Please read our SEND Policy
Our whole school approach to SEND: high quality first teaching alongside additional interventions contribute to a coherent approach to SEND provision for our children. We regularly review what we offer our children to help support them in their educational and personal journey through school. There are high expectations for all children embedded in our approach to the curriculum.
There are four types of Special Educational Needs and Disabilities (SEND), as defined by the Department for Education:
At St Ann’s we provide for pupils with needs from all the above categories
In the course of their usual practice a class teacher might notice that a child is having difficulty with an aspect of learning
Each term the progress of all children is discussed by class teachers and Senior Leadership Team including the Special Educational Needs and Disabilities Co-ordinator (SENDCo)
There are currently 108 children with SEN Support status. Of these, 32 have an Extended Support Plan document. There are currently 21 children with an Education, Health and Care Plan. A further 21 children are also being monitored for their potential SEN. Our Social Communication Hub currently supports 16 children from F2 to Y5. In the Hub, the children receive bespoke Speech and Language and Attention Autism work, alongside continuous provision.
Parents are invited to meet with the class teacher three times a year at Parent Evenings. Parents of children with Support Plans or Education, Health and Care Plans will be invited to termly review meetings which will usually include the class teacher and the SENDCo.
We use Support Plans, Extended Support Plans and EHC Plans to Assess, Do, Plan and Review each child’s needs and provision. Pupils’ views are collected on the review notes each term, and on a One Page Profile if this is an appropriate tool for the child.
The progress of every child will be continually monitored by his/her class teacher.
SEND is a very transient state; some children may need support for their entire time at St Ann’s.
Learners that have been offered a place at our setting will be invited to attend on a few occasions before joining the setting. We use ‘Meet the teacher’ sessions and the use of transition booklets for some pupils when they move to a new class or key stage.
Class teacher input, via excellent targeted classroom teaching (Quality First Teaching). The teacher has the highest possible expectations for your child and all pupils in their class. All teaching is built on what your child already knows, can do and can understand. Different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning. Specific strategies (which may be suggested by the SENDCo) are in place to support your child to learn. Each child’s teacher will have carefully checked on progress and will have decided that a child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress. Specialist equipment is provided to make classroom life easier, such as concentration cushions, tangle toys and writing aids.
We have developed 3 curriculum pathways, and each student will follow the pathway which is most appropriate for their individual needs.
We ensure that all staff have access to a variety of training over each school year.
Annual parent questionnaires are completed to gather views from all parents. Feedback is taken at SEND review meetings from parents and learners.
Activities that are fully accessible to learners with SEND are arranged in school so that every learner with SEND can be included. Close consultation with parents when planning trips and activities is sought and school can assist learners with SEND to access trips and activities in a variety of ways, e.g. providing additional adult support when necessary. Where necessary school will make physical adaptations to allow learners with SEND to be included.
At St Ann’s we have a whole school understanding of SEMH and the impact that social and emotional difficulties can have on a child’s learning and wellbeing. The SENCO and Learning Mentor have undertaken Diplomas to become Trauma Informed Practitioners, and their learning in this area will be cascaded down throughout the school.
Each child’s needs are managed on an individual basis, with school involving other agencies as and when appropriate. School has excellent links with a wide range of professionals including the Multi Agency Support Team (MAST) who offer a wide range of support to families.
St Ann’s Catholic Primary School will ensure it meets its duties under the Schools Admissions Code of Practice by: Not refusing admission for a child that has named the school in their EHC plan; Adopting fair practices and arrangements in accordance with the Schools Admission Code for the admission of children without an EHC plan; Considering applications from parents of children who have SEND but do not have an EHC plan; Not refusing admission for a child who has SEND but does not have an EHC plan because the school does not feel able to cater for those needs; Not refusing admission for a child on the grounds that they do not have an EHC plan.
The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.
Parents are always actively encouraged to support their child’s learning through informal discussions with staff, supporting children with reading at home and completion of any homework. Advice is available at parent workshops and drop-ins with the SENDCo and professionals such as the Autism Schools Team. Educational Psychologist and Speech and Language Therapist. Professionals can also make contact with parents via telephone or other media to offer advice and support.
Activities and school trips are available to all.
As parents are involved throughout the implementation of SEND provision it is hoped that there will be no cause for complaint.
For more information and details on the above categories,
Please see our full SEND Information Report
Further SEND information and guidance for parents can be found by following these links:
(IPSEA) Independent Provider of Special Education Advice
SEND – Special Educational Needs and Disabilities | Mencap
Resources – Driver Youth Trust
SEND code of practice: 0 to 25 years – GOV.UK (www.gov.uk)
SEND guide for parents and carers – GOV.UK (www.gov.uk)
Sheffield SENDIAS – Special educational needs and disability advice and support