Special Educational Needs (SEN) and disability information - 2017
1. What kinds of SEN does St Mary’s provide for?
We provide for a wide range of needs from academic, medical, social, physical and emotional.
2. Policies available on our website:
- Asthma Policy and Guidelines
- Behaviour Policy
- Bury Safeguarding Children Board Recognition and Referral Handbook
- Child Protection Policy
- Complaints Procedures
- Collective Worship Policy
- Equality Policy
- Ethos Policy
- First Aid Policy
- Keeping Children Safe In Education
- Medicine Policy and Guidelines
- Mobile Phone Policy
- Safeguarding Policy
- What to do if you're worried a child is being abused
- Working together to safeguard children
3. Who to contact
Our SEN Co-ordinators (SENCo) are Mrs Clare and Mrs Openshaw. Both teachers are contactable through school: 0161 723 4210 or email us at firstname.lastname@example.org
4. How does the school know if a child needs extra support?
- At St Mary’s, teachers assess children regularly, both periodically using testing and assessments as well as through every day classroom routines.
- The class teacher meets with the assessment co-ordinator throughout the school year to discuss the progress of the children within their class. This meeting helps track the progress that children are making and open discussions about actions that need to be put in place to support further progression.
- Information passed from parents via our "Open Door" Policy.
- The SEN Governor liaises with the SEN Co-ordinators and Head Teacher.
- Access for disabled - see item 12
5. How are parents involved?
- When intervention programmes will benefit individual children, parents are always involved in this process.
- Parents’ Evenings.
- Parents are invited to SEN meetings for their children.
- Individual Education Plans (IEPs) for children are sent to parents each term.
- Bury Local Authority can be contacted to assist in enquiries – there is a “Local Offer” from Bury
6. How will St Mary’s support a child who has SEN?
- Teachers plan and differentiate in their lessons to meet the needs of the abilities of all children.
- A variety of teaching styles are employed by staff, including Kagan Structures, which cater for different styles of learning.
- The curriculum is adapted to allow all children to access the learning.
- Alternative methods of recording are offered where appropriate.
- We assess a child’s needs through observation and rigorous formal assessment.
- We encourage dialogue with parents and listen to the views of the child.
- Identify and implement the appropriate support for the child.
- We work closely with outside agencies to support the child and implement suggested programmes.
- We ensure appropriate resources are in place such as visual timetables, pastel coloured whiteboards, reading rulers etc.
- Where appropriate, staff attend appointments with children for example, speech therapy.
- We regularly monitor the progress of children.
- We ensure successful transition between classes, across key stages and with high schools.
- We ensure staff are appropriately trained.
7. How will St Mary’s and parents know how a child is progressing?
- The school knows how a child is progressing by monitoring the progress that the child makes at regular intervals throughout the year.
- Parents know how their child is progressing through annual reports, SEN meetings, Parents’ Evening and informal discussions throughout the year.
8. Which interventions does St Mary’s offer?
At St Mary’s we offer a range of interventions which cover different areas of need. These needs include: Cognition and Learning, Communication and Interaction, Emotional, Behavioural and Social as well as Sensory and Physical needs.
- Fisher Family Trust
- Toe by Toe
- Active Literacy Kit
- Simultaneous Oral Spelling
- Dough Disco
- Memory Magic
- Talk Boost
- First Class at Number
- Closing the Gap
Other, including physical, social and emotional:
- Jump Ahead
- Concentration Programme
- Time to Talk
- Social Stories
9. Which specialist services can St Mary’s access?
- Additional Needs Team (ANTS)
- Behaviour Outreach
- Child and Adolescent Mental Health Service (CAMHS)
- Cognition and Learning Team (CLT)
- Dyslexia Teams
- Dyspraxia / Dyscalculia Teams
- Educational Psychologists (EP)
- Hearing Impairment Service
- Occupational Therapy (OT)
- Physical Disability Team
- Speech and Language Team (SALT)
- Social Communication Difficulties Team (CDT)
10. Extra-curricular activities
All children at St Mary’s are welcome to participate in extra-curricular activities and appropriate provision is always made to ensure that they are fully included.
11. How does St Mary’s support the transition of a child with SEN?
- Transition to/within EYFS
i. There is liaison with the previous academic providers and home.
ii. Opportunities for children to meet new teachers and their new peers on “Moving Up
iii. Home visits
iv. Parent’s New Intake and Curriculum Meeting
v. Pupil Conferences between teachers to pass up information.
- Transition to/within Key Stages
i. Opportunities for children to meet new teachers and their new peers on “Moving Up
ii. Pupil Conferences between teachers to pass up information.
iii. Opportunity to provide a “Social Story” to help individuals with transition if needed.
- Transition to High School
i. Consideration within the Year 5 annual review for children with statements or EHCPs about
ii. Primary SENCO meeting with the high school SENCO.
iii. High school SENCO meets with Year 6 teacher and the child.
iv. Children visit the high school before they leave Year 6, and for some children an
'Enhanced Transition’ is put in place in addition to this.
v. Pupil / SEN information is passed onto the high school.
12. Access for disabled
Our school accessibility plan, shows how we intend to improve accessibility for special educational needs pupils, and when these improvements have or will be made. It outlines how the school will:
- improve the physical environment
- make improvements in the provision of information
- increase access to the curriculum
We also increase access for individual pupils by making ‘reasonable adjustments’. In some cases these are simple changes such as making sure that all lessons take place in our ground floor classrooms for a class where one of the pupils uses a wheelchair unless we are in the Sports hall when we use the lift for access.
Understanding the curriculum
Some adjustments that we would consider to help children with disabilities have better access to the curriculum might include:
- changes to teaching and learning arrangements
- classroom organisation
- support from other pupils
- Understanding the Curriculum
Technology suited to your child's needs can help them learn faster and more easily. This can increase their access to the curriculum. Examples of technology that can help include:
- touch-screen computers, joysticks and trackerballs
- easy-to-use keyboards
- interactive whiteboards
- text-to-speech software
- Braille-translation software
- software that connects words with pictures or symbols
13. Advice and information from Bury LA about the “Local Offer”