St Martha’s SEN-D Information Report Policy
Mrs Hayley Pink is the St Martha’s Special Educational Needs Coordinator (SENCo)
Mrs Jane Tallon (SENco teaching assistant)
Mrs Nicky Godfrey (SENco teaching assistant)
SEN Governor – Judith Stoutt
Mrs Pink can be contacted on 01553 774829 or by Email: email@example.com
St Martha’s Catholic Primary School can offer you:
- Someone to talk to; you can always speak to your child’s class teacher, the SENCo or the Head-teacher about any concerns you may have.
- A Spiritual, friendly, caring environment; we value social and emotional aspects of learning as much as academic aspects.
- Quality teaching; all our teachers work to a very high standard and are very aware of the need to ensure that all pupils, with or without special educational needs and disabilities be the best they can be.
- Well trained teachers and support staff; all staff have access to up to date training to meet the needs of individual pupils through the school budget and the Cluster funding mechanism accessed by the school and through the support of the SEN-D Cluster lead (Sue Wild) who visits our school regularly.
- Access to specialist services; we can refer children to the Speech and Language Therapist, Educational Psychologist, Autism Support Teacher, School Health, Occupational therapy and the Vision or Hearing Impaired Services amongst other specialists.
Identifying and supporting children with SEN-D at St Martha’s Catholic Primary School
When children start in our Reception class, they join from a number of Nursery settings and the handover systems ensure that we receive any information on their development so far, and any information on a special need or disability already identified by parents or health workers. If this is the case, we meet with everyone involved before the child starts school to make sure their transition to school is as smooth as possible.
All children are unique and develop at different rates. Any special need may not be evident until they have been in school for some time.
Every classroom caters for all children with various styles of teaching and learning, i.e. visual, auditory and hands on (known as a Kinaesthetic learning style).
Pupils with a disability have special educational needs if they have any difficulty in accessing education and if they need any special educational provision to be made for them, that is anything that is additional to or different from what is normally available in schools in the area. Reasonable adjustments are made to cater for the needs of individual children and we have a variety of programmes to boost and support pupils if necessary. These support and intervention programmes include:
- Time to talk
- CaMHS* support
- Sound Discovery
- Toe by Toe
- Elklan Speech Therapy
- Autism Friendly classrooms
- One to one for Maths
- One to one Teaching for Reading
- One to one for Writing
- Nuture Groups
* Co-ordinated Mental Health in Schools (CaMHS) supports the social and emotional development of all pupils, with or without SEN-D in our school. These children will have been identified by staff or parents to have anxiety issues, lack of self-confidence, be a reluctant speaker in conversations, and have experienced recent bereavement or to have separation anxiety. This is an in-house support mechanism with a dedicated member of staff who runs individual or group sessions for children that have parental permission to take part.
For some learners we may want to seek advice from specialist teams. In our school and cluster we have access to various specialist services.
- Speech and Language Therapist
- Educational Psychologist
- Autism Support Teacher
- School Health including the School Nurse, the Asthma Nurse and the Epilepsy Nurse.
- Occupational therapy
- Vision or Hearing Impaired Services
We make sure our staff are up to date with training to help and support all our pupils. This includes:
- Autism Awareness/Social Story Training
- School 2 School programme
- Intimate Care Training
- Phonics training
- Bereavement counselling
- Epilepsy training
- Attachment Awareness
- Team Teach Training
- Behaviour Management Training
- Epi-pen Training
- ELKLAN (speech therapy) training
- First Aid Training
- Support for learners
Each learner identified as having SEN-D is entitled to support that is additional to or different from a normal curriculum. The type of support given is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning. This support is described on a provision map which describes the interventions and actions that we undertake to support learners with SEN-D across the year groups. We modify the provision map regularly and it changes every year, as our learners and their needs change. Various strategies are used to adapt access to the curriculum including visual timetables, iPads, computers, positive behaviour reward systems, writing frames and peer buddy systems. Support for improving emotional and social development. This includes extra pastoral support arrangements for listening to the views of children and young people with SEN-D and measures to prevent bullying.
When children’s needs are viewed as exceptional their needs are met within our own school budget, which includes money from our Catholic cluster of schools, through money dedicated to SEN. This may be used for equipment, resources, training for staff, specialist advice and support, or some direct adult support for a pair or group of children with the same need, or support for an individual child.
How we find out if this effective:
Our monitoring process is an integral part of teaching and leadership at our school. Parents, carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN-D. Before any additional provision is selected to help a child, the SENCo, Teacher, parent, carer and learner agree what they expect to be different following this intervention. The team around the child will agree the expected outcomes. A baseline will also be recorded, which can be used to compare the impact of the provision.
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.
The SENCo collates the impact data of interventions, to ensure that your child receives a high quality
provision. Progress data of all learners is collated by the whole school and monitored by teachers, Senior Leaders and Governors. Our school data is also monitored by the Local Authority and Ofsted.
Equal Opportunities for all pupils
All staff at St Martha’s Catholic Primary School recognise the importance of the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act, and to make ‘reasonable adjustments’ to ensure equal opportunities.
The Equality Act 210 definition of disability is:
“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on her/his ability to carry out normal day-to-day activities.”
Section 1 (1) Disability Discrimination Act 1995
Our school is committed to making reasonable adjustments to ensure participation of all children, including those with SEN-D, within the curriculum and with extra-curricular activities. Our whole school policies on equality and behaviour ensure that arrangements are made to support children with SEN-D and measures are in place to prevent bullying. Please contact the School’s SENCO for further advice and support for specific requirements.
Identifying children with a Special Educational Need or Disability
School may carry out observations and/or assessments to get a clearer picture of your child. We will talk to you again after this and decide together if we need to take any further action.
If we do need to take further action, the class teacher along with the SENCO and yourselves, will decide on a plan and specific targets to work on. This could include special resources and support. This plan will normally be in place for one term.
After one term, we will meet with you for a review to see if the plan is working. If progress is still not being made adjustments will be made and we may put your child on the Special Educational Needs and Disability (SEN-D) Register. Your child will then have a Progress Plan (MP3) and we will set specific, achievable targets to make sure your child makes progress and can take part in all areas of school life. Sometimes we need to ask for outside agencies to work with your child. This will be one of the specialist services mentioned earlier always be asked before we involve anyone.
Identifying Needs at Phase Transition Points
When your child is about to join the Reception class, the class teacher arranges visits to the pre-school where your child attends, prior to joining our school, in order to meet your child. The setting staff will talk to the class teacher and share any information regarding any SEN-D or other issue.
In addition to this, your child will visit the Reception class to get used to the new adults in their life and the new surroundings, prior to the start of the school year.
Children are assessed from their first term in Reception although they will not be aware of this. If any child has particular issues we put a plan in place to give any extra support that may be needed and the class teacher will talk with the school’s Special Educational Needs Coordinator to see if there is any additional support or any referrals that are necessary. In October/November term we have meetings with parents after school to give you information about their first term and to answer any questions you may have and again in March.
For transfer to secondary school all children spend some time at their new school, and children with SEN or a disability will be given extra days to meet their particular needs and to meet support staff. Our teachers meet with the staff from each secondary school to discuss any particular issues. Any children on the SEN-D Register will have a review in the summer term before they leave where they can meet and talk to Secondary school staff. Both parents and the child will have the opportunity to discuss any concerns. Future plans for all SEN-D students’ will be made with the advice and support of trained and informed staff at their secondary school or educational setting.
Assessing your child
Your child will be monitored, observed and assessed to get the whole picture of them. The assessments used depend on the child’s age and include:
- Foundation Stage Profile
- ELKLAN assessment tool
- Phonics check
- High and medium frequency word checklists
- Reading test
- Maths test
- Time to talk
Our complaints policy is on our school website.
Information on Norfolk’s Local Offer can be found on the Norfolk website:-
Norfolk County Council
Tel: 0344 800 8020
Email us: firstname.lastname@example.org
St Martha’s Catholic Primary School Data for the Information Report & Useful contacts
Special Educational Needs and Disabilities Categories
The SEN-D Code of Practice (2014) requires children to be identified as having SEN-D under one of the four category headings:
- Social and emotional
- Cognition and Learning
- Communication and Interaction
- Sensory and Physical
Education Health Care Plan
Our School’s current data:
St Martha’s Catholic Primary School has 31 children (14%) with SEN-D (accurate at the time of reporting) who fall under the headings in the proportions shown here:
- Social and Emotional: 0 children
- Cognition and Learning:19 children
- Communication and Interaction: 12 children
- Sensory and Physical: 0 children
- EHCP: 3 children
Useful Contacts relating to SEN-D
Claire Hayden and Helen Bowman who work in the school office can be contacted by email at the address: email@example.com or by phone on 01553 774829. They will be able to put you in contact with the following people:
- Headteacher: Aidan McGovern
- SENCo: Hayley Pink
- TaMHS Coordinator: Hayley Pink
- SEN-D Governor: Judith Stoutt
- Cluster SEN-D lead: Sue Wild