Our SENCo is Mrs McKirgan
Contact details: firstname.lastname@example.org
SEND Information Report
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. They may also be referred to an appropriate agency such as Speech Therapy or Occupational Therapy 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 (RAs), Personal Emergency Evacuation Plans (PEEPs), Reduction in Anxiety Management Plans (RAMPs) and Behaviour Plans are carried out where appropriate to ensure the safety of children with additional needs. These are updated at least annually to identify and support children’s individual, complex needs in the event of a fire or emergency situation.
Children needing additional support in an area are identified by the class teachers, SENCo or Headteacher. If parents or carers have a concern, they are welcome to discuss this at any time, initially with the class teacher and then with the SENCo or Headteacher. Where a child has been identified as possibly requiring something additional and different to their peers, staff will first complete a Record of Concern with parents or carers to identify concerns and put actions in place. These Records of Concern will be reviewed with parents at an agreed time and a decision will be made as to remove the child from the Record of Concern, continue to monitor for a further period or move to SEN support.
We offer all our children a broad and balanced curriculum where all are encouraged to dream, believe, achieve and flourish. We provide a curriculum rooted in real life contexts where aspirations are high. Parents can see what there children have been learning on the class pages area of the website.
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 inclusive and multi-sensory.
See our curriculum in more depth and individual year group’s long term planning and the Curriculum Offer for each subject for further details on how the curriculum may be adapted to suit individual needs.
Teaching and support
As a school we deliver high-quality teaching to all pupils within a whole class setting. The school has a team of Learning Support Assistants (LSAs) who work closely with the class teachers to develop strategies for supporting pupils in class or occasionally in small groups or working one to one. Additional, targeted interventions can be delivered by teachers and trained learning support assistants and integrated into whole class learning. LSAs support a range of children in the class. Crucially though, learning support assistants will supplement support from classroom teachers, not act as substitutes for it.
Interventions focus on the emotional and academic needs of our pupils. When individual programmes are advised by a supporting agency, we endeavour to work in partnership with parents to support delivery.
Visits and Visitors
Visits and visitors are an important part of children’s learning. All children are able to access these. For example, for residential trips we start discussions with individual families very early in the year, share photographs so that the children can ask questions that are pertinent to them, use social stories and provide additional provision that is bespoke to meeting the child’s needs.
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 St Peter’s 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 parents, all other settings and agencies involved in a child’s transition planning. This includes specific planned programmes for children transitioning from pre-school or the home setting into our nursery, from nursery into reception years, all the way to transitioning to secondary education.
For those children who attend an alternative provision, such as TMBSS, we are able to offer a shared placement.
Children who find certain points in the school day difficult for transitioning are supported to manage the change and adaptions such as leaving the classroom early, having an individualised lunch routine, accessing a quiet room, inclusion mentor support etc. are made.
Looked After Children (LAC) and Previously Looked After Children (PLAC) with SEND
Support for LAC with SEND, who do not need an Education Health and Care Plan, will be covered as part of the child’s Personal Education Plan and care plan reviews. The SENCO, class teacher, designated teacher and specialists will involve parents/carers when considering interventions to support their child’s progress. If appropriate, the Virtual School Headteacher will be invited to comment on proposed SEND provision for previously-LAC.
Children are actively involved in their learning journey and encouraged to identify strengths and areas for development. Their views and wishes are central to the formulation of their termly learning plans.
All children are eligible to be elected representatives on the School Council or School Safeguarding Board. 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.
- Pupils’ views are submitted with Annual Review paperwork for Education Health and Care Plans.
- Pupils’ views are recorded termly on individual learning plans for children on SEN support or with an EHCP.
- Pupil voice on school and extra-curricular activities.
- Gathering of pupils’ aspirations.
Parent and Carers’ Voice
We regard parents as the experts on their children. We work closely with parents to take into account their knowledge of and aspirations for their children.
Parents of children with SEN are invited to termly consultations to review progress and plan further outcomes.
Further opportunities to share information or for specific discussion can be accommodated. The school’s SENCo is also available Monday to Wednesday by prior appointment, for consultations or by email at email@example.com
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.
We encourage parents to contact school should there be any issues they wish to discuss.
Training and Qualifications
The needs of our children are paramount when planning any training; training is tailored to the needs of the children at St. Peter’s as identified in our SEN register. SEND also informs professional development programmes and is part of the school’s performance management process.
Staff at St Peter’s CE Primary and Nursery School are well qualified and 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 staff team we offer a wide variety of skills and training in many areas. This expertise enables us to ensure we provide the correct support for all children. Interventions that are regularly assessed and reviewed to ensure children’s needs are met appropriately.
St. Peter’s recognise that all children may at times need pastoral support to overcome additional challenges. Those children with SEN can face additional safeguarding challenges. We ensure our child protection policy reflects the fact that these barriers can exist when recognising abuse and neglect in this group of children, e.g. peer group isolation (see Keeping Children Safe In Education Paragraph 126). We have a pastoral team made up of the behaviour lead, SENDCo and ELSAs who meet frequently to review the support we can offer our children.
Mental Health Support Team (MHST)
We are fortunate to have Megan Smith, an Education Mental Health Practitioner (EMHP) working in school. She works for the NHS as part of a Mental Health Support Team supporting schools in North East Shropshire. As an EMHP, she works with children who are struggling with feeling anxious, worried, low, stressed, or having trouble sleeping. She will be supporting the children in school to help them recognise their emotions and giving them some tools that they can use to help them manage their thoughts, emotions, and behaviours. She will also be working with parents and carers to help them to support their children.
Emotional Literacy Support Assistant (ELSA)
An ELSA is a specialist teaching assistant with a wealth of experience. ELSAs 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 ELSAs are Mrs Bache and Mrs Trestain-Miles.
Please see below link for more details:
Support for parents and carers of children with SEND
Having access to good quality information to help you understand the world of SEND is important when making decisions about your child’s life. Shropshire’s SEND Local Offer can help you.
The Local Offer sets out in one place useful information and provision for education, health and social care for children and young people in Shropshire who have SEN or are disabled, including those who don’t have education, health and care (EHC) plans.
The Local Offer has two main sections. The first is the information section where services and processes are explained, such as how to get extra help at nursery or school or who to speak to if you’re worried about your child’s progress. This section will introduce you to support that might help your family and help you to understand what is available from a range of services across education, health, social care, support for your family, finance, travel and transport and much more.
The second section is the service directory. This is a comprehensive list of services, clubs, support groups and businesses that might be of use to your family. It provides a brief introduction into what is offered and contact details so that you can find out more. There is also a list of events and activities for children and young people or for families to enjoy together.
Sets out Shropshire’s vision and key priorities for SEND services
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.