OUR LADY OF LOURDES CATHOLIC PRIMARY SEN INFORMATION REPORT
This information report is written for parents/carers who have children at Our Lady of Lourdes Catholic Primary School, or who may be considering their children attending the school. It explains how we identify and support children with Special Educational Needs at our school.
If you would like to discuss any of the information included in this report, or if you have any further questions, please contact Mr. Gibbons ( Head Teacher) or myself Mrs. Seville (Special Educational Needs and Disability Coordinator) via the school office.
Which kind of special educational needs can the school provide for you?
At Our Lady of Lourdes Catholic Primary School, with the support of outside agencies providing specialist advice when required, we aim to meet the needs of all children who enter our school. We are currently providing for children who have special educational needs arising from cognition and learning, communication and interaction, social, emotional and mental health difficulties, sensory and/or medical needs. Our staff have received a range of training sessions either in school or externally to improve their knowledge in supporting children with a range of needs. All staff work very closely with outside agencies to ensure we are all providing the best for each child and enabling every child to reach their full potential.
If my child has, or develops, a special educational needs how will it be identified?
If parents/carers are concerned that their child has Special Educational Needs they should initially raise these with the class teacher. We operate an open door policy where parents/carers can speak to their child’s class teacher or a member of staff after school. For those parents/carers working full time we are more than happy to speak over the telephone when convenient. The first member of staff to recognise that your child may have special educational need is usually your child’s class teacher. Teaching staff receive regular training on the identification of specific needs. They use this information, together with continual assessment of your child’s rates and patterns of progress, plus any information provided by yourselves, to identify any concerns that may arise. Should your child’s class teacher become concerned about your child in any way, they will speak to you and the school’s Special Educational Needs and Disability Coordinator (SENDCO). We will work as a team with you. If your child is referred to an outside agency, for example, Speech and Language Therapy or SENAS (Special Educational Needs Advisory Service) we will work with you to complete referral forms.
How will you and I know how my child is doing?
At all times staff will keep you informed about what we are doing with your child and what the next steps will be. We will work as a team with you. If your child has Special Educational Needs you will meet with the class teacher once a term to review your child's targets, discuss the provision and it's impact, setting new targets. Your child will also be encouraged to contribute to the meeting sharing their thoughts and ideas. This could be a range of formats : through talking with staff, writing their views down, drawing them or attending the meetings. When review meetings are taking place all agencies involved with supporting your child will be invited to them. We always encourage parents to communicate with staff about any different occurrences and when any appointments need to be attended, so we can work together to ensure your child reaches their full potential and that their needs are fully met at all times. Provision is continually evaluated for each child. When a child needs an intervention programme to support their needs, this is offered either on a 1- 1 or a small group basis and through the Assess, Plan, Do, Review process.Their progress is continually monitored and evaluated; the provision offered is then adapted as necessary to meet their needs, this is called the Graduated Approach.
How will the curriculum be matched to my child’s needs?
All children will be provided with high quality teaching that is differentiated and personalised will meet the needs of the majority of children. All staff have high expectations for all children and will teach using a range of multisensory strategies, as each child learns differently. We encourage children to work collaboratively in the classroom and to support one another. Children in our school are always eager to help others. We differentiate through a range of strategies. This may be through altering the activity provided to meet the children’s needs, providing extra resources to help them; using computers to record their work or having extra support within the classroom: this could be provided by the teacher or the teaching assistant, additional time required to complete a task. Staff may use alternatives to writing and are very aware of any children who find writing difficult. A range of strategies are then incorporated such as drawings, creating tables, mind mapping, role playing and use of tablets.
How will the school meet my child’s needs?
The school follows the new statutory guidelines outlined in the new Special Educational Needs and Disability Regulations 2014. This means that, in discussion with you and with your permission, we will start the process of documenting your child’s needs and how we intend to meet them within the school. In this school, for this purpose, we have implemented a Pupil Passport system which includes looking at what your child is good at, what is important to and for your child, with short term targets and support provided. For some children we provide a one page profile, with all relevant information about that child to support them in class. We work with the teacher and support staff to ensure that targets are appropriate and realistic with the SENDCO Mrs. Amanda Seville and Mrs. Davis (Learning Mentor) overseeing all the provision. The views of parents/carers and children all contribute to the setting and assessment of target. Extra support often takes the form of specific working strategies within the classroom. Depending on the varying needs of the child/children they may be also supported by a teaching assistant within the class, in small group support or with one to one support over time. Any work undertaken outside the classroom is overseen by the class teachers and implemented by Teaching Assistants fully trained to deliver that specific area of support.
Mrs. Davis the Learning Mentor provides pastoral interventions for children helping to remove barriers for learning. Mrs Davis delivers the STEPS Progamme (Self-Esteem, Trust, Emotional Development through Peer Support) to support children suffering form loss or separation and BEST intervention ( Behaviour, Empathy, Social Skills and Team work) which allows children to develop strategies to co-operate and communicate more effectively with their peers. Miss Dunne, ( HLTA) runs the Pyramid Intervention, for children to become more confident helping them raise their self-esteem. Teaching Assistants work alongside the Speech and Language Therapist to support communication and interaction. We have three High Level Teaching Assistants (Mrs. Gannon, Mrs. Quinn and Miss. Dunne) who support children with Special Educational Needs in literacy delivering the appropriate ‘Success for All’ English programme. The HLTA's also work alongside the class teacher to support children in maths. In the Early Years Foundation Stage there is a teaching assistant allocated to each class, so extra support can be provided for the children who need it on daily basis by the class teacher or the teaching assistant (who work as a team to meet the needs of all children in their care.) Wherever possible, the classroom environment is adapted to meet the needs of individual children within the whole class setting. This includes for example, quiet areas, whole class visual timetables, changing the background colour of interactive whiteboards and the use of ICT software. If your child is receiving additional support you will be informed about this and the process will be clearly explained to you either by the class teacher but you are always welcome to speak to Mrs. Amanda Seville or any teaching assistants. All staff are happy to discuss your child’s needs and they will work with you to enable your child reach their full potential.
Mrs. Amanda Seville (SENDCO) reports to the Governing Body on how the school is supporting children with Special Educational Needs and the numbers of children with Special Educational Needs.
Mr. Paul Gibbons, the Head teacher, oversees the progress of all the children and works closely with the SENDCO and all staff to ensure provision is in place to meet the needs of all our children.
How is the decision made about what type and how much support my child will receive?
We work as a team at Our Lady of Lourdes Catholic Primary School. If a child requires extra support, the child will be discussed with the SENDCO and then decisions will be made about the next steps. These could include observations, discussing with parents the possibility of taking the child for a hearing or vision check to rule these out, and how the child is getting on at home (referring to outside agencies if required). The SENDCO and class teacher will then discuss the best approach to meeting the child’s needs; this could be an intervention programme; assessing the child’s reading ability; or the use of different resources in class. At all times parents are involved to ensure we are meeting the needs of your child. If a child does require extra support then a Pupil Passport will be set up which will show the targets your child is working on and what support your child will get. A copy of this Pupil Passport will be sent home for you to keep. This will also be discussed with the child to ensure they know what their targets are. The discussion will take place at a level appropriate to the child. The child’s progress will be monitored closely and when they are assessed it will be clear to see if the support has worked. This could be through a reading assessment, phonics test, observations or monitoring improved independence skills. If your child has progressed and does not need the support any more, or the support needs to be altered or reduced, this will also be taken into consideration. We are always encouraging every child to reach their full potential.
If you have a complaint about the provision your child is receiving you are able to follow the schools Complaints policy. As a first step please see Mrs. Amanda Seville (SENDCO) or Mr. Gibbons (Head Teacher)
How will by child be included in activities outside the classroom, including physical activities and school trips.
Your child will be involved in all aspects of school life. Adaptations will be undertaken if necessary to ensure your child can access everything on offer. Our school aims to be fully inclusive and all children have been on all trips and participated in all activities. If additional adult support is needed to ensure your child can access what is on offer, this will be provided. 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 your child’s needs. Extra resources will be used if required. If going on a trip, parents will be involved in discussing the best ways to meet the child’s needs. This is especially so with regards to the schools residential holiday in Year 6, where all children regardless of their Special educational needs are encouraged to attend.
What support will there be for my child’s overall wellbeing?
The staff at Our Lady of Lourdes Catholic Primary School are very aware of the importance of the whole child and their wellbeing. All staff are available to talk to and children who need it are encouraged to talk to certain members of staff. We encourage children to speak to the member of staff they feel most confident with. In school we provide 'I need you to know boxes' giving children the opportunity to discuss any concerns or worries they may have, along with encouraging them to share good news. All staff work as a team and where information needs to be passed on about child, all staff will be informed how best to meet the child’s needs and which strategies work to support the child.
At Our Lady of Lourdes Catholic Primary School we provide specific interventions to support children's well-being for example. STEPS programme for children who have suffered a loss or separation, (Self-Esteem, Trust, Emotional Development through Peer Support) Pyramid club designed for pupils who lack confidence in class. BEST (Behaviour, Empathy, Social skills and Team work) to teach strategies that will remove barriers for learning. We have a school council that meet regularly to express their views and are listened to.
If medicines are required to be given in school a Health Care Plan is put in place so everybody clearly knows what is expected of them. We will work with any health professionals to ensure the children are receiving the appropriate care and attention.
If a child requires personal care then a Health Care Plan is completed with parents, staff and any outside agencies if necessary so everyone involved knows what needs to be done and how (and also what would constitute an emergency).
We work with the Education Welfare Officer in monitoring attendance. All children’s attendance is monitored closely and the class with the highest attendance per half term wins a special prize. Children are given stickers, points or merits for appropriate and excellent behaviour. If need be then a child’s behaviour will be discussed with parents, to ensure every child is behaving appropriately and what is happening in school is being reinforced at home.
What if the school needs more expertise to support my child?
Your child’s progress, and how this is recorded is continually being monitored and reviewed termly. This may be more regular depending upon the child’s target. If the support being offered does not seem to be sufficient to meet your child’s needs, the school will discuss with you the possibility of requesting advice from agencies/services outside of the school. This could include for example a specialist teacher, educational psychologist, speech and language therapist or paediatrician. In a few cases, the SENDCO may discuss with you the possibility of asking the Local Authority to recognise your child’s needs in a formal assessment/document called an Education, Health and Care Plan (EHCP). The process and implications for this will be fully discussed with you and your views will be paramount. Each child and family’s needs are different and require individual consideration. The governors and SENDCO review policies, procedures along with the Head Teacher, and reviews the effectiveness of arrangements and provision for children with Special Educational Needs.
What training have the staff supporting children with SEND had?
A range of training takes place each year. Each term, at least one staff meeting is designated to Special Educational Needs so that staff are aware of changes that take place and have any questions. The school uses outside agencies to support either individual or the whole staff to deliver appropriate training.
Each year all staff completes an audit to identify if any training is required. All staff that are new to the school spend time with the SENCO so they know how to support all children and what approaches and strategies to use in the classroom.
How accessible is the school environment?
If your child has a Special Educational Need you still need to apply for admission through Trafford’s’ admissions department. You are most welcome to phone the school and make an appointment to look round. Our school is very caring and as we have children with a range of needs all children care and look out for each other. Children with disabilities or special educational needs are not treated differently as we are inclusive. Any specialised equipment which is needed can be locked away when not in use. The school is not yet fully accessible for wheelchair uses although the school would accommodate this be rearranging classrooms and has a plan to make at least all the ground floor classes accessible. If a child has visual or auditory needs we work with Trafford’s Sensory Impairment team to ensure we are doing everything we can for the child, for example if work needs photocopying in a larger font this will take place.
If a parent’s first language is not English we have used members of staff who speak their language or when required we have got an interpreter to ensure we do all understand what is being said. Other parents who speak the same language have also happily interpreted on the parents/school's behalf with consent from the parents.
How are parents and children themselves involved in the school?
There is regular contact between parents and school. The school operates an ‘open door’ policy and if you want to discuss an issue in more detail you can make an appointment to see the appropriate member of staff. Staff are available to talk to before and after school and there are two formal parents’ evenings throughout the year. You will receive an ‘end of year’ report at the end of the school year. If your child has Special Educational Needs we may need to have regular review meetings where all professionals involved in supporting your child can meet with you to discuss the next steps. Parents are invited in to help on school trips and come to support school events, assemblies and drama productions. They are also able to join the PTFA which meet regularly to plan events to raise money for the school.
Every class teacher sends out a termly newsletter, giving you information about the curriculum your child will be working on and daily routines for example days of PE and homework. These will also be on the school website under the classes.
Who can I contact for further information?
The first point of contact if your child is already in our school is your child’s class teacher or Mrs. Amanda Seville (SENDCO). All staff involved in supporting your child will be happy to help.
If you have concerns you can contact any teacher and also.
Mr. Paul Gibbons (Head Teacher). All staff are available to listen, support, offer help and advice.
The school phone number is 0161 775 2847 and the email address is firstname.lastname@example.org
What happens when my child moves to another school?
Transition is very important to us at Our Lady of Lourdes Catholic Primary School and we work closely with parents/carers and other schools to ensure successful transition between key stages, year groups and schools.
When children join us in Nursery we hold a number of ‘taster’ sessions and home visits to encourage parents/carers to support their child and the school’s ethos. Children in Reception are visited by staff in their nursery setting to support transition. Children in Reception have a staggered intake to enable them to settle more easily into their new environment. We liaise closely with the High Schools who arrange additional taster days and meetings with key staff to share important background information and support the child’s transition into a new setting.
When moving classes and schools, the current class teacher and the SENDCO will meet with the new teacher and/or school and discuss the child’s needs in detail and what strategies, resources and interventions are working for the child. Extra visits are planned and if necessary the new teacher will be invited to see the child in their current classroom environment at first. Then when it is felt that the child is ready they will go on visits with or without a member of our staff to visit the new school/classroom. The number of visits provided will depend on each individual child and how much support they will require. When they do move classes/schools all information about the child is passed on, including reports and targets.
What other support is available?
Find out more about the local offer of support which is available for disabled children and young people and those who have SEN on the Trafford Service Directory www.trafford.gov.uk/servicedirectory or by contacting the Family Information Service:
Telephone: 0161 912 1053 Monday to Friday, 8.30am until 5pm
Reviewed and updated yearly
Recently reviewed September 2017