Special Educational Needs
SEN Information Report
What kind of special educational needs (SEN) does our school provide for?
We are a mainstream Primary School and follow a graduated approach to SEN as outlined in the SEND Code of Practice 2015. At St Mary’s school we believe in participation for all. We want all adults and children to lead and participate in learning and we celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.
We support children with a broad range of SEN, we currently support pupils with:
- Communication and Interaction Needs;
- Cognition and Learning Needs;
- Social, Mental and Emotional Health Needs;
- Sensory and Physical Needs.
How do we identify children with SEN and assess their needs?
At different times in their school career, a child or young person may have a special educational need. The 2015 Code of Practice defines SEN as:
“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 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.”
The attainment and progress of all pupils is monitored frequently and consistently. Where a child is not making progress or fails to close the attainment gap, the class teacher will adapt learning materials and teaching to meet the child’s needs. Those children will be highlighted to all adults working with them including the Special Educational Needs Co-coordinator (SENCO) and the parents will be informed. Where progress continues to be less than expected, the class teacher formally refers the child to the SENCO who would advise her/ him of suitable interventions to implement. If a learner is identified as having SEN, we will implement provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.
Class Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At St Mary’s school we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their Teacher. The Special Educational Needs Co-ordinator (SENCO) will also support with the identification of barriers to learning.
For some learners we may want to seek advice from specialist teams such as:
- Educational Psychologists;
- Speech and Language Therapists;
- Occupational Therapists;
- Educational Diagnosticians;
- Specialist Children’s Services;
- Specialist Teachers from Whitefield School;
At St Mary’s school we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
How do we consult parents of children with SEN and keep them involved?
At St Mary’s we allocate one review meeting per term for children with SEN. The child and their parents contribute to this meeting. These meetings are in addition to the scheduled Parent Teacher Consultation meetings which take place during the Autumn and Spring Terms. Children with Education Health and Care Plans will have an annual person centred review. Parents can request a meeting with the class teacher or SENCO at any time if they are concerned or need clarification regarding the provision for their child in school.
How do we adapt the curriculum to support learners with SEN at St Mary’s School?
When a child is identified as making less than expected progress, the first response of our school is high quality teaching targeted at the area of weakness. Every teacher is required to adapt the curriculum to ensure access to learning for all children in their class. As stated in the 2015 Code of Practice ‘every teacher is a teacher of SEN’. The Teacher Standards 2013 detail the expectations on all teachers and we at St Mary’s are proud of our teachers and their development.
Each learner identified as having SEN, is entitled to support that is ‘additional to or different from’ a normal curriculum. Different teaching resources may be used. This will usually take place within the classroom as part of the lesson to maximize the impact. Interventions can range from a short daily session to longer less frequent sessions a week depending on the need of each child. It is the teacher’s responsibility to provide for children with SEN in his/her class and to follow the school’s procedures for identifying, assessing and making provision to meet those needs. Where the interventions involve teaching away from the main class, the teacher still retains responsibility for the child and works closely with support staff to plan and assess the impact of the interventions and how they can be linked back to classroom teaching. The SENCO provides advice, monitoring, and links with outside agencies. There is a school governor for SEN who oversees the school’s work with SEN and ensures the quality of provision is regularly monitored.
Please refer to our Equality Policy for further information.
How do we know if this Support is Effective?
High expectations of all children at our school coupled with skilled differentiation by teachers usually ensures that children are making at least expected progress and for some pupils higher than expected progress. However some children still require additional support in spite of this. Where a child requires additional support, parents are informed and targeted intervention is put in place. A Support Plan is written detailing the support and interventions. This support is monitored closely by both class teacher and SENCO and regularly modified. Most interventions take place over 1 or 2 terms and progress is reported back to parents at parent consultations, Support Plan review meetings or more regularly if needed. The effectiveness of the school’s provision for children with SEND is evaluated, reported to governors and monitored by OFSTED.
The Support Plan is reviewed at least once a term, where the child (if appropriate), parents and teacher discuss progress and next steps. If a learner has an Education Health and Care Plan (EHC plan,) the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.
Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. Teachers are observed once per term by an external educational consultant who judges not only the lesson but the inclusion and provision for pupils with SEN.
What are the arrangements for consulting parents of children with SEN and involving them in their child’s education?
The school provides all parents with an annual report on their child’s achievement and two formal parental consultation sessions. We also review the Support Plan for children with SEN every term. Where specialist advice has been sought, the school and professional will liaise with parents to discuss any outcomes of assessment and discuss the activities and support that will help their child. Parents are able to request meetings with the class teacher and SENCO when there is a pressing need or issue.
How does the school support children in moving between phases of education?
Parents of new Reception children are invited to a welcome meeting where they are informed of what to expect and how to support their child for the transition to school. During the first two weeks of the autumn term, the Reception teacher and Nursery Nurse undertake home visits to discuss each child’s needs and any parental concerns. Careful consideration is given to children with SEN who need support with transition to a new year group. They are supported by knowing who their teacher will be and meeting them before the summer holidays. If appropriate, a photograph of all the adults who will be supporting a child will be sent home before the summer holidays.
Transition to secondary school is managed in a similar way. An information meeting is arranged where a representative from the secondary school meets with the Year 6 teacher to discuss any relevant needs and ongoing concerns.
What is the provision for improving emotional and social development?
When it is necessary, referrals are made to CAMHS to investigate and support social, emotional and mental health development of a child. We also offer a small group programme called ‘Talkabout’ to support and develop children’s self-esteem as well as their social and emotional development.
We make use of the Brentwood Catholic Children’s Society counselling service when it is appropriate or needed.
We discuss and explore bullying and how to respond to it if you see it or if it should happen to you. Children are taught, through example, respect, tolerance and acceptance. Please refer to the Anti-Bullying Policy on the school website.
Are children with SEN fully included in all school activities?
We make reasonable adjustments to include all children in school activities and occasions. Children with SEN participate in extra-curricular activities, school trips and residential visits. We plan and discuss their support during such occasions with their parents. Careful consideration is given to the health and safety of all parties attending a school trip. For further information, please refer to our Educational Visits Policy.
What training do staff have to support children with SEN?
The SENCO, Mrs Ellen Zvandasara, has over 5 years’ experience as an SEN coordinator and Inclusion Manager. The expertise gained through this experience and studies of the SEN National Award is shared with all staff during INSET days and meetings. Support staff members gain specialist training from various sources such as speech and language therapists, educational psychologists, specialist outreach teachers and a variety of training courses. The support staff at St Mary’s have extensive knowledge in supporting children with Autistic Spectrum Disorder and Specific Learning Difficulties. All staff have completed Positive Handling training during the past eighteen months.
We have regular visits from an outreach teacher from Whitefield School to broaden our understanding and provision for children with specific needs.
How do I make a complaint relating to SEN?
Please refer to the Complaints Policy on the school website.
Where can I find support as a parent of a child with SEN?
Parents can contact the Waltham Forest Special Educational Needs Disability Information Advice and Support Service.
Waltham Forest SENDIASS
Parkside Children's Centre
London E4 6XQ
Tel 020 8496 5230
Freephone 0800 587 2521
Please click on this link for more information on their website .
The Citizens Advice Bureau also provides advice and support.
220 Hoe Street
Tel: 0300 330 1175
School Special Educational Needs Contact:
Our school SENCO is Ms Ellen Zvandasara who can be contacted through the school office on 02085294723.
Have your say
At St Mary’s Catholic Primary School we endeavour to shape and develop provision for all of our learners ensuring achievement for all. This SEN report declares our annual offer to learners with SEN, but to be effective it needs the views of all parents/carers, learners, governors and staff. So please engage with our annual process to ‘assess plan, do and review’ provision for SEN.
Please click on the link below to view Waltham Forest’s Local Authority’s local offer: