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Background/Foreground

SEND and the Local Offer

SEND information report

SENDCos: Mrs Tiernan (infants) and Mrs Farrell (juniors) 

SEND Governor: Mrs Kilburn 

The kinds of SEND that are provided for

Our school currently provides additional and/or different provision for a range of needs, including:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), 
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy 
  • Moderate/severe/profound and multiple learning difficulties

 

Identifying pupils with SEN and assessing their needs

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND.  When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

 

Consulting and involving pupils and parents

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account the parents’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record. We will formally notify parents when it is decided that a pupil will receive SEND support and we will meet with parents to discuss targets and review outcomes.

 

Assessing and reviewing pupils' progress towards outcomes

We will follow the graduated approach and the four-part cycle of assess, plan, do, reviewThe class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

The assessment will be reviewed regularly.  All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress. This will be drawn up on a plan which is reviewed on a termly basis and new targets set.

 

Supporting pupils moving between phases and preparing for adulthood

We will share information with the school, college, or other setting the pupil is moving to. For pupils in Y6 moving to secondary education, the SENCO from the chosen school/s will be invited to attend the transition review. Pupils will also be given additional opportunities to visit the new school and prepare for this important transition.

 

Our approach to teaching pupils with SEND

Teachers are responsible and accountable for the progress and development of all the pupils in their class.  High quality first teaching is our first step in responding to pupils who have SEND. This will be differentiated for individual pupils.  We will also provide the following interventions:

  • Speech and Language interventions eg Social Communication Group; Block or Lego Therapy; Specific speech intervention – narrative therapy, comprehension etc
  • Support in the core subjects – maths, reading and writing

We are a Dyslexia Friendly School and achieved accreditation in July 2017. We ensure that all of our classrooms and workspaces are dyslexia friendly. We firmly believe that by having dyslexia friendly classrooms, we are helping all children access the curriculum more effectively, not just those with dyslexic traits. We run a number of interventions including IDL and Beat Dyslexia.

 

Adaptations to the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met:

  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

 

Additional support for learning

We have teaching assistants who are trained to deliver interventions such as IDL, Lego Therapy and specific speech and language intervention. Teaching assistants attend training as required on different areas of SEND eg autism and social communication, dyslexia, social, emotional and mental health difficulties. Whole school staff training is organised according to need and has most recently focused on supporting pupils with anxiety and training staff on emotion coaching. Where specialist advice is required, training is also provided for staff. Teaching assistants will support pupils on a 1:1 basis where required and in consultation with the SENDCO; Teaching assistants will support pupils in small groups where required, overseen by the Leaders of Learning and regularly discussed with the SENDCO. We also work with other agencies to support children’s learning and development. See 5.12 Working with other agencies. Equipment and facilities are used effectively to support children and young people with SEND. Advice is sought from SENAS when supporting pupils with physical needs and an accessibility audit is carried out.

 

Evaluating the effectiveness of SEND provision

We evaluate the effectiveness of provision for pupils with SEND by:

  • Reviewing pupils’ individual progress towards their goals each term
  • Reviewing the impact of interventions half termly
  • Using pupil questionnaires
  • Monitoring by the SENCO
  • Using provision maps to measure progress
  • Holding annual reviews for pupils with EHC plans

 

Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.  All pupils are encouraged to go on our residential trip(s) to Robinwood in Year 5. Our school is fully inclusive and adaptations will be made where possible. If additional adult support is needed to ensure a child can access what is on offer, this will be provided where appropriate. Close liaison will take place between school and staff involved in providing the activity or hosting the trip, so they are always fully aware of a child’s needs. All pupils are encouraged to take part in sports day/school plays/special workshops, etc. No pupil is ever excluded from taking part in these activities because of their SEND or disability.  We take seriously our need to carry out accessibility planning for disabled pupils as required by Schedule 10 of the Equality Act 2010. We have prepared an Accessibility Plan which plans for:

  • Increasing the extent to which disabled pupils can participate in the school’s curriculum.
  • Improving the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided.
  • Improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled.
  • Children with disabilities or special educational needs are not treated differently as we are fully inclusive. We have accessible toilets and both buildings have wheelchair access.

 

Support for improving emotional and social development

At St. Vincent's we have a Pastoral Care Team. The Pastoral Care Team work with children who may lack self-esteem or confidence or need support with their emotional or social development . In each department, we have set up quiet, reflective and calming places to go. We have trained our pastoral staff in a programme called "Happy to be me". We belief that investing time in developing children’s emotional and mental health impacts significantly on their concentration, wellbeing and confidence and in their educational development.

In March 2019, we gained the Wellbeing Award for Schools (WAS) accredited by Optimus. The children have weekly PSHE lessons delivered through our ‘Jigsaw’ scheme; regularly attend yoga and mindfulness sessions and are encouraged to be Wellbeing Ambassadors.

We provide support for pupils to improve their emotional and social development in the following ways:

  • Pupils with SEND are encouraged to be part of the school council
  • Pupils with SEND are also encouraged to be members of other pupil groups eg Wellbeing Ambassadors, Mini Vinnies etc to promote teamwork/building friendships etc.

We have a zero tolerance approach to bullying.  Please see our anti-bullying policy for further details http://stvincents.trafford.sch.uk/uploads/120/files/Anti%20Bullying  The school is committed to developing an anti-bullying culture where the bullying of children or adults is not tolerated in any form. The school is an associate member of the ‘Anti-Bulling Alliance’ and all school staff have received accredited training on anti-bullying.

 

Working with other agencies

We work with the following agencies to provide support for pupils with SEND:

Education:

  • SEN Advisory Service (SENAS)
  • Sensory Impairment Support Service
  • Educational Psychology Service
  • Longford Park Outreach Team

Health:

  • Speech and Language Therapy
  • Language Outreach Service
  • Health Visiting Teams
  • School Nursing Teams
  • Community Nursing Team
  • Physiotherapy and Occupational Therapy
  • CAMHS (Children and Adolescent Mental Health Service)

 

Complaints about SEN provision

We want to work with the children and their wider families to offer a curriculum for children to reach their potential.  If you are concerned about a SEND matter please talk to the respective SENDCo and they will be happy to help. If you remain concerned then please follow the guidance in the compalints procedure and we will work to resolve it as soon as possible. Parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal. 

 

Contact details of support services for parents of pupils with SEND

Trafford Parent and Young People's Partnership Service (PYPPS) provide information, support and advice for children young people with SEN or disabilities and their parents on SEN, disability, health and social care  http://traffordpypps.co.uk/Welcome.aspx

If you are a parent, carer or young person that needs help or information, including advice about your Education, Health and Care Plan (EHCP) and the processes involved contact Trafford SENDIASS. SENDIASS is an independent organisation in Trafford. They have local knowledge about how the process works in Trafford and can offer guidance and advice on the support available. Trafford Parents Forum is a forum of Trafford parents supporting other Trafford parents who have children and young people with SEN and Disability. The Family Information Service can provide you with information and advice about services which make up the local offer in Trafford. You can get details about the support which is available and what's on in the local area. Special Educational Needs and Disability Information Organisations Group (SENDIOG) is a national network of organisations who provide free and impartial advice to children, young people and their families.

 

The local authority local offer

Our contribution to the local offer is: http://stvincents.trafford.sch.uk/page/special-educational-needs/8336

Our local authority’s local offer is published here:  https://www.trafforddirectory.co.uk/kb5/trafford/fsd/localoffer.page

 

Contact the School

St Vincent's Catholic Primary School

Orchard Road
Altrincham
Cheshire
WA15 8EY

Main Contact: Headteacher Mrs Harrop

Tel: 0161 911 8040
admin@stvincents.trafford.sch.uk

Testimonials

We couldn’t be happier with St Vincent’s, our children are really happy there. - Parent Survey
It is a wonderful environment, our children are flourishing - Parent Survey
The school ethos gives the children excellent opportunities to develop their spirituality and knowledge of their faith. - Parent Survey
It is a really friendly school, I have been made to feel very welcome. - Parent Survey
We love St Vincent’s, keep doing what you are doing! - Parent Survey