St Thérèse of Lisieux RC Primary
SEND School Offer
“Live in Love”
1
4/13/2015
St Thérèse of Lisieux RC Primary
School Core Offer
At St. Thérèse of Lisieux we base our philosophy on the great commandment that Jesus gave us and on which St. Therese
based her life:
‘This is my commandment love one another as I have loved you.’
(John 15: 12)
With these words in mind we aim:
to provide a SEN Policy to ensure that all pupils have access to a broad and balanced curriculum.
to provide an enriched curriculum which is based on realistic but high expectations appropriate to the needs and ability of
every individual child.
to ensure the identification of pupils requiring SEN provision as early as possible in their school career.
to provide a clear structure for identification and assessment of SEN.
to build good relationships with our parents and to keep them informed of their child’s progress and attainment.
to ensure that every adult working with children approaches SEN teaching and learning in a consistently positive,
respectful manner.
to provide a learning environment in which the safety and happiness of every child matters.
to develop self-confidence and self-esteem by providing a clearly structured positive approach to learning, including
agreed shared terminology and using language which places emphasis on success and possibilities rather than limitations.
to provide an emotionally secure, and stimulating learning environment to enable each individual child to develop his/her
full potential.
to ensure all SEN children are listened to and involved, where practicable, in decisions affecting their learning and
wellbeing.
to work in close partnership with other agencies and professionals to ensure our children are receiving the best possible
provision.
to fulfil statutory requirements and guidelines as set out in 2014 SEN Code of Practice and Stockton LA guidelines.
St Thérèse of Lisieux RC Primary School
Meet the Special Educational Needs and Disabilities Team (SEND):
Headteacher:
Mrs Stott
Special Educational Needs Coordinator (SENCo):
Mrs Tyson
Special Educational Needs Governor:
Mrs Hall
Contact:
St Therese of Lisieux RC Primary School
Lamb Lane
Ingleby Barwick
Stockton-on-Tees
TS17 0QP
Tel: (01642) 763623
For further information:
Stockton-on-Tees Early Years and Complex Needs Team :
The Early Years and Complex Needs Team provides advice, support and guidance to
children and young people with complex needs and disabilities and their families. They
work closely with other services and agencies to make sure the needs of children are
met and their families are appropriately supported.
http://www.stockton.gov.uk/childrenandyoungpeople/childrenwithdisabilities/
Parent Partnership:
Parent Partnership Services offer advice and support to parents and carers of children
and young people with special educational needs (SEN).
Tel: 01642 527158
SEN Code of Practice:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/32587
5/SEND-Code_of_Practice-June2014.pdf
• How does our school know/identify that children and young
people have special educational needs and/or disabilities?
(SEND)
• What are the first steps school will take if SEND are identified?
• What should parents/carers do if they think their child has
SEND? How can they raise concerns? (This should include
contact details including name of SENCO)
• How will our school involve children/young people in the
assessment process?
• How will our school teach and support children with SEND?
• Who will be working with your child?
• What expertise does the school and our staff have in
relation to SEND?
• How does our school ensure that information about a child/ young
adult’s SEND or EHC plan is shared and understood by teachers and
all relevant staff who come into contact with that child?
• How will our school include parents and the child/young person in
planning support?
• How will our school teach and support children/young
people with SEND?
• What access do our SEND children/young people
have to facilities and extra curricular activities?
• How does our school plan for transition for
children/young people with SEND?
More information
More information
• Who will be talking with and keeping in touch
with the parent/carer? (working together
towards outcomes, reviewing arrangements
etc.) and how often?
• How do we assess and evaluate the provision we
have arranged for your child? (effectiveness,
outcomes, progress)
• Where can parents/carers find additional
information e.g. SEND policy, LA Local Offer
More information
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• How is the different provision delivered in
our school?
• What role will the child/young person’s
teacher/s play in the additional provision?
Who will be working with your child?
• Which other services do we use to provide for and support
our children/young people?
• How will parents/carers be kept informed of engagement in
additional provision whilst it is onging?
• How does our school encourage parent/carers to become
involved in the additional provision?
More information
In line with the SEN Code of Practice we take a graduated approach to
assessing the needs of our pupils.
When a teacher assesses a pupil and identifies a cause for concern they
consult with the SENCo to plan further strategies and support to help that
child make progress. The class teacher implements the plan. (Do)
Progress is closely monitored using regular tracking systems and teacher
assessment. The teacher and SENCo will review whether further action needs
to be taken.
Should this be the case, a meeting is held with the parents of the child and the
teacher shares his/her concern and provide an opportunity for parents to
express their thoughts and ideas about barriers to learning and appropriate
support. This will be recorded on a blue “Cause from Concern” form. If
deemed appropriate, school may request a specialist assessment from an
outside agency.
Following this, if adequate progress is not made or a specific need is
identified, the pupil will be registered as having Special Educational Needs.
What should parents/carers
do if they think their child has
SEND? How can they raise
concerns?
Please make an appointment
to meet with your child’s Class
Teacher. If you wish to
discuss the matter further,
Mrs Tyson our school SENCo,
is happy to meet with you.
At this point of registration, the parent is fully informed of the implications of
this and given the school’s Special Educational Needs information booklet
providing them with all relevant details.
The cycle of Assess, Plan, Do, Review will begin again and parents and pupils
are provided with opportunities to express their views about ways to help
them make progress.
The Special Educational Needs of the majority of children at St Therese is met
effectively through SEN Support. However, in a small number of cases, where
the child remains a significant cause for concern, an assessment for an
Educational Health Care Plan can be requested by the school or parent or
outside agency.
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This section is about the additional support our school offers
children/young people with Special Educational Needs and
Disabilities.
There are four broad areas of need:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental
Health Difficulties
Sensory and/or Physical Needs
Click the links above to find out more about the wide range of
resources we offer to our pupils.
Main Menu
• When a pupil has been identified with Special Educational Needs, the class teacher
will ensure, through quality teaching, that their needs are met and they can access
the curriculum more easily.
• Teachers or Teaching Assistants may be allocated time to work with the pupil in a 1-1
or small focus group to target more specific needs.
• If a child has been identified as having a special need, they will be given an Individual
Education Plan (IEP). Targets will be set according to their need. These will be
monitored by the Class Teacher and SENCo.
• If appropriate, specialist equipment may be given to the pupil e.g. writing slopes,
concentration cushions, pencil grips or easy to use scissors.
• Every effort will be made to ensure that children with SEN have secure access to
activities such as trips, visits and enrichment activities.
• Parents and carers may contact the class teacher to discuss specific
adaptations that could be made to ensure their child is included
in all activities.
Main Menu
• Rigorous monitoring and assessment of pupil progress will be continuous throughout
the school year and will be shared with parents at least once a term.
• Pupils are informed of their ongoing progress against targets and are fully involved in
dialogue with their teachers about how their needs are to met and the best ways to
secure successful learning.
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Communication and Interaction
• We have access to small group and/or individualised
interventions to develop skills in communication,
interaction, emotional awareness, self care, flexible
thinking. These include
• Drawing and Talking
• Lego Therapy
• Enhanced access to visual approaches e.g. visual
timetable and behavioural cues.
• Access to low stimulus area
• Flexible approaches to timetable
• Modifications to lunch and/or breaktimes
• Enhanced access to additional aids
• Access technology e.g. Splashtop for Visually impaired pupils
• Explicit teaching of generalising skills from one context to another
• Careful planning of transitions
• Mentoring and/or buddy systems
• Social stories developed alongside a TA
Plan Menu
Cognition and Learning
• Regular, individually focused intervention
• Increased access to small group support
• Practical aids for learning e.g. table squares,
time/number lines, pictures, photos, accessible
reading material suited to age
• Phonic development programmes
• Increased access to ICT
• Flexible groupings
• Enhanced access to technical aids e.g. spell checker, ICT software and/or hardware
• Adaptations to assessments to enable access e.g. readers, scribe, ICT
• Curriculum will be adapted to meet the learning needs of the child/young person
• Delivery
• Frequent repetition and reinforcement.
• Toe by Toe
• RM maths
• Mathletics
• Education City
• Catch Up
• Memory Magic
Plan Menu
Social, Emotional and Mental
Health Difficulties
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Access to time out/individual work area
Mentoring
Individualised rewards system
Access to counselling services e.g Alliance Psychology
Increased access to additional adults in the classroom
Alternative curriculum opportunities
Opportunities to develop Social Emotional Aspects of Learning
Positive handling plans
Staff trained in Team Teach Positive handling plans
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Sensory and/or Physical Needs
• As a school we are happy to discuss individual access
requirements.
• Facilities we have at present include:
Disabled parking
Wide entrance doors to make the building accessible to all
1 toilet adapted for disable users
Wide doors in some parts of the building
• Physical aids to support access e.g. wheelchair, walking frame, hearing aids, large
print materials and exercise books
• Access to a specialist teacher/LSA for the hearing/visual impaired.
• Concrete apparatus available to support learning e.g. iPad with Splashtop
• Access to support for personal care
• Therapy programmes delivered in school, designed by specialists e.g. Occupational
Therapists, Physiotherapists
• Adapted curriculum to enable full access e.g. alternative recording devices, modified
PE curriculum.
Plan Menu