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What does St Francis' provide for SEND pupils?

Areas of Need

St Francis’  is an inclusive school, catering for a wide range of SEND, including pupils with:

  • Communication and interaction needs.
  • Cognition and learning needs
  • Social, emotional and mental health difficulties
  • Sensory or physical needs

 

Currently 2% of our pupils have Education, Health and Care Plans and 19% have a SEN Support Plan (October 2017). These children receive support for one or more of the above areas of need.

 

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census. We maintain registers in school to show the number of children supported at each stage of the SEN graduated approach. This register also includes children who do not currently have an identified special educational need, but have other needs which could impact on their learning e.g. a medical need.

How we support children with additional needs 

We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn. However, many children, at some time in their school life, need extra help.

 

A special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.

Special Provision

St Francis' prides itself in being very inclusive and we will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented. To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

  • Ensure all pupils have access to the school curriculum and all school activities.
  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
  • Pupils to gain in confidence and improve their self-esteem through social programmes.
  • To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
  • To give every child the entitlement to a sense of achievement.
  • To regularly review the policy and provision in order to achieve best practice

 

All children are regularly assessed (at least termly), so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children. If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available classroom and school resources.

 

If this level of support includes differentiation beyond Quality First Teaching. The child’s class teacher will offer interventions that are different from or additional to those provided as part of the school’s usual working practices. The class teacher will keep parents/carers informed and draw upon them for additional information. If the SENDCo is not already involved, she will arrange to meet with the child, class teacher, parents/carers and any other staff involved.

 

A meeting will be held in school if it is felt that the child would benefit from further support. The SENDCo will then consult with parents/carers and take the lead in coordinating further assessments of the child’s needs. We will record, in a SEND Support Plan, the strategies used to support the child. The SEND Support Plan will show the short-term target(s) set for the child, and the teaching strategies to be used. It will also indicate the planned outcomes and the date for the plan to be reviewed. This review will take place at least termly and discussed at Mentoring/SEND Support Plan meetings with the child and parents/carers.

 

Examples of the type of support may be as follows, but will depend on the nature of the child’s needs:

  • Differentiation of work in class (and homework).
  • Some additional small group support with the teacher or Teaching/Support Assistant.
  • Additional resources e.g. word banks, number squares, use of commercial schemes etc.
  • Teaching activities to be adapted to the preferred learning style of the child, e.g. a multisensory, practical approach or use of visual cues.
  • Use of ICT to support learning.
  • Individual behaviour systems/charts.
  • Adaptation of the curriculum or classroom organisation/layout.
  • Alternative methods of recording e.g. mind mapping, pictures, cut and stick activities, ICT, use of audio equipment etc.

Our Curriculum

All children in St Francis' are treated as individuals. Small classes and daily marking and feedback ensure that all children receive work which will challenge them and allow them to make progress. Children with Special Educational Needs work alongside their peers and are not discriminated against. In team planning sessions potential barriers to learning are discussed and resources / tasks are adjusted in order to ensure inclusive provision for all. Activities are adapted for pupils who cannot access them in the same way as their peers and extra support is given for children with emotional and social needs.

 

More information about the curriculum can be found under SCHOOL INFORMATION/ Curriculum.

 

If you have any further questions about our Curriculum please contact Mrs Amanda Ball our Teaching and Learning Lead Coordinator or Mrs Lisa Lakey, SENDCo.

Pupil Voice

In our school we encourage children to take responsibility and to make decisions. This is part of the culture of our school and relates to children of all ages. St Francis' recognises the importance of children developing social as well as educational skills. Children are involved at an appropriate level in setting targets and outcomes in their SEND Support / EHC Plans and in regular review meetings.

 

Children are encouraged to make judgements about their own performance against their personal targets/outcomes. We recognise success here as we do in any other aspect of school life. Teachers/SENDCo and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes. The provision is planned and interventions are allocated to individual needs. The children take an active role, whenever possible with setting and reviewing their targets.

 

Parent / Carer Voice

We are committed to working with parents and carers to identify their child’s needs and support. We will take the necessary steps to arrange meetings with parents and carers to ensure they are involved throughout the process. The school works closely with parents/carers in the support of those children with special educational needs and disabilities.

 

We encourage an active partnership through an ongoing dialogue with parents/carers. The home-school agreement is central to this. Parents/carers have much to contribute to our support for children with special educational needs and disabilities. The school SENDCo (Mrs Lakey) liaises with parents/carers in 1:1 meetings in the Autumn and Spring Terms. Meetings can also be arranged at other times in the year if required. Our School Social Learning Mentor (Mrs Emma Pennington) also provides support for parents and appointments can be booked with her or you can attend her coffee mornings.

 

St Francis' SEND Information Report and St Francis' Special Educational Needs and Disability Policy clearly state in greater detail how this policy translates into practice and the arrangements made for supporting special needs and disabilities in our school.

The designated member of the governing body to monitor provision for pupils with identified needs is Mr Andrew Egan. He regularly meets with the SENDCo to monitor whole school provision and is always willing to talk to parents/carers.

 

We have regular meetings each term to share the progress of special needs children with their parents/carers. We endeavour to inform the parents/carers of any additional intervention, and the process of decision-making by providing clear information relating to the education of children with special educational needs.

 

Additionally parents/carers are invited to attend termly progress meetings with the class teacher and November and March SEND Support Plan Meetings to review progress and discuss any issues with the SENDCo. They also have the opportunity to speak with support staff and to comment upon and sign documentation.


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