St. Mary’s Catholic Academy
School Information Pack
Special Educational Needs and Disability (SEND)
St. Mary’s Catholic Academy is an inclusive school catering for children aged 3 – 11 years. Since
September 2012 the school along with five neighbouring Catholic schools joined Painsley Catholic
College to form The Painsley Catholic Academy, ensuring high quality Catholic education.
We
ensure that pupils are included in all aspects of learning and school life throughout our school. It
is the aim of St. Mary’s to work in partnership between home, school and parish, with Christ at the
centre. It is important for parents/carers and teachers to work together so that each child can
reach their full potential in all areas of school life.
From time to time some children require additional support to help meet their needs or improve
their learning. The decision to do this is made by the school and is based on a variety of factors,
including academic progress and/or assessments carried out by teaching staffs or other
professionals. It may also be based on ensuring children have a smooth transition into school or
require support when going through significant change, either at home or school. Parents/carers
will be informed when this happens.
Some children will require support for a longer period of time to ensure they can access the
curriculum effectively and be included fully in classroom learning and school events. Support will
be planned by school staff and where appropriate by external professionals. Parents/carers will
be kept informed about this support.
Our School information Report describes the range of provision and support available to support
identified children as and when appropriate. This Report is subject to change and depends on
budgetary constraints and policy review.
How does the school know if children need extra help and what should I do if I think my
child may have special educational needs?
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The school liaises with preschool settings before your child starts school
Concerns are raised though the class teacher, teaching assistant or Senco.
We use standardised tests in reading, writing and spelling at regular intervals throughout the
school
There is a wide range of SEN services that the school works with including – general learning
difficulties, dyslexia, ADHD, Autism, hearing and visual impairment and physical difficulties
How will the school staff support my child?
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An education programme will be planned and tailored to your child’s needs
Statemented children/children in receipt of EHC plans are supported by the SEN Learning Support
Assistants and SENCO
Other children with SEN are monitored through their class teacher and Senco
Regular assessments are undertaken of all children with SEN
The leadership group and directors oversee the SEN work and liaise with the SENCO
Both the frequency of and the requirement of TA support are dependent on the individual needs
Intervention programmes are put into place where appropriate, these may require small group
teaching outside the classroom
How will the curriculum be matched to my child’s needs?
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The school is an inclusive academic community
All teachers differentiate according to the needs of all children to ensure that they achieve their true
potential
All learning styles are catered for in all subject areas.
Advice or guidance provided by external professionals supporting individual pupils is incorporated
into planning
How will both you and I know how my child is doing and how will you help me to support
my child’s learning?
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Termly reports on progress and attainment are sent home
We operate an open door policy and all staff can be contacted via phone calls and appointments
Regular parents evenings are part of the school year
Parent workshops, such as how to help your child at home and dyslexic awareness are part of the
school year, these dates will be communicated through the school newsletter
Regular meetings between all staff to discuss the attainment and progress of SEN children
Parents are invited to annual review meetings
Parents and staff are encouraged to write in their home school diaries to begin a daily dialogue
What support will there be for my child’s overall well-being?
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All students have a class teacher for a years, they are all also supported by a variety of teaching
assistants including SEN Learning Support Assistants
During lunchtimes each class has a designated Lunch time supervisor who is available and supports
vulnerable child
Medicine, supported through a care plan and appropriate authorisation is administered by school
staff
The behaviour system is adapted to ensure all children behave well and are achieving well
Pupil voice is valued and collected through pupil voice, target setting and review meetings supported
What specialist services and expertise are available at or accessed by the school ?
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Autism outreach
Visual/hearing impaired service
Educational psychologist
SENSS
Behaviour management advisor
CAMHS
Physical difficulties
School nurse
What training are the staff supporting children with SEND had or are having?
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St. Mary’s promotes the training of all staff members so that all children receive an excellent
experience of education
Teaching assistants receive regular training at least once a term : This has included – memory skills,
Autism, dyslexia, how children learn, safeguarding
‘How to be an outstanding TA’ and Dyspraxia training is planned this academic year
All routine training such as safeguarding and asthma training is kept up to date
How will my child be included in activities outside the classroom including school trips?
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St. Mary’s Academy actively includes all children on all educational activities
Teaching assistant support is put into place if required
Parental advice is sought to ensure all children benefit from the activities being offered
How accessible is the school environment?
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Educational equipment is obtained through the SENSS service and the physical impaired service at
Horton Lodge
The school has adapted its’ premises where necessary; painting yellow lines on the steps to help VI
children
Translators are bought as required to support EAL families
The school is accessible; however we have physical limitations. We have ramps for wheel chair
access, a lift, yellow strips on the stairs for visual impairment, handrails and a toilet for the disabled
School governors carry out regular checks to ensure the accessibility of the premises
How will the school prepare and support my child to join the school, transfer to a new
school or the next stage of education and life?
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The school has close links with its feeder high school, including half termly Senco meetings. Many
resources and expertise are shared
The children take part in many activities from year 4 onwards including transition events
All Year 6 children and parents are invited to several prospective parents meeting prior to applying
for a place at the school
All year 6 visit the feeder high school for an extensive induction period in July prior to starting in
September
Heads of year, the SENCO and EWO visit every July
The Painsley Senco is involved in year 6 reviews
Year 6 have a comprehensive information booklet from Painsley high school
All SEN information is passed to the new school, including the class teacher or SENCO speaking to
the new school
How are the school’s resources allocated and matched to children’s special educational
needs?
SEN Learning Support Assistants are deployed with SEN children, they have a timetable to ensure all
interventions are carried out as written in the child’s education plan
How are the school’s resources allocated and matched to children’s special educational needs?
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Teaching assistants are deployed with SEN children, they have a timetable to ensure all
interventions are carried out as written in the child’s education plan
Targeted small group support in class is used in all classes
Withdrawal of small groups or individual pupils for additional Numeracy support
Provision of toolkit resources to ensure that learning is multi-sensory and practical
How is the decision made about what type and how much support my child will receive?
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Through pupil progress meetings with the class teacher and senior leaders, including teacher
assessments and test results, the needs of children are identified and measures are put into place to
ensure the correct level of support is available.
Through close liaison with pre-school settings and schools which children transfer from the Senco
will ensure correct provision is in place for all children, this could include applying for AEN funding
before a child begins school.
Learning styles are catered for and outcomes are monitored on a whole school level
Support is discussed with staff, parents, SENSS and the educational psychologist and any
appropriate agencies if necessary
How are parents involved in the school ? How can I be involved ?
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The school has an active PTA
Attendance at reviews and supporting events, workshops and functions
Completing questionnaires and parent view
Opportunities to meet the teacher during the academic year – Open Evenings
Open door policy for parents to meet class teachers or senior management
Regular progress meetings with parents/carers by class teacher and SENCO
Support for parents who have concerns
Who can I contact for further information?
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The first point of contact is the class teacher
The Senco, Vice Principal or Principal can be available via an appointment