SEN Information Report – St Mary’s RC Primary School Swinton

The kinds of special educational needs for which provision is made at the school

St Mary’s RC Primary school is an inclusive school that welcomes all who wish to attend whilst recognising that some face barriers to attendance, participation and achievement. This school provides a broad and balanced curriculum for all children. The National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. Some children have particular learning and assessment requirements that could create barriers to learning. These requirements are likely to arise as a consequence of a child having special educational needs and disabilities. Teachers take account of these 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. (further information can be found in our Special Educational Needs and Disabilities Policy)

In our school Teaching Assistants work in a variety of ways to support SEND pupils under the direction of the class teacher and SENCO. They work with small groups and on a 1:1 basis in the classroom to prepare children who need extra help for learning by pre- teaching concepts and vocabulary, reinforcing the learning after a lesson, providing opportunities to have additional practice, or working through differentiated materials with them.  Outside of the classroom our TAs withdraws SEND pupils from class and work on a 1:1 basis with children on specific targeted intervention work or carry out group interventions for reading, writing or numeracy. If additional funding is allocated to a child through a statement or an Education Health and Care Plan, we may use the funding to employ an extra TA to work specifically with them. If we think your child needs additional support from a TA on a regular basis, we will tell you. If your child had TA support in another school or setting, we would like you to tell us.

On average 12% of our school population are on the schools SEND register accessing support across Bands A to G. We have a team of 8 TAs who work across the school. 2 of our TAs are ELKLAN trained, all have had phonics, numicon, precision teaching and EAL training. We have 2 HLTA and 1 is trained to deliver social, emotional learning, running a Time to Talk intervention, socially speaking and friendship interventions and trained to run Pyramid club.

Our SENCO holds the National Award for SEN Co-ordination.

All staff are required to complete the learning modules in the Inclusion Development Programme ( IDP). These cover Dyslexia, Speech, Language and Communication, Autistic Spectrum Needs and Behaviour, Emotional and Social Development.

We work closely with outside agencies such at SALT, OT, parent partnership and the Learning Support Service. Our school also buys in an Educational Psychologist who works with children and parents and also undertakes any training issues that the school requests.

St Mary’s RC have been awarded as a Dyslexia Friendly School.

 

Information, in relation to mainstream schools and maintained nursery school, about the school’s policies for the identification and assessment of pupils with SEN

Children may have special educational needs either throughout, or at any time during, their school career. At St Mary’s we ensure that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child. Therefore the progress of all our children is closely monitored both informally and formally through pupil progress meetings. All staff are continually assessing and evaluating the impact of their teaching on all pupils. If any concerns arise then a meeting will take place with the class teacher and the SENCO to discuss the concerns and the next steps. Parents/Carers are always kept informed and asked to come into school to discuss our concerns and any concerns the parent/carer may have. At this meeting parents will be informed of any intervention the school are providing and ideas will be suggested for the parents to do at home. Intervention may take different forms; academic – through carefully planned intervention programmes for numeracy, phonics, reading and writing. For Social and emotion – children will work with our HLTA and use Time2Talk. Throughout each of these the children’s progress will be carefully monitored using an Individual Target Tracker which has targets and actions to follow. Following the intervention if progress is still insufficient then we may involve an outside agency to carry out further assessments or use the assessment processes we have in school for example from Year 3 we will screen pupils using a dyslexia screener. Some children may have more complex needs and therefore may require an Education, Care and Health Plan (ECHP). This is a statutory document which sets out objectives, strategies, resources and the provision which is required in order for the child to make progress. (For further details please see our SEN policy which is on the school website.)

 

Information about the school’s policies for making provision for pupils with SEN whether or not pupils have EHC plans, including

  1. How the school evaluates the effectiveness of its provision for such pupils
  2. The school’s arrangements for assessing and reviewing the progress of pupils with SEN
  3. The school’s approach to teaching pupils with SEN

 

St Mary’s is an inclusive school who provides quality first teaching for all children no matter where their starting point is. However there are times when children may need some individual support either academic support or social and emotional support. We use a wide variety of intervention programmes for reading and writing and mathematics. If we feel that the child’s progress is affected by social and emotional problems then we may use; Time to talk, managing my emotions programme, cirle of friends, pyramid club or time with our HLTA. Throughout each intervention the children’s progress is monitored on a weekly basis by the SENCo through the feedback the TA’s give on their weekly feedback forms and plans are adapted accordingly. In addition, the children’s progress is also checked half termly at pupil progress meetings where the impact of the intervention is discussed and evaluated. We also conduct Pupil attitude surveys which show the children’s feelings about school and ensure they feel safe.

 

    4. How the school adapts the curriculum and learning environment

All our teachers are required to plan lessons that all children can access. They do this by using assessment information to understand each child’s starting point and to plan the next step for them. If a child has a barrier to learning, the teacher takes this into account and makes adjustments to overcome it. Sometimes teachers need help to do this so they may work with another teacher who is more expert in the subject being taught or they may ask the school’s SEN Co-ordinator (SENCO).

We make changes to the learning environment by using coloured backgrounds on the interactive whiteboards, large fonts and use large, coloured fonts on labels for drawers and around school. All work that is photocopied for the children is on coloured paper. Dyslexia friendly books are used in school and children also have access to reading rulers. Sometimes children have difficulty holding a pencil and therefore we use different types of pen grips. We have a wide range of equipment to use daily to improve fine motor skills.  We also follow advice from professionals for identified children such as those with visual or physical needs.

 

  5. Additional support for learning that is available for pupils with SEN

At St Mary’s we monitor progress and achievement which feeds into our provision map to provide additional support and intervention to SEND pupils. This may be TA support within the classroom or intervention programmes 1:1 and 1:small group to address the specific needs of the pupils. We also have an experienced teacher specifically for intervention and booster groups.

 

     6. Activities that are available for pupils with SEN in addition to those available in accordance with the curriculum.

 Within our after school sports clubs changes can be made in order to accommodate children with a specific requirement. We also run an after school Pyramid club to help build confidence and self-esteem in shy and venerable pupils.

 

7. Support that is available for improving the emotional and social development of pupils with SEN

 At St Mary’s we have an excellent pastoral team who work with all our families to ensure that any barriers to learning are actively addressed. Our SENCO and CAF coordinator works closely with parents and children around behaviour strategies to use at home. Our HLTA is our SEAL coordinator who supports pupils 1:1 and 1:small groups to offer Time2Talk and run social groups. She also trains pupils to be Guardian Angels to look after younger children. We do a lot of peer mentoring: reading buddies, playground leaders, school council, house captains.

 

In relation to mainstream schools and maintained nursery schools, the name and contact details of the SENCO

SENCO: Mrs Suzanne Brown 0161 794 4028  suzanne.brown@salford.gov.uk

 

Information about how the expertise and training of staff in relation to CYP with SEN and about how specialist expertise will be secured

Our SENCO holds the National Award for SEN Co-ordination.  3 members of staff have undertaken ELKLAN training to support speech and language needs and all staff are required to complete the learning modules in the Inclusion Development Programme ( IDP). These cover Dyslexia, Speech, Language and Communication, Autistic Spectrum Needs and Behaviour, Emotional and Social Development

We have achieved the Dyslexia Friendly School Award.

Our school buys in an Educational Psychologist who works with children and parents and also undertakes any training issues that the school requests. We work with the SALT termly and OT weekly.

 

Information about how equipment and facilities to support CYP with SEN will be secured

There is a designated budget which is monitored to ensure ‘best value.’ On-going monitoring and evaluation together with the strategic planning of SEN ensures that all children’s needs are met through careful targeting of resources. We have all electronic costing provision map to ensure high quality equipment is in place at all times and the budget is monitored. Some of our children have care plans in place which are kept in the classroom and all members of staff are aware of individual children’s needs.

We also have all SEN files stored in a locked away room and there is limited access to these by relevant members of staff as appropriate.

 

The arrangements for consulting parents of children with SEN about, and involving such parents in, the education of their child

We actively work with our parents and carers to encourage a close relationship so that we are all meeting the needs of the child in the best possible way. We use informal and formal meeting opportunities to discuss and monitor progress as well as sharing their Target Trackers with them and discussing strategies to use at home. We have parents afternoons twice a year as well as having an open door policy for parents to come and see the teacher to discuss concerns if needed. We send out a written report along with an evaluated yearly overview of their Target Tracker once a year.

Parents are contacted in letter, over the phone and in person to discuss any concerns and we take on board their concerns and feedback; which is acted upon, to ensure that the best care and education we can provide is in place for the children at our school.

 

The arrangements for consulting young people with SEN about, and involving them in, their education

SEN pupils play an active part in evaluating their own progress. They are given opportunities to discuss the progress they have made and their next steps. They monitor targets set in the front of their maths and English books so they can see ongoing achievements and discuss areas of weakness with their teacher for support. All children in Key Stage two have the opportunity to be a playground leader, reading buddy or guardian angel. Every class from Y1 to Y6 have school counsellors. We regularly have pupil surveys about the children’s feelings on school, their teacher and the support they receive at home.

 

Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with SEN concerning the provision made at the school

Please see our complaints procedure on school website.

 

How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations in meeting the needs of pupils with SEN and in supporting the families of such children

We work with a range of professionals and have regular contact with:

Educational Psychologists;

Local Authority Advisory Teachers;

Learning Support Services;

Speech and Language Therapists;

Occupational Therapists;

Physiotherapist;

CAMHS;

Starting Life Well;

Child development forum;

Translator for families with EAL;

Social services;

Educational Welfare Officers;

Parent Partnership.

There are times when a family may need extra support in order to help support their child. In cases such as these we use the CAF (Common Assessment Framework.) This assessment tool focuses on the whole family and helps to identify where the need is and who is best suited to offer support in that area. Other agencies may be involved in this process to provide skilled support for the whole family.

For those children and families that are involved in the Statement and the Education, Health and Care planning process there are lots of formal and informal meetings in school as appropriate, which will mean that there will be more holistic support around the children and their families to meet their needs.

 

The contact details of support services for the parents of pupils with SEN, including those for arrangements made in accordance with clause 32

M27 5AW Parent Partnership

Unity House

Salford Civic Centre

Chorley Road

Swinton

 

0161 778 0538
For children aged 0-5

Early Support/Portage Home Visiting Team/Inclusion Officers

Starting Life Well

Unity House

Salford Civic Centre

Chorley Road

Swinton

M27 5AW

0161 793 3275
Statutory Assessment Team

Burrows House

10 Priestley Road

Wardley Industrial Estate

M28 2LY

0161 778 0410
Learning Support Service (LSS)

c/o Moorside High School

57 Deans Road

Swinton

M27 0AP

0161 607 1671
Educational Psychology Service

Burrows House

M28 2LY

0161 778 0476
Children with Disabilities Social Work Team

Salford Civic Centre

Chorley Road

Swinton

M27 5DA

0161 793 3535

 

The contact details of support services for supporting pupils with SEN in transferring between phases of education or in preparing for adulthood and independent living

 

Transition From To Support Service Contact details
Setting School Starting Life Well 0161 793 3275
Educational Psychology 0161 778 0476
LSS 0161 607 1671
Key Stage 1 Key Stage 2 Educational Psychology 0161 778 0476
LSS 0161 607 1671
Key Stage 2 Key Stage 3 Educational Psychology 0161 778 0476
LSS 0161 607 1671
For any child with a disability not already known to Social Services who you think needs a service from them to help support transition at any stage, you need to refer to the Multi Agency Safeguarding Hub (MASH) 0161 603 4500

 

For any child with a disability who is already in receipt of Social Services and needs Social Care help to support transition at any stage support, contact the Children with Disabilities Team 0161 793 3535

 

Information on where the local authority’s local offer is published

The Local Offer in Salford (LOIS) can be found at this location: www.salford.gov.uk/localoffer.htm