St Paul’s Special
Educational Needs
Offer
*On the following pages you will be able to find out what we can offer the pupils and
families in our school in the form of support. It shows you what you can expect if your
child is placed on the list of children receiving Special Needs Support.
*This is a draft document and we would welcome any feedback or comments
about the format or information included. If you would like this information
translated then please contact our SENCo via the school office.
*This document should be read alongside the Local Authority’s “Local Offer”
which makes clear what agencies and support families can access in our
county.
Contact Details
Mrs Kerry McEnery
(Special Educational Needs Co-ordinator)

If you have concerns for your child’s progress please feel free to make an
appointment via the school office (Tel: 01432 273784) or contact via e-mail on
kmcenery@st-pauls.hereford.sch.uk

Please note that Mrs McEnery usually works in school on Mondays and Tuesdays.
What is the Local Offer?

The Children and Families Act (2014) requires all local councils to set out a local offer of
support available for children from birth through to adulthood (25 years of age).

On the Local Offer families can find out about the support they can access for Education,
Health and Social Care services. It is a good place to start if your child has Special Educational
Needs or a disability.

Click here to view Herefordshire’s Local Offer.
A Graduated Response
 In line with the new Code of Practice (July 2014)
here at St Paul’s we use a graduated response to
meet the needs of pupils with Special Educational
Needs and/or Disabilities (SEND). The following
pages aim to show you how this might work for
your child.
Stage 1
What will school
do?
You may have worries
about your child’s needs
or class teachers may
have concerns. Teachers
will have used well
differentiated quality
teaching strategies in their
classrooms to support
your child’s learning. We
have a rigorous system of
monitoring and termly
meetings to discuss these
concerns so that we
quickly identify children
who are not making the
expected progress or who
may need more support.
How will you be
involved?
If you have concerns
please make an
appointment with the
Class Teacher as soon
as possible. If we have
identified concerns we
will discuss these with
you at the first
opportunity which is
usually your child’s
parent consultation
evening. This is the best
time to find out how you
can help your child too.
What will this
mean for your
child?
At this stage we have
lots of additional
interventions and
programmes of support
to offer children. These
sessions are normally in
small groups or
occasionally 1:1 and run
by our school staff. They
are usually enough to
boost a child’s progress
and there is not always
a need to place a child
on the Special
Educational Needs
Register.
Stage 2
What will school
do?
If, following this support,
your child is still not
making the expected
progress the class
teacher will ask the
school’s Special
Educational Needs
Coordinator (SENCo) to
become involved. She
will offer advice to the
teacher and parents on
how best to support your
child and she may carry
out some assessments
with your child to identify
their strengths and any
possible barriers to their
learning.
How will you be
involved?
You will be invited to
meet with the SENCo.
She will want to find out
your opinions on how
best to support your
child and it is a good
time to let her know of
any worries you may
have. She may also
ask to do more detailed
assessments with your
child and you will be
asked to meet again to
discuss the outcome of
these.
What will this
mean for your
child?
Information and the views
of your child will be
gathered and the SENCo
will decide with you if your
child needs to be placed
on the school’s list of
children receiving SEN
Support. A programme of
support will be organised
at this stage with the
support of the Class
Teacher. It will be recorded
on the school Provision
Map or as an individual
Provision Map depending
upon the level of need.
Stage 3
What will school
do?
Your child’s progress is
reviewed termly and all
interventions and
support are monitored by
the SENCo. If it is clear
that your child is still not
making progress then
the SENCo will discuss
with you the possibility of
making a referral to an
outside agency. This
outside specialist will be
able to assess your child
and make further
recommendations to
both school and your
family.
How will you be
involved?
You will be invited to
meet with the SENCo
to discuss this referral
and to gain your
permission to go
ahead. You will often
get a chance to meet
with the professional
from the outside
agency as part of the
referral process or you
may be asked to take
your child to an
appointment out of
school hours.
What will this
mean for your
child?
Any advice and
recommendations from
outside agencies will be
used to further enhance
the support given to your
child. Targets and
programmes will be
adjusted appropriately and
again these will be
carefully monitored. By this
stage children will most
certainly be placed on the
list of children receiving
SEN Support.
Stage 4
What will school
do?
If we have followed
expert advice and, over
a period of time, there
are still no satisfactory
levels of progress then
we may ask you to
consider a request for
assessment for an
Education, Health and
Care Plan (EHCP).
For more information see
the following pages.
How will you be
involved?
Just as we expect to
keep parents fully
involved in all stages of
SEN support so the
same will happen if an
EHCP is requested.
The SENCo will meet
with you to fill in a
“Family Conversation”
form so that all of the
correct information is
gathered for the Local
Authority to consider.
What will this
mean for your
child?
Your child’s support will
continue as before during
this stage and their
opinions will continue to be
sought. If an assessment
goes ahead then further
assessments are likely to
be carried out by the Local
Authority and their team of
professionals.
Education, Health and Care Plans
(EHCPs)

EHCPs are replacing Statements of Special Educational Needs over the next three
years.

The SEN Code of Practice 2014 (9.2):
“The purpose of an EHCP is to make special educational provision to meet the
special educational needs of the child or young person, to secure the best
possible outcomes for them across education, health and social care and, as they
get older, prepare them for adulthood.”
The following are able to make a request for the above:
• The child’s parent
• A young person over the age of 16 but under the age of 25
• A person acting on behalf of a school or post-16 institution preferably with the
agreement of the parent or young person where possible.
For further advice please ask to speak to the SENCo at school, the Local Authority’s SEN Team or the Special
Educational Needs and Disabilities Information Advice and Support Service (SENDIAS).
Support for the Key Areas of SEN

All pupils at St Paul’s receive Quality First Teaching from their class teachers but they may need additional support in one of
the key areas identified by the SEN Code of Practice (2014).

1. Communication and Interaction – children needing support in this area may be on our
small group intervention programme for “Teaching Talking”, they may have programmes
written by a speech therapist and delivered by one of our trained Teaching Assistants or
they may just need extra resources in class to help them to access the curriculum. We also
use a wide variety of programmes to support those with Autistic Spectrum Disorders.

2. Cognition and Learning - some children may be learning at a slower rate than others
or may need their teaching to be supported by certain strategies. They may need more
small group work than others; 1:1 teaching time; pre-teaching or constant re-visiting of
skills. We have a variety of intervention programmes in constant use such as
ReadWriteInc, 1stclass@number, Guided Reading sessions or SNIP.

3. Social, Emotional and Mental Health Difficulties – this includes children experiencing
difficulties that may include challenging or disruptive behaviour; being withdrawn and
isolated; a mental health difficulty such as anxiety, depression or eating disorders.
Disorders such as ADHD (attention deficit hyperactivity disorder) and attachment disorder
are also included.

4. Sensory and/or Physical – This includes children with vision or hearing impairments
and other physical difficulties which may prevent or hinder a child from accessing the
curriculum or accessing our facilities.
How do we help?
1:1
support
Preteaching
Interventions
Adapted
timetable
Anxiety
Support
SEN
training
Plus a whole lot more…
We work regularly with outside agencies for
advice and programmes of support 
Behaviour Support Team

Educational Psychologist

Speech and Language Therapists

Social Care

Police

Counsellors

School Nurses

Paediatricians

Child and Adolescent Mental Health Service (CAMHS)

Occupational Therapists

Physio Therapists

The Brookfield School

Blackmarston School

Herefordshire Carers

Home Start
Contacts
 Kerry McEnery, SENCo
Email: kmcenery@st-pauls.hereford.sch.uk
 Jane Millington-Jones, Learning Mentor
Email: jmillington-jones@st-pauls.hereford.sch.uk
 To request an Education, Health and Care Plan directly from the Local
Authority you can ring the SEN Team on: 01432 260869.
 For additional, impartial support and advice contact the Herefordshire
Special Educational Needs and Disabilities Information and Advice
Service (SENDIAS) - formerly known as the Parent Partnership
Service. Tel: 01432 260955