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SEND

 Accessability and Strategy Action Plan

Please click HERE to see our Accessability and Strategy Action Plan

 

SEN Local Area Inspection Framework

 Ofsted and the Care Quality Commission (CQC) have published their SEN Local Area Inspection Framework. You can read more about this and watch a video on the Local Offer website here

https://www.afclocaloffer.org.uk/documents?utf8=%E2%9C%93&search_document%5Bterm%5D=local+offer+publicity&search_document%5Bcategory_ids%5D%5B%5D=&search_document%5Bcategory_ids%5D%5B%5D=

 

SEN Local Offer

https://www.afclocaloffer.org.uk/blog_articles/520-send-local-area-ofsted-and-cqc-inspection-framework-published

The Local Offer is a website that provides information on local services and support available for families including children and young people aged 0 - 25 years with special educational needs or disabilities.

https://www.afclocaloffer.org.uk/

 

 

SEN INFORMATION REPORT

 

SEND What we offer

 All Kingston maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs being met in a mainstream setting wherever possible, in line with family preferences.

Click on a question below to go straight to the answer or click HERE to read as a Word document.

1 What are the kinds of special educational need for which provision is made at St Paul’s Primary?

2 How will the school let me know if they have any concerns about my child’s learning/ progress?

3a. How do we evaluate the effectiveness of the provision made for pupils with special education needs with or without a statement of special educational needs / Education, Health and Care Plan? 3b. What are the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs?

3b What are the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs?

3c. What is the school’s approach to teaching pupils with special educational needs?

3d. How does the school adapt the curriculum and learning environment for pupils with special educational needs?

3e. What additional support for learning is available to pupils with special educational needs?

3f. What activities  are available for pupils with special educational needs in addition to those available in accordance with the curriculum?

3g. What  support  is available for improving the emotional and social development of pupils with special educational needs?

4  Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or disability(SEND)?

5 What expertise and training is used with staff in relation to children and young people with special educational needs?

6 How do equipment and facilities support children and young people with special educational needs?

7 What are the arrangements for consulting parents of children with special educational needs about, and involving them in, their education?

8 What are the arrangements for consulting young people with special educational needs about, and involving them in, their education?

9 What are the arrangements made by the governing body relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school?

10 How do the governing body involve other agencies, including health and social services, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils?

11 What are the contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32 (Parent Partnership Services)?

12 What are the school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living?

13 Where can I find Information on the published local authority’s local offer ?

1 What are the kinds of special educational need for which provision is made at St Paul’s Primary?

 

St Pauls Primary is a mainstream school.

 ‘All children and young people are entitled to an education that enables them to make progress so that they:

  • achieve their best

  • become confident individuals living fulfilling lives, and

  • make a successful transition into adulthood, whether into employment, further or higher education or training

 

At St Paul’s Primary we can make provision for every kind of frequently occurring special educational need without a statement of special educational needs / Education, Health and Care Plan, for instance dyslexia, dyspraxia, speech and language needs, autism, asperger’s syndrome, learning difficulties and behaviour difficulties.  There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can be met. 

 

The school also currently meets the needs of pupils with a statement of special educational need / Education, Health and Care plan with the following kinds of special educational need: with dyslexia, specific medical needs, cognitive learning difficulties, ASD. Decisions on the admission of pupils with a statement of special educational need / Education, Health and Care plan are made by the Local Authority.

 

The admission arrangements for pupils without a statement of special educational needs / Education, Health and Care Plan do not discriminate against or disadvantage disabled children or those with special educational needs and will follow the usual school admissions procedures.

 

2  How will the school let me know if they have any concerns about my child’s learning/ progress?

 

At St Paul’s Primary subject teachers monitor the progress of all pupils regularly to review their progress. We also use a range of assessments with all the pupils at various points e.g. Y1 phonics screening, half termly assessments, CATS, and end of key stage assessments.

 

The principle of early identification and intervention underpins our approach to identifying those pupils who need extra help. This is often put in place, even if special educational need has not been identified. This extra support will enable the pupil to catch up.  

 

Despite high quality targeted teaching some pupils may continue to make insufficient progress.  For these pupils, and in consultation with parents, strengths and weaknesses are identified and used to identify an appropriate individualised intervention programme.  In many cases these underlying needs often explain inadequate progress or challenging behaviour. At times it may be necessary to consult with outside agencies to receive more specialised expertise.

 

The purpose of this more detailed assessment and review is to understand what additional resources and different approaches are required to enable the pupil to make better progress.  These will be shared with parents, put into a support plan and reviewed regularly, and refined / revised if necessary.  At this point because the pupil requires additional and extra provision we will have identified that the pupil has a special educational need. 

 

If the pupil makes good progress using this additional and different intervention (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need.  If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs.

 

We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used. Each half term we examine the data and measure the impact of additional support alongside that of quality first teaching. We then plan for future interventions according to need and whether children are on track to meet their full potential. The school will also identify whether children are on the SEN code of practice and whether specific support is needed for a persistent learning difficulty. We have a model of Assessing, planning, implementing and reviewing all additional support offered.

 

The school works closely with parents and external agencies. We use a variety of services including, Educational Psychologists, Speech Therapists, Occupational Therapists, Social Workers, CAMHS (Children Adolescent mental health service), Family Support workers, Behaviour Support team, Bereavement service (Saying Goodbye project), the School Nurse team, Educational Welfare team and Parent Partnership (EnhanceAble).

 

3a How  do we evaluate the effectiveness of the provision made for pupils with special education needs with or without a statement of special educational needs / Education, Health and Care Plan?

 

Regular monitoring and review will focus on the extent to which planned outcomes have been achieved.   The views of the pupil, parents and class teachers will be taken into account. The assessment information from teachers will show whether adequate progress is being made.

 

The SEN Code of Practice (2014) describes adequate progress as:

  • Is similar to that of children of the same age who had the same starting point

  • Matches or improves on the pupil’s previous rate of progress

  • Which allows the attainment gap to close between the pupil and children of the same age

 

For pupils with or without a statement of special educational needs / Education, Health and Care Plan there will be an annual review of the provision made for the child, which will enable an evaluation of the effectiveness of the special provision to be made.  The collation of all annual review evaluations of effectiveness will be reported to the governing body.

 

3b What are the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs?

 

Every pupil in the school has their progress tracked termly.  In addition to this, pupils with special educational needs will have more frequent and detailed assessments to inform targets and to measure small steps of progress.

 

If these assessments do not show adequate progress is being made the support plan and planned outcomes will be reviewed and adjusted.

 

3c What is the school’s approach to teaching pupils with special educational needs?

 

‘Special educational provision is underpinned by high quality teaching and is compromised by anything less’ (SEN CoP, 2014)

 

            High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing, and where necessary improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. (CoP  6.34)

We work to ensure that our approach to teaching and learning is of high quality and personalised to meet the individual needs of the majority of children/young people. Some children/young people need educational provision that is additional to or different from this. This is special educational provision.

 

In meeting the requirements of The National Curriculum Framework/Statutory Framework for the Early Years Foundation Stage   the school employs some additional teaching approaches, as advised by internal and external assessments e.g. one to one tutoring / precision teaching / mentoring, small group teaching, use of ICT software learning packages.  These are often delivered by additional staff under the close direction of teachers employed through the funding provided to the school. This is known as ‘notional SEN funding’. The class teacher will remain responsible for working with the pupil on a daily basis.

 

           We have a duty to make arrangements to support pupils with medical conditions. Individual healthcare plans will normally specify the type and level of support required to meet the medical needs of such pupils. Where children and young people also have special educational needs, their provision will be planned and delivered in a co-ordinated way with the healthcare plan. We will have regard to the statutory guidance supporting pupils at school with medical conditions.  

              At St Paul’s we are fortunate to have 4 full time teaching assistants, one of which is a qualifies HLTA. These support staff have expertise that includes, OT provision, Narrative group interventions, training in Autism and dyslexia. We are also extremely fortunate to have a 4 day a week assistant SENCO who delivers 1:1/ small group work with children identified with the most profound SEN need across the school. These teaching assistants deliver high quality interventions before school and during lunchtime to ensure that pupils do not miss any of their quality first teaching planned for and delivered by their class teachers.

               The school follow the guidance in the Supporting Pupils at School with Medical Conditions document (2014) and work with parents to ensure that appropriate provision and support is given to these children. We will also seek advice from external professionals where appropriate. We have designated staff to ensure that the schools medical policies are followed carefully.

 

3d How does the school adapt the curriculum and learning environment for pupils with special educational needs?

 

At St Paul’s Primary we follow the advice in The National Curriculum Framework on how to adapt the curriculum and the learning environment for pupils with special educational needs.  We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in statements of special educational needs / Education, Health and Care Plans.

 

            ‘All pupils should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers should use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum.’ (Code of Practice 6.11)

As part of our requirement to keep the appropriateness of our curriculum and learning environment under review the Governors have recently made the following improvements

Evacuation Chair training for staff supporting pupils with physical disabilities

  • Autism training for all staff
  • Precision Teaching training for identified staff
  • Solution focus therapy training
  • Lego therapy training
  • Development of the creative curriculum

 and have identified that the following aspects of the school need to be improved

  • Dyslexia  training for all staff
  • Precision teaching training
  • Sensory processing training
  • Speech and Language identification training

 

3e What additional support for learning is available to pupils with special educational needs?

 

Schools receive funding for SEN pupils. This funding is used to support and enhance high quality of teaching  in the school. It helps to ensure there are sufficient resources to  for pupils requiring special educational provision.  The support offered is matched to needs of individual pupils with SEN and evidenced based. The amount of support required for each pupil to make good progress will be different in each case.  In very few cases a very high level of resource is required.   In this case the school will request ‘top up’ from the Local Authority in Kingston.

 

The Headteacher has the final say in the use of the personal budget within the school.

 

3f What activities  are available for pupils with special educational needs in addition to those available in accordance with the curriculum?

 

All clubs, trips and activities offered to pupils at St Paul’s Primary are available to pupils with special educational needs.  For some pupils ‘reasonable adjustments’ may need to be made. This is always done in partnership with families and carers.

 

              All pupils at St Paul’s Primary are invited to attend extra-curricular clubs. Wherever possible, these clubs include access for children with SEND. We will do our best to ensure that clubs cater to the needs of SEND pupils, and may support them in doing so by providing additional adult support.

                We invite parents and carers to discuss access for SEND pupils on our school trips, both residential and day trips. We will make reasonable adjustments to ensure that all pupils can take part in trips and will plan them accordingly. If a parent has concerns or is anxious about their child going on any of our trips, we invite them to come and discuss these concerns further.  We ensure that there are detailed risk assessments and plans in place for those who’s needs require more attention and provision.

At St Paul’s, we aim to meet the needs of each individual child with SEND. For some children, this may mean that they need support at the beginning and the end of a school day, and may include an altered timetable to reflect this. As always, this will be discussed in conjunction with parents to ensure an appropriate plan is put in place.

3g What  support  is available for improving the emotional and social development of pupils with special educational needs?

At St Paul’s Primary we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching for instance PSHE, Emotional Literacy Support, Learning to Learn strategies pupil voice time and indirectly with every conversation adults have with pupils throughout the day. 

 

For some pupils with the most need for help in this area we also can provide the following

 

  • Weekly lunchtime sessions with our school’s senco

  • Designated time out space inInclusion support room

  • Support with referrals to the CAMHS team

  • Support for consultations with the FASS team

  • Referrals to bereavement service

     

Pupils with emotional and social needs because of their special educational needs will be supported to enable them to develop and mature appropriately. 

We are interested in hearing parents/carers and pupils’ views.

Pupils are encouraged to share their views on whole school issues through our School Council, who meet once a month. All children with SEND have a One Page Profile which includes a section for them to share what is important to them in terms of their provision.

St Paul’s Primary does not tolerate bullying and all pupils are encouraged to share any concerns they have with their class teacher or support assistant. Children and young people with SEN are more likely to be the victims of bullying, so it is important to ensure that they report any behaviour that concerns them. Peer support systems are in place in addressing bullying behaviour, as well as raising awareness of SEN for everyone in the school community. Any cases of bullying are reported to the Senior Leadership Team who ensures that the matter is dealt with effectively.

 

4  Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or disability(SEND)?

 

The SENCO at St Paul’s Primary is Sharon Griffin, who is a qualified teacher and has been

a SENCO continuously since before 1 Sept 2009 and is not required to undertake the National Award for SEN Co-ordination.

 

Sharon Griffin is available on 0208-397-3553 or sgriff1@sph.rbksch.org and works part time Monday to Wednesday.

 

5 What expertise and training is used with staff in relation to children and young people with special educational needs?

 

All teachers and teaching assistants have access to regular training, delivered either by the INCO or by external specialists. The training providers we approach for external training include:

  • Local Special Schools including St Philip’s School, Chessington and Linden Bridge , Worcester Park.

  • Educational Psychologists

  • Speech and Language Therapists

  • Occupational Therapists

  • Dyslexia specialists

  • Pupil Support Service

  • Saying Goodbye Bereavement service

  • Teaching and Learningconsultants

  • Local Authority caseworkers

  • Child Protection Liason

  • Restraint trainers

 

 

6 How do equipment and facilities support children and young people with special educational needs?

Specialist equipment will be considered on an individual basis.

 

7 What are the arrangements for consulting parents of children with special educational needs about, and involving them in, their education?

 

All parents of pupils at  St Paul’s Primary are invited to discuss the progress of their children on twice a year at parent consultations  and receive a written report at the end of the year.  In addition we are happy to arrange meetings outside these times. As part of our normal teaching arrangements, all pupils will access some additional teaching to help them catch-up if the progress monitoring indicates that this is necessary; this will not imply that the pupil has a special educational need. 

 

If following this normal provision improvements in progress are not seen, we will contact parents to discuss this and what we will be doing  to help us to address these needs better.  From this point onwards the pupil will be identified as having special educational needs because special educational provision is being made and the parent will be invited to all planning and reviews of this provision.  Parents will be actively supported to contribute to assessment, planning and review.

 

In addition to this, parents of pupils with a statement of SEN / Education, Health and Care Plan will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the pupil. Information will be made accessible for parents.

 

8 What are the arrangements for consulting young people with special educational needs about, and involving them in, their education?

When a pupil has been identified as having special educational needs because special educational provision is being made for him or her, the pupil will be consulted about and involved in the arrangements made for them as part of person-centred planning. 

 

We encouraged all pupils to be at the centre of their learning. We appreciate that much younger pupils in the early years and Key Stage 1 need more support in articulating and taking responsibility for their contributions and expect parents to play a more significant role in this process during this stage. We are keen that pupils in KS2 take on a greater responsibility for their learning and feel more confident to share their thoughts and ideas during review meetings. Where this is not possible as result of learning ability and needs we will provide additional support. 

 

9 What are the arrangements made by the governing body relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school?

 

The same arrangements for the treatment of complaints at  St Paul’s Primary are used for complaints about provision made for special educational needs and disabilities.  We encourage parents to discuss their concerns with:

  • Class teacher (in the first instance)
  • SENCO/ Assistant SENCO
  • Headteacher

to resolve the issue before making the complaint formal to the Chair of the GB. (See the Complaints Policy on the school website)

 

 

10 How do the governing body involve other agencies, including health and social services, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils?

 

The governing body have engaged with the following:-

 

  • A Service Level Agreement with Educational Psychology service for 21 hours a year

  • Premium level membership to SPARK (the School Performance Alliance Richmond and Kingston)

  • Link to the Disabled Children’s Service for support to families for some pupils with high needs

  • Access to local authority SLA with Speech and Language Therapy Services / Occupational Therapy Services / Physiotherapy Services for pupil with requirement for direct therapy or advice

  • Ability to make ad hoc requests for advice from the Education Inclusion Service

  • Membership of professional networks for SENCO e.g. NASEN, SENCO forum, etc

  • School Nurse

 

11 What are the contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32 (Parent Partnership Services)?

 

EnhanceAble, a local voluntary sector organisation, delivers the Parent Partnership Service and  provides free, impartial, confidential, advice, support and options around  educational issues for parent/carers who have children with special educational needs or disabilities (0-19/25).

The Parent Partnership Service aims to ensure that parents and carers are empowered and can play an informed role in planning provision to meet their child’s special educational needs. The Parent Partnership Service aims  to build partnerships between parents and carers, the Local authority and schools.  The service  also encourages parents and carers to be involved in the development of local SEN policy and practice.

 

 They can be contacted on :

HELPLINE:  020 8547 6200

Website: www.enhanceable.org

 

12 What are the school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living?

 

At St Paul’s Primary we work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make the transfer is a seamless as possible.  The SENCO meets with parents to discuss the successful transfer and will also arrange to visit the child and relevant staff in their current setting. The school provide additional visits to secondary placement as necessary for individual pupil.

 

We also contribute information to a pupils’ onward destination by providing information to the next setting.  The SENCO from the primary school will meet with the SENCO of the secondary school to discuss the provision for the child. Parents are invited to attend this transition meeting and are supported through the process by the SENCOs from both schools. We also provide each of our identified pupils with a transition portfolio to take on key transition days and events and then to take to permanent school placement.

 

13 Where can I find Information on the published local authority’s local offer ?

The local authority’s local offer is published on their website and parents without internet access should make an appointment with the SENCO for support to gain the information they require.

 

 We will publish information on our website about the implementation of the governing body for pupils with SEN. The information published will be updated annually and any changes to the information occurring during the year will be updated as soon as possible. The information will meet the requirements in the Special Educational Needs and Disability Regulations 2014

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