The St Thomas Church of England Primary School SEND Information Report
The school’s Special Educational Needs Co-ordinator is Sarah Weekes
At St Thomas Church of England Primary school we strive to support all children to ‘Believe to Achieve’. The 0-25 SEND Code of Practice identifies 4 broad areas of need and support. Special educational needs could mean that a child has a need in one of more of the following areas:
Cognition and learning
Communication and interaction
Social, emotional and mental health
Sensory and/or physical needs.
The progress and attainment of every pupil is reviewed termly by the Senior Leadership Team at which time provision may be adjusted to meet identified needs. You will be informed about your child’s progress at termly parents evening appointments and receive a written report in summer term.
If your child has a high level of difficulty on entry to school or continues to have difficulty after interventions, they may be considered to have Special Educational Needs. A graduated approach is applied and the school follows the assess-plan-do-review cycle for children supported by an SEND support plan or Educational Health and Care Plan (EHCP).
How does St Thomas Church of England Primary School know if children need extra help?
The purpose of identification of need is to work out what action the school needs to take to support individual children. Early identification of needs is important to enable us to put the right support in place. We know when pupils need help by:
Concerns are raised by parents/carers, teachers or the child;
Ongoing assessment identifies that limited progress is being made;
Classroom observations; language assessments, motor skills assessments.
Regular pupil progress meetings take place with the headteacher and SENDCo to identify any children who may need additional support.
Information from external agencies.
What should I do if I think my child may have special educational needs?
If you have concerns about your child then these should be discussed with the class teacher at the earliest opportunity, please make an appointment with the class teacher that is mutually convenient.
Alternatively, concerns can be discussed with the SENDCo, Sarah Weekes, or the Headteacher, Paul Sanchez.
How will St Thomas’ Church of England Primary School support my child?
Our school provides a broad and balanced curriculum for all children. Teachers set suitable learning challenges and respond to children’s diverse learning needs. Teachers take account of individual requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities. Some children may need additional or different help from that given to other children of the same age.
If a pupil has needs related to more specific areas of their education then the pupil will be placed in a small focus group or complete the work one-to-one with a TA in the classroom.
A pupil may receive an intervention to boost their progress in areas such as phonics, spelling, motor skills, speech and language, social skills. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ensure the effectiveness of the provision and to inform the next step in learning.
Every child identified as SEND will have an SEND support plan or EHCP if deemed necessary by the relevant agencies.
Every child in school has a One Page Progile to ensure pupil views and opinions are central to our inclusive provision.
It may be appropriate for a pupil to receive more expert support from an outside agency. A referral will be made by the SENDCo, with your consent and forwarded to the most appropriate agency.
Our SENDCo oversees all support and progress of any child requiring additional support in school.
How will the curriculum be matched to my child’s needs?
When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily. Teaching Assistants (TAs) may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs. We have a pastoral lead, specialised LSA’s and an intervention teacher who can work with individual children on a needs basis.
If a child has been identified as having a special need, they will be given a SEND Support Plan. Targets will be set according to their area of need such as: cognition and learning; social emotional and mental health, sensory and/or physical needs; communication and interaction. Targets will be planned collaboratively with parents/carers and pupils then monitored by the class teacher and appropriate provision, as outlined in the plan, will be implemented.
If appropriate, specialist equipment may be given to the pupil e.g. writing slopes, pen/pencils grips, fiddle toys.
The classroom environments are dyslexic and autism friendly, for example, the use of visual timetables and brain break are incorporated into the day to support children.
We are committed to implementing Stockport’s SEND entitlement framework.
How will I know how my child is doing and how will you help me to support my child’s learning?
If your child has an SEND support plan or an EHC plan their targets will be shared with you, either by the class teacher or SENDCo, at least once per term and will usually be discussed at parents evening. In addition to the normal reporting arrangements there may also be a monitoring review with the SENDCO and other professionals to discuss needs further.
If your child has an EHCP you and your child will be involved in an annual review of needs or a Secondary School transfer review if they are in Year 5, the review will include reviewing the plan and sending review notes to the Local Authority.
Teachers will liaise with parents at the end of the school day if there have been any issues that have been raised during the school day. There are opportunities for all parents to attend curriculum mornings or afternoons throughout the school year, please see half-termly planners for more information. It is important school work closely with parents/carers to ensure progress of individual children is supported and monitored.
The class teacher may suggest ways you can support your child at home, this may be in addition to the homework grids. Specific advice can be given to support your child if they are receiving an intervention such as SERI or Motor Skills United.
What support will there be for my child’s overall well-being?
The school offers a pastoral support for pupils who are encountering emotional/mental health difficulties. Members of staff such as the class teacher, Pastoral Lead, PSHE lead (Naomi Sparkes), SENDCO and Headteacher are available for pupils/parents who wish to discuss issues and concerns. Our school is committed to ensuring children develop resilience and are ‘mentally healthy’, teachers participate in regular training and are committed to providing an environment where children are valued, feel safe, have a sense of belonging and promote positive mental health.
Specialised support for some pupils is available through Primary Jigsaw or Primary Behaviour Support Service.
Pupils with medical needs
We aim to provide all children with all medical conditions the same opportunities as others at school. Pupils with medical conditions at this school will be supported so they have full access to education, school trips and physical education. We will help to ensure they can:
enjoy and achieve
make a positive contribution
achieve economic well-being
If a pupil has a medical need then a detailed Individual Care Plan is compiled with support from the school nurse in consultation with parents/carers. Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medicine consent form is in place to ensure the safety of both child and staff member. We offer the flexibility to meet the needs of children with medical conditions. (Please refer to School Medical Conditions Policy for further information)
Our school is a restorative school, we use restorative questions to help repair harm/conflict, enable children to reflect on their behaviour and relationships with others.
We have a positive approach to behaviour management and consistent system of rewards and sanctions. Pupils can earn dojos and the pupil with the highest number of dojo points receive a prize at the end of the week. We have a weekly celebration assembly, which parents are invited to attend, to celebrate achievements and good behaviour during the week.
The majority of inappropriate behaviours are initially dealt with by the member of staff in charge. If a child fails to respond to the action taken above they will be sent to the Headteacher, or in her absence, the most senior member of staff available.
Children who persistently find it difficult to respond to the actions taken and consequently have many recorded incidents (via CPOMS) will be brought to the attention of the SENDCo/Primary Behaviour Support Service/Pastoral lead so that an Individual Behaviour Plan or My Plan can be implemented. Parents will be invited to be involved in this process. Outside agencies may also be contacted. Exclusions will only be used as a last resort. If it is considered necessary to exclude a child from school we will follow the Stockport LEA guidelines. (Please refer to school Behaviour Policy for more information)
What specialist services and expertise are available or accessed by the setting?
At St Thomas’ we work closely with a range of agencies which include-
Learning Support Service (LSS) teacher at school for half a day per week to work one-to-one with children with cognition and learning needs, as identified by the SENDCo/headteacher.
Primary Behaviour Support Service teacher once per week, works with individual children/groups.
An Educational Psychologist is allocated to the school, she normally works with children who have significant and complex needs, who have an EHCP or are in the process of an EHCP referral.
Let’s Communicate speech therapist one day per week to work assess children, refer to the core SALT service, provide individual or group intervention.
In addition to the above agencies, we also work closely with Speech and Language Therapy, Primary Jigsaw, Occupational Therapy, Sensory Support Service and make referrals where necessary.
We work together with the school nurse and social services, the schools DSL (designated safeguarding lead) is the Headteacher.
At times it may be necessary to consult with other agencies which include: GPs, Paediatricians, Physiotherapists, Ethnic Diversity Service, Signpost Young Carers, Social Services, School Age+ Workers, Health Visitors, Parent Partnership, HYMS.
What training are the staff supporting young people with SEN having/had?
The SENDCo has completed the National Award for Special Educational Needs Coordinator.
The SENDCo and SEND learning support assistant have received training to implement three highly successful interventions; SERI (Stockport Early Reading Intervention); Motor Skills United; Motivational Maths. Training within school is being provided to teaching assistants to enable them to also deliver these interventions within the classroom.
The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ASD and Speech and language difficulties relating to using visuals and social stories.
Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
All staff have received training on social and emotional wellbeing and mental health (September 2020)
All staff have received Attachment training delivered in partnership with Virtual Schools. (January 2020)
How will my child be included in activities outside the classroom?
We will endeavour to include all children in all activities; special arrangements can be made for children with additional needs.
How is St Thomas’ accessible to children with SEND?
The building is accessible to children with physical disability via ramps. The ground floor of the building is accessible to those with physical disabilities.
We ensure that equipment used is accessible to all children regardless of their needs. Specialist equipment is used for children on an individual needs basis.
After school provision is accessible to all children including those with SEND.
Extracurricular activities are accessible for children with SEND.
What support does St Thomas Church of England Primary School offer for transition?
Transition between key stages is planned and delivered effectively; there is a transition unit to support all children moving from the EYFS to Key Stage 1.
Transition to Secondary School: For children with SEND a transfer review is arranged with the receiving Secondary School. A transition plan will be devised where necessary and extra visits to the secondary school can be arranged as appropriate. Transition to Secondary School is managed sensitively and with the support of pupils and parents/carers. Outside agencies can offer support and advice when appropriate.
Arrangements for admission
Please refer to Stockport’s School Admission Policy.
If you have any contributions to our school offer or would like any further advice, please inform the SENCo.
What to do if I have a complaint:
All complaints will be taken seriously and treated with care and sensitivity.
If you have any comments or concerns please address them to the SEND Lead or the Senior Leadership Team in the first instance. The majority of concerns expressed by parents are dealt with on an informal basis within the school itself. If you feel the situation isn’t resolved then the next step is to contact the Headteacher. If it cannot be resolved at this stage, the parent / carer is directed to the Chair of Governors.
Stockport SEND Local Offer
For further information about SEND in Stockport please visit their Local Offer page
St Thomas’ SEND Intent Statement
At St Thomas’ CE Primary School we recognise that all pupils are entitled to quality provision that will enable them to believe to achieve and reach their potential. We believe providing all children with a universal offer as well as early intervention and individualised support, where appropriate. We have high expectations and work in partnership with agencies in order to provide a positive and inclusive educational experience for all our pupils including those with a special educational need or disability.
We strive to ensure that all pupils, regardless of their specific needs make the best possible progress. We are committed to equality and aim for every pupil to fulfil their potential no matter what their needs. St Thomas’ is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.
We take pride in being an inclusive and nurturing school. All pupils follow the EYFS Curriculum/National Curriculum at a level and a pace that is appropriate to their abilities. We believe in early intervention and aim to identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional).
At St Thomas’, our aims are:
- To make suitable provision for children with SEND to fully develop their abilities, interests and skills and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities in order to promote the highest levels of achievement.
- To promote self -esteem and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
There are now four broad areas of SEND, these are:
This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs
This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties
This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn
This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.