribedby Health Professionals to be taken during the school day; within the VIP folder of each class, a master copy of this form is kept.
v  On a day to day basis the class teacher/ teaching assistant oversees the administration of any medicines.
v  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.
v  Most staff hold a First Aid Qualification valid from October 2015.
v  Extra adults will also be used if required.
v  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.
v  An ‘Additional Needs’ register for current pupils is updated by members of staff and a copy in placed in the staff room to ensure all staff are aware of any extra needs.
 
WHAT SPECIALIST SERVICES AND EXPERTISE ARE AVAILABLE AT OR ACCESSED BY THE SCHOOL?
 
v  Our SENCo attends SEN updates each term and the annual SEN conference.  All new information is shared with staff and Governors.
v  An end of academic year report is completed and this is shared with Governors.
v  The SENCo is undertaking the recommended National SEN award.
v  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, Midland Psychology, 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 Behaviour Support 01543 512050
School Nurse 01953 412999
Local Support Team Service Office
Sycamore Road
Burntwood
01543 510523
Websites which offer support ·         http://www.bdadyslexia.org.uk/
·         http://dyspraxiafoundation.org.uk/
·         http://www.familylives.org.uk/
·         http://singinghands.co.uk/
·         http://www.autism.org.uk/
·         http://www.familylives.org.uk/advice/primary/learning-school/supporting-your-child-at-school/
·         https://www.staffordshire.gov.uk/education/welfareservice/SpecialEducationalNeeds/spps/ParentPacks/79715-send-dl-service-leaflet.pdf
 
 
WHAT TRAINING DO THE STAFF SUPPORTING CHILDREN WITH SEN HAVE?
 
v  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 training and support from Autism Outreach, SENSS (dyslexic tendencies, working memory), Health (diabetes/epipen, First Aid Qualification),Speech and Language programmes and Behaviour Support.
v  All staff received Autism Level 1 training from Autism Outreach July 2017
v  The school holds Dyslexia Friendly Status Level 2, all staff have received updates on supporting children with Dyslexic tendencies.
 
HOW WILL MY CHILD BE INCLUDED IN ACTIVITIES OUTSIDE THE CLASSROOM INCLUDING SCHOOL TRIPS?
 
v  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.
v  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.
v  When required, extra adults are taken on school visits.
 
HOW ACCESSIBLE IS THE SCHOOL ENVIRONMENT?
 
v  The school site is wheelchair accessible with a disabled toilet large enough to accommodate changing. The school is all on one level.
v  We liaise with Entrust EAL team who assist us in supporting our families with English as an additional language.
 
HOW WILL THE SCHOOL PREPARE AND SUPPORT MY CHILD WHEN JOINING THE SCHOOL AND TRANSFERING TO A NEW SCHOOL?
 
v  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 ‘Stay & Play’ with their peers.  Where appropriate, for children with SEN, we would encourage further visits to assist with the acclimatisation of the new surroundings and staff.
v  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.
v  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.  Children may also begin to spend short amounts of time in their new environment and with their new teacher.
v  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. All information is shared and a form is completed to show that the relevant documentation has been passed and shared with the new setting.
v  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.
v  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 THE SCHOOL PROVISION MATCHED TO MY CHILDS NEEDS?
 
v  The annual budget for SEN is used to employ extra TAs and 1:1 staff to support children who require this for academic needs and medical needs.
v  Resources are also bought to support 1:1 intervention (see table below)
v  Courses for SENCo and TA are also attended to support and improve CPD.  Relevant details from all courses are disseminated to other staff members in staff and key stage meetings.
 
 
Provision Details
TA support 1:1/small group work in Phonics/Literacy/Numeracy
Phonic/spelling intervention Set up by class teachers and delivered by teaching assistants.
5 minute box EYFS/KS1 children focusing on initial sounds.
EYFS Phonic intervention Extra phonic sessions led by TA
1:1 Phonic tutoring (RWinc) Delivered by TA for individual children
Precision teaching Daily using sight words/phonic sounds
Programme bought to use on computer
Word Wasp Phonic/simple spelling patterns
Plus 1 Basic number skills
Power of 2 Number skills (follows on from Plus 1)
Toe by Toe Focused spelling activities
Stairway to Spelling Differentiated spelling lists –focused patterns/sounds
Social and Emotional Group Building friendships and building confidence
Sensory Circuits Developing and improving gross motor skills.
Theraplay Nurturing confidence and friendships
 
 
HOW IS THE DESCISION MADE ABOUT WHAT TYPE AND HOW MUCH SUPPORT MY CHILD WILL RECEIVE?
 
v  These decisions are made in consultation with the class teacher, Headteacher and SENCO. Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside agencies if they are involved. The level of support is linked to the complexity and severity of a pupil’s needs. There is an expectation that pupils should develop independent learning skills as far as possible and not become reliant on adult support.
v  If other agencies are involved, they will suggest the amount of support the child needs and will offer specialised resources to support this.
 
HOW ARE PARENTS INVOLVED IN THE SCHOOL?  HOW CAN I BE INVOLVED?
 
v  As a school we know and believe that parents’ involvement in the school is key to helping support children in the most effective way.  At St Joseph and St Theresa we encourage parents to become part of school life through:
o   Invitation to school Masses and whole school assemblies
o   Parent workshops, which give parents practical ideas and advice on how to support their child’s learning at home
o   Helping during enrichment and extra-curricular activities
o   Joining Friends of the School
o   Parent governors who attend termly governors meetings with Foundation governors and staff
o   Questionnaires, which are sent to parents to gain their view and perspectives. 
v  To further develop the link between parents and school, we will be introducing parent/child lessons for phonics and maths, where parents/carers can join and support their children in a reading and phonic lesson.
v  Headlines, the school newsletter, is sent out weekly to update parents/carers on what is happening in school.
v  The school website http://www.st-joseph-st-theresa.staffs.sch.uk/is regularly updated with key information.
 
 
WHAT SUPPORT IS THERE FOR BEHAVIOUR, AVOIDING EXCLUSION AND INCREASING ATTENDANCE?
 
v  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.  The behaviour policy is currently being re-written and will include the points below.
v  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.
v  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.
v  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.
v  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.
v  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.
v  If behaviour is consistently negative towards other pupils or members of staff, parents are invited to attend a meeting with SENCo, class teacher and Head teacher to identify the next steps which may involve support from outside agencies such as CAHMs, Young Minds and ENSTRUST? Behaviour Services.
v  Attendance of every child is monitored on a daily basis by the office staff. Lateness and absence are recorded and reported 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.
 
WHO CAN I CONTACT FOR FURTHER INFORMATION?
 
v  For any questions or concerns please contact the class teacher, SENCo (Miss S Evans) or Headteacher to arrange a meeting.
v  For further information about the school and provision provided, please visit the school website http://www.st-joseph-st-theresa.staffs.sch.uk/
 
LOCAL OFFER
 
v  Every local authority must publish a Local Offer, for further information on this https://www.staffordshire.gov.uk/education/welfareservice/SpecialEducationalNeeds/spps/ParentPacks/the-local-offer.pdf
v  The Local Offer tells you what support the local authority expects to be available for children and young people with special educational needs (SEN) and/ or disabilities.
 
 www.staffordshiremarketplace.co.uk
 
Updated September 2017
Next review: September 2018
 
Headteacher:Mrs I. Walker
SENCo:  Mrs S Schneider (Year 2 class teacher)
SEND Governor:Mrs Y. Stanley