Special Educational Needs & disabilities information
How does St Patrick’s School, including EYFS, know if children have an SEN and what should I do if I think my child may have a special educational need?
At St Patricks School, we aim to identify special educational needs (or SEN as it it also known) as early as possible so that support and provision can be provided and implemented. A special educational need issue may arise as a result of information from a parent or carer, a previous setting, a teacher, a TA, or other professional.
If a parent or carer feels that their child may have an SEN, they are encouraged to raise these concerns with the class teacher and SENCO. (special educational needs co ordinator)
Progress tracking will usually identify children making less than expected progress in one or more of their learning areas, and this may be an indication of a Special Educational Need. If a teacher highlights a concern, they will firstly inform parents and complete a referral to the SENCO (a Cause for Concern form). This is the first step in the graduated response.
Next steps in the graduated response include:
The SENCO will advise where necessary and if needed, will seek further input from outside agencies.
Education health care plans can be applied for from the Local authority to provide even further support for children with severe, complex, and ongoing needs.
Prior to entry to early years, transition meetings will be held.
Nursery staff may also visit children in their pre school setting.
Where a Special Educational Need has been identified by another setting or other professional, close liason will ensure appropriate and smooth transition.
All teachers work on advice given by other professionals and follow a plan, do, review cycle to monitor and evaluate the impact of their intervention.
How will the curriculum be matched to my child’s needs?
Regular assessments in all areas of learning inform teachers planning, which is adapted to meet individual needs.
Quality first teaching (QFT) includes differentiated learning and activities for all children with additional needs. Interventions support children with learning in literacy, numeracy, and oracy. These interventions may be 1;1 or small group. These interventions are closely monitored and impact measured.
These interventions may include 1;1 tuition, toe by toe, 5 minute box for literacy and numeracy, stareway to spelling, reading buddies, pre tutoring groups, nuture groups, specific speech and Language interventions, clicker.
How will I know how my child is doing?
Parents can discuss any aspect of their child’s education with the class teacher/ SENCO at the end of the school day if they are available, or by appointment. The SENCO also has an open door policy on Friday afternoons from 2.30, for parents to drop in to speak about any concerns they may have. School feel it is vital to empower parents to help their children and themselves, and believe that good communication between home and school is key.
Twice yearly reviews are held with the class teacher, new targets are set, and these are shared with parents and if applicable, the children too.
Meetings are attended by parents, child, teacher, SENCO and any other professionals involved with the child. Actions for each person are drawn up and then new dates set to monitor the outcomes of these.
Formal written reports are provided at the end of the academic year.
Homework is used to reinforce and consolidate learning.
What support will there be for my child’s wellbeing?
St Patricks school is an inclusive and welcoming place, where all children are supported , nurtured, and loved.
The curriculum is designed to meet the needs of the whole child, emotionally, socially, and academically.
We have a learning mentor and SENCO who specialise in emotional wellbeing, and chidren know that they are able to speak to these members of staff during the school day if they need to.
School also use Caritas, a service provided by the catholic diocese, which can provide a range of counselling, therapy and social work support to children who are experiencing emotional upset.
What specialist services does school use?
We receive support, advice and guidance from
Speech and language therapists. (S.A.L.T)
Visual/ hearing impairment team. (V.I / H.I)
Educational psychologists. (E.P)
Quality and effectiveness support team (Q.E.S.T)
School health advisor
What training is available for staff who support children with SEND?
Staff receive updates on changes to policies and information every year.
Specific training programmes may be in the form of
1. Specialist service inset.
2. Specialist SEN inset, eg regarding autism, dyslexia.
3. TAs attend courses recommended by other professionals to help them further support children they work with regularly.
4. Support available from the SENCO for all staff working with children with SEND as and when required.
5. A range of other interventions.
6. 2013 all staff, including TAs, took part in level Autism Education Trust Training – this course has national recognition in developing good practice. In 2015, staff began Autism Education Trust level 2 Training which is Developing good autism practice.
How will my child be included in activities outside the classroom and school trips?
All children have the opportunity to attend our after school clubs. If your child needs extra support, school will try their upmost to provide this.
All children have the opportunity to take part in educational visits. All visits are risk assessed, with additional needs provided for, and necessary support put into place so that all children are included.
How accessible is the school?
The school is on a split level with access to all areas via external doors. Ramps leading to the main entrance have recently been installed outside.
How will my child be supported during transition to a new school, or new stage of the school?
We have carefully planned structured programmes in place for transition between EYFS and key stages.
Appropriate training will be put into place to support your child as necessary .
When children move year groups, visits will be made to the new classroom and information between teachers, parents, and other professionals will be shared to ensure a smooth transition.
In year 5, a meeting is held to discuss options for high school which is usually attended by a representative from the Local Authority if the child has an EHC plan.
In year 6, meetings are held between parents, high school staff, and other professionals to support children through the transition process. These may include extra visits to the new school setting.
How are the school resources allocated and matched to the children’s special educational need?
Schools receive funding for all pupils including those with special educational needs and disabilities. We meet pupils needs from this. Support is graduated according to needs, priorities and available resources. If the assessment of pupils indicates a significant difference then school will apply for an education health care plan for your child, and additional funding will be given by the local authority. The Local authority contribute if the cost of meeting a child’s needs is more than £10,000 per year.
How is the decision made about what type, and how much support my child will receive?
Progress of all children is assessed half termly. For children with special educational needs or those who have fallen behind, PIVATS may be used to track progress, as this tool breaks the learning down into smaller steps. Appropriate interventions, support, and next steps are established by the class teacher, SENCO and Headteacher.
For the children of parents with a special need, meetings are held twice a year where provision is discussed.
St Patricks will follow guidelines outlined in EHC plans given by the local authority as to how the funding should be allocated.
Where can I find the school SEN Policy?
It can be downloaded from this link
What are the arrangements for handling complaints from parents of children with SEND about the provision made at St Patrick's?
At St Patrick's we operate an open door policy. Parents and carers are encouraged to speak with the class teacher about any concerns they may have. You will be able to discuss any additional support your child may be receiving. You can also discuss any concerns about your child's SEND provision with the SENCo or Head Teacher. The school's complaints policy is on our website. This policy should be used to make complaints about SEND provision.
Where can I find the Accessibility Plan?
It can be downloaded from this link
How are parents involved in school?
We encourage parental involvement at St Patricks. We have a parent group run by Julie Stones and the SENCO has an open door policy most Friday afternoons for parents to drop in for an informal chat.
www.pointoldham.co.uk Oldham’s parent/ carer forum is called POINT , and is an organisation for all parents and caregivers of children with special needs, disabilities, or complex medical needs. They work with Oldham Council, education, and other service providers to plan, deliver, and meet the needs of children and their families. Anually school arrange for a representative from POINT to visit school in order to meet parents for informal discussions and information.
Other support groups and links
• Oldham Support Group for Carers in Autism
• Oldham SEND Information, Advice and Support Service
• Children and young people with special educational needs and disabilities (local offer)
• Council for Disabled children – Early Support
• Oldham Council SEN
• Oldham Local Offer
• Oldham Council local offer downloads
Documents from Oldham SEND including Local Offier
Who do I contant for further information or if you have any specific queries?
Ms Taylor SENCO
Mrs Halliwell Headteacher