Our SENCo is Mrs Jane Fitton
Contact details: email@example.com
Specific Needs and Agencies
School staff regularly assess, review and monitor all children’s progress. Children whose progress is of concern will be identified for additional support through planned interventions. They may also be referred to an appropriate agency such as Speech Therapy, Occupational Therapy and Learning Support with the permission of parents.
Where children have additional needs they will be supported in accessing the full curriculum. This may be by removing barriers to their learning, providing specific equipment to improve their access to the curriculum, ensuring teaching and support staff are trained to meet their needs, and/or identifying a level of adult support considered appropriate to support their additional needs and ensure progress is being made at an acceptable rate.
If concerns about progress still remain over a period of time or resources used in support have been exhausted, the school may request a Statutory Assessment by the Local Authority.
Individual risk assessments are carried out where appropriate to ensure the safety of children with additional needs.
Personal Evacuation Plans and Risk Assessments are updated annually to identify complex children’s individual needs in the event of a fire or emergency situation.
Where children have additional needs they will be supported in accessing the full curriculum through specialist equipment and/or human resources. To meet the children’s differing learning styles, the curriculum is planned to be multi-sensory.
We pride ourselves on being a school which actively seeks to be fully accessible. Our ground floor is wheel chair accessible for pupils and parents due to wide corridors, appropriate width door openings, automatic release fire doors enabling independent access around the building. Disabled toilets are located in both the main school building and the Learning Centre, including shower facility in the Nursery. Outdoor areas are accessible in the main. All classes are fitted with window blinds and carpets to improve access for children with sensory needs.
We aim to support pupils with additional needs who join our school either at the beginning of the year or during the academic year to make a successful transition. Where a child is starting our school with an Education, Health and Care Plan, the school works together with the Local Authority and current setting to ensure a positive transition is achieved for the child and parents.
We aim to work in positive partnership with all other settings and agencies involved in a child’s transition planning.
Two representatives are elected onto the School Council from each class. Pupils are encouraged to share their ideas to improve school life, facilities, systems and resources. We actively seek children’s views and consider how to implement improvements arising from their feedback.
Parents are regularly informed of events within school through the St Peter’s newsletter, website and social media. Staff offer an open door policy for parents to share essential information quickly at the start of each day. Longer opportunities to share information or for specific discussion can usually be accommodated at the end of the day. The school’s SENCo is also available Monday to Thursday by prior appointment, for consultations or by email at firstname.lastname@example.org
Training and Qualifications
The staff at St Peter’s CE Primary and Nursery School have personal experience of working with many different children with complex medical, physical and sensory needs as well as specific learning and behavioural needs.
Across our current staff team we offer a wide variety of skills and training in the following areas:
• Safeguarding and Child Protection
• First Aid
• Epi-pen Training
• Management of Diabetes
• Attachment and Emotional Difficulties
• Emotional Literacy
• Bereavement Training
• Zones of Regulation
• Behaviour Management
• Non Crisis Intervention / Restraint course
• Attention Deficit Hyperactivity Disorder
• Autistic Spectrum Disorder
• Elkan Training
• Sensory Inclusion Hearing Impairment Training
• Sensory Inclusion Vision Impairment Training
• Manual Handling
• Cool Kids Occupational Therapy training
• Handwriting Support
• Speech and Language Training
The school has a large support staff team who work closely with the class teachers to identify concerns and develop strategies for supporting pupils either in small groups or working one to one.
Children needing additional support within maths, reading and/or writing are identified by the class teachers, SENCo, Senior Leadership Team or Headteacher. If parents have a concern they are welcome to discuss this at any time initially with the class teacher and then with the SENCo or Headteacher.
Interventions offered include speaking and listening skills support, therapy programmes including handwriting support such as Teodorescu, Toe by Toe, precision teaching and phonic skills support. When individual programmes are advised by a supporting agency, we endeavour to work in partnership with parents to support delivery.
Emotional Literacy Support Assistant (ELSA)
An Elsa is a specialist teaching assistant with a wealth of experience. ELSA’s are trained and regularly supervised by the Educational Psychologists from the Local Authority. They can provide support about a range of difficulties including, anger management, conflict, emotions, friendships and loss and bereavement. Our current ELSA is Mrs Mel Bache. In addition to our ELSA we also have a highly skilled Inclusion Mentor team, led by Mrs Dawn Gresty, who deliver support for emotional health and wellbeing.
Please see below link for more details:
BeeU Service exists to help children and young people to be resilient and to have a positive sense of emotional health and wellbeing.
Description of service offered:
Shropshire Information, Advice and Support Service (IASS), provides free, confidential and impartial information, advice and support around Special Educational Needs and Disabilities, including health and social care. Support is offered from initial concerns about a possible SEN and disability, through to complex information and advice.