St Benedict's Catholic Primary School

Special Educational Needs & Disability Information Report

At St Benedict’s we provide a Catholic education that allows children to grow into happy, confident individuals, fully equipped to take their place in God’s world, now and in the future. We will do this by: providing a rich and varied curriculum that encourages every child to achieve their fullest potential visibly loving life, loving one another and loving God striving for excellence in all that we do welcoming children from all faiths and backgrounds.

How we support children with special educational needs or disabilities

At St Benedict's School we have high expectations and strive to enable all children to make the best possible progress. Quality first teaching is vital for all children, however, for some there are occasions when further additional or different support is needed to help them achieve their best progress. We admit pupils from age 4 to 11 and we have a nurturing ethos throughout the school.

Your Questions Answered

Below are 20 frequently asked questions and answers that will provide parents/carers with a range of information about how we would meet the needs of your child. The questions were devised by our LA in consultation with parents, outside agencies and schools – this is a working document and will be regularly

updated and improved. Any suggestions to improve its content would be gratefully received. All Somerset Local Authority (LA) maintained schools have a similar approach to meeting the needs of children with special educational needs and/or disabilities (SEND) and are supported by the LA to be inclusive and to ensure children’s needs are met in a mainstream setting wherever possible, when families want this to happen.

What is the Local Offer?

The Children and Families Bill was enacted in 2014. From this date, Local Authorities (LA) and schools are required to publish and keep under review information about services and resources they expect to be available for the children and young people with SEND. This is the ‘Local Offer’. It can be found on www.somersetchoices.org.uk .

The intention of the LA Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.

The School SEN Information Report - this utilizes the Local Authority Local Offer as determined by the school SEN policy, and the provision that the school has available. Please see our SEN policy on our school website and the LA Local Offer: https://slp5.somerset.org.uk/webs/stbenedicts/SitePages/Home.aspx

How do we ensure that children who need extra help are identified early?

The 2014 SEND code of practice: 0-25 years states: A child has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them and if they:

Have a significantly greater difficulty in learning than the majority of others of the same age; or

Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

Children are identified as having special educational needs through a wide range of ways, including the following:

Parents/Carers’ can raise any concerns they have with their child’s Class Teacher or SENCo or Head Teacher. In all instances parents/carers’ will be included in the identification process and agreement/permission required. We often recommend initially that eyesight and hearing are checked to discount these aspects as possible underlying causes.

Concerns may raised by class teachers who continuously monitor and review our children’s progress

Consultations between class teachers and the Assessment Leader occur three times a year and all children’s progress data is collected and analysed -this process will identify children not making

expected progress and the reasons for this will be explored and the relevant intervention provided.

Special educational needs may be identified following a targeted catch-up intervention, i.e. if a child does not make expected progress the class teacher, parent and SENCo will gather more information to further identify the child’s needs.

Concerns may be raised at points of transfer (e.g., pre-schools, end of key stage) the school will liaise with other professionals and/or outside agencies to identify children with SEND.

At times external agencies may be involved to support the assessment and identification of a child’s individual needs, e.g. Learning Support Service, Speech and Language Therapist, etc.

Who is the best person to speak to if I am concerned about my child’s progress and needs?

Initially Parent/Carers should raise concerns about their child’s progress or other SEND issues with class teachers. Your child’s class teacher knows their learning needs best and how they are being met on a day to day basis.

If you still have concerns, then ask speak to our school SENCo (special educational needs coordinator), Val Simmons who oversees all aspects of SEND provision within the school.

The Headteacher, Cindy Stockting, or our SEN Governor, Carleigh Down will also be able to help.

The Somerset Parent Carer Forum can offer more advice and guidance – see hyperlink:

http://www.somersetpcf.org.uk/Somerset-County-Council-amp3b-NHS-Somerset-CCG.aspx

It is always our aim to work with parents to resolve concerns at the earliest possible opportunity. If however, you do not feel your concerns are being resolved a copy of the schools complaints policy is available on the school website.

How will the school support my child and how is the decision made about what type and how much support is provided?

In our school the decision about the type of provision is made in discussion with the SENCo/head teacher, class teacher, parent/carer and child. The school budget, received from Somerset LA, includes money for supporting children with SEN. The head teacher decides on the use of the SEN budget in consultation with the school governors, on the basis of needs in the school. This will include:

o The children already getting extra support

o Future children needing extra support

o The children who have been identified as not making as much progress as would be expected.

o The additional resources, training and support required - all resources, training and support are reviewed regularly and changes made as needed.

Working with the designated SEN resources the class teacher will oversee, plan and work with each child with special educational needs or disabilities in their class to ensure that progress is made.

The class teacher will use a provision map to set out the support your child is receiving and evaluate the success of any interventions.

Some children are given a SEN Support Plan with specific targets so that it is easier to track progress.

Different children will require different levels of support in order to help them make progress and achieve their potential.

What types of SEND does the school currently support?

Speech, language and communication difficulties

General learning delay

Social, emotional and mental health difficulties

Autism Spectrum Disorders (ASD)

Attention Deficit Hyperactivity Disorders (ADHD)

Moderate learning difficulties (MLD)

Dyslexia

Dyspraxia

Sensory and Physical Needs, including medical - short term and long term conditions The four broad ‘areas of need’ identified by the new SEND code of practice are:

Communication and Interaction

Cognition and Learning

Social, Emotional and Mental Health Difficulties

Sensory and Physical Needs

What are the different types of support available for the children in this school?

A provision map or support plan to meet your child’s needs will be drawn up, in consultation with you and your child. It will be reviewed three times a year and updated accordingly Class teacher input, via excellent targeted classroom teaching (Quality First Teaching) In addition children may access some of the following support: o Specific group work o Individual support o Specialist groups run by outside agencies, e.g. Speech and Language therapy o Individualised speech and language programmes o Emotional literacy support programmes o Nurture provision o Enhanced or alternative means of communication, e.g. picture, symbol, hand signs, iPad, etc. o Social communication and interaction skills groups o Social stories o Coordination programmes o Physiotherapy programmes o Occupational therapy programmes o Additional time, readers and scribes, including for statutory tests

Specified Individual support - this type of support is available for children whose learning needs are severe, complex and lifelong. This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching with a flexible and adapted timetable.

How will teaching and the curriculum be adapted to my child’s needs?

Teaching and the curriculum will be adapted to the learning needs of individual children through quality first teaching, differentiation and a personalised curriculum. For example: o Visual resources o Alternative ways of recording information o Inclusive dyslexia friendly strategies o Pre-teaching and/or post-teaching of specific learning may take place o Individualised learning programmes o TEACCH system o Flexible and adapted timetable

What support does the school provide for parents of children with SEND?

Open door policy – parents are encouraged to make an appointment to see their child’s Class Teacher, SENCo and/or Head Teacher if they have a concern

Formal meetings will be arranged at least 3 times a year with the class teacher and/or SENCo e.g. parents evenings, annual review, support plans

Regular opportunities for liaison with class teachers to discuss a child’s progress, needs and provision

Meetings with outside agencies

Signposting to relevant organisations, support groups and further information

Referrals to outside agencies e.g. Parent Family Support Advisors (PFSA)

School Entry planning and review

Transition planning to new schools

The school will share with parent/carers information about their child’s needs and what they can do to support them on a regular basis.

The SENCo’s job is to support the class teacher in planning for children with SEN.

The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEN. This includes whole school training on SEN issues, such as Autism Spectrum Disorder (ASD), dyslexia and speech and language difficulties.

Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from the Autism Advisory Team.

Members of our school team have experience and training in the following areas:

o Individualised Intervention training

o Speech and language e.g. ELKLAN, social stories, phonology, etc.

o Emotional Literacy Support (ELSA) training

o ASD training

o Dyslexia friendly school strategies and awareness

o Somerset Total Communication (STC) - communication strategies and aids

o Physical and Medical interventions

o Manual handling

o Personal care

o De-escalation training – Team Teach

o Paediatric first aid training

Who will oversee my child’s support?

The class teacher is responsible for day-to-day support and will liaise closely with other adults to ensure consistency.

The SENCo will co-ordinate the provision and resources in collaboration with you, your child, class teacher and teaching assistants.

Your child’s progress will be continually monitored by his/her class teacher and the SENCo

Your child’s progress will be reviewed formally with the Headteacher and the Assessment Leader every term in reading, writing and numeracy.

How accessible is the school for a child with SEND?

The school is in one building. There are steps within the school but all areas can be accessed without the need for using the steps thus making all areas accessible to children with mobility difficulties.

The school is fully compliant with DDA requirements.

After-school provision is accessible to all children, including those with SEN.

Extra-curricular activities are accessible for children with SEN.

We work closely with outside agencies to provide the recommended materials and equipment.

We have a disabled toilet and shower with a specialised changing table.

The school provides a range of support for children with communication and learning difficulties. These are based around enhanced visual resources, including the use of STC.

The school has been accredited as an ‘Inclusive Dyslexia Friendly School’.

We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.

If your child is joining us from another school:

The SENCo will visit pre-schools with the reception class teacher, when appropriate.

If your child would be helped by a school/home book to support them in understanding moving on, then one will be made for them.

Your child will be able to visit our school and stay for additional taster sessions, if this is appropriate.

School Entry Plan meetings can be arranged if necessary.

If your child is moving to another school:

We will contact the school SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCo from the new school.

We will make sure that all plans records about your child are passed on as soon as possible.

If your child would be helped by a school/home book to support them in understanding moving on, then one will be made for them.

When moving classes in school:

Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. Provision maps, support plans and pupil profiles will be shared with the new teacher and any resources, strategies, approaches, including special writing books, etc.

If your child would be helped by a home/school book to support them in understanding moving on, then one will be made for them.

In Year 6:

The SENCo will discuss the specific needs of your child with the SENCo of the child’s secondary school. In most cases, a transition review meeting to which you will be invited will take place with the SENCo from the new school.

Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.

Where possible, your child will visit their new school on several occasions, with support staff if

necessary and in some cases staff from the new school will visit your child in this school.

Secondary SENCo will attend Y6 autumn term annual review/transfer meeting for children with a statement/EHCP. Secondary school peer buddies may be organised.

If your child would be helped by a book to support them in understanding moving on, then one will be provided for them.

In addition to what the school provides for all children we also provide: o Individual behaviour programmes o Social skills work e.g. anger management, circle of friends o Support with starting school and moving onto secondary o Social and Emotional Behaviour Support (SEBS) Advisory Team involvement o Personal diary system o Learning mentor time o Pastoral Support Plan (PSP) o Personal Education Plan for Looked after children o Flexible timetable o Flexible curriculum o Nurture room provision

The school will encourage your child to be included, in ways appropriate for their age, in all assessing, planning, monitoring and reviewing of their additional/different support.

What specialist services are available or can be accessed?

Speech and Language Therapy Service

Learning Advisory Support Service

Parent Family Support Service

Social and Emotional Advisory Support Service

ASD Advisory Support Service

Sensory, Physical & Medical Support Service

Health Visitor

School nurse

Play therapy

Support and supervision will be in place at times of the day when your child is out of the classroom. E.g. learning mentor/named teaching assistant to support your child at play/lunchtimes with social communication or pastoral needs etc.

Risk assessments are carried out and procedures are put in place to enable all children to be included on school trips

Your child’s progress is continually monitored by their teacher through observation, assessment and review from EYFS to Year 6

His/her progress is reviewed formally each term by the head teacher, class teachers and SENCo at pupil progress meetings

If your child is in Year 1 and above, but not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called P scales.

Children on wave 3 interventions will have their progress monitored regularly.

The progress of children with statements/EHC Plans is also formally assessed as part of their Annual Review.

Children at SEN Support will have a support plan.

Meetings will be arranged for you to discuss the expected progress for your child with your child’s class teacher and/or SENCo You will be invited to attend reviews of your child’s individual support plan at least three times a year. You will be fully involved in the assessing, planning, doing and reviewing cycle of any additional provision and/or support and a copy of your child’s targets will be given to the parents/carers. You will be invited to attend regular parents’ evenings You are welcome to arrange additional meetings with the class teacher and SENCo as appropriate. There will be opportunities for you to discuss how you can support your child’s progress with home learning activities A home/school communication book may be used to share information If your child is seen by someone from an outside agency your permission will be sought, you will be invited to meet them and you will be given a copy of any reports written. At the end of each year you will be sent a copy of your child’s school report which will include any formal assessments e.g. SATs Although your child may not be working at age expected levels we will still have high

expectations and aspirational targets. Children may be taken off the Special Educational Needs register when they have made sufficient progress.

Please do not hesitate to contact the school office to arrange a meeting with the SENCo or Head Teacher Hyperlinks to useful websites: www.gov.uk http://www.somersetpcf.org.uk/Somerset-County-Council-amp3b-NHS-Somerset-CCG.aspx

Commonly Used Abbreviations:

ADD Attention Deficit Disorder

ADHD Attention Deficit & Hyperactivity Disorder

ASD Autistic Spectrum Disorder

CAF Common Assessment Framework

CAMHS Child and Adult Mental Health Service

C&I Communication and Interaction

C&L Cognition and Learning

CoP Code of Practice

CIC Child in Care

CIN Child in Need

DCD Developmental Co-ordination Disorder

EP Educational Psychologist

FSM Free School Meals

HI Hearing Impairment

IEPs Individual Education Plans

KS Key Stage

LAC Looked After Children

LA Local Authority

NC National Curriculum

OT Occupational Therapist

PFSA Parent and Family Support Advisor

PM Provision Map

PP Pupil Premium

PSP Pastoral Support Programme

SALT Speech & Language Therapy

SMEH Social, Mental and Emotional Health

S&P Sensory and/or Physical

SEN Special Educational Needs

SEND Special Educational Needs and Disability

SENCo Special Educational Needs Co-ordinator

SpLD Specific Learning Difficulties

This school offer to children with special educational needs and disabilities was pre-pared in May 2018 in conjunction with staff, parents and governors.

It will be reviewed in May 2019.

Thanks to all involved.