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St Stephen's Catholic Primary School and Nursery, a Voluntary Academy

Learning, living and loving one another in God's name

Gargrave Road, Skipton, North Yorkshire
BD23 1PJ

01756 709451

admin@st-stephens.n-yorks.sch.uk

Special Educational Needs and Disabilities

All children in school have access to quality first teaching. Sometimes we identify children that need to have further support in order to help them learn. We offer a wide range of support to help support a child’s learning and well-being. It may be that they only need extra support in one area of the curriculum. The class teacher will identify who needs extra support and how often they will receive it.

  • The class teacher and/or Special educational Needs Co-ordinator (SENCO) will discuss with you how often your child receives extra support.
  • The school Governors also have a role in ensuring your child is supported where necessary. 
  • The Head teacher and SENCO report back to the Governing body regularly in addition to the SENCO meeting with the SEN Governor.

Our SENCO is Mr Tony Pye
Our SEN Governor is Ms. Pauline Copeland

To download our SEN policy please click here

If you have any concerns regarding your child then please raise them with the class teacher and/or the SENCo, Mr Pye, through our school office (telephone 01756 709451 or e mail: admin@st-stephens.n-yorks.sch.uk).

 

The North Yorkshire SEND local offer can be found at: https://www.northyorks.gov.uk/send-local-offer

Below are details of what we provide at our school. 

What kinds of SEND are provided for in our school?

Children and young people (CYP) with a wide range of SEND are welcomed into our school. If a parent of a pupil with EHCP requests a place at the school, the CYP is welcomed and strategies sought to meet their needs.

How do we decide when a child needs to go on the SEND register?

There are four areas of need according to the 2014 Code of Practice.

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Sensory and/or Physical

Children are assessed half termly to ensure that they are making the expected progress. Where it is felt that a child needs something additional and different to support their learning in school because they have SEND we will discuss this with you. This will be recorded in a document known as a one-page profile or an Education Health and Care Plan. These documents will include:

  • details of any strategies being used to support your child in class
  • details of any interventions or support your child is receiving
  • details of your child’s targets and long term desired outcomes
  • the next date your child’s progress will be reviewed

Most pupils will benefit from SEND support, but some children who need high levels of support or who have complex needs will need to be referred for an Education, health and care Plan (EHCP)

What arrangements do we have for consulting with parents of children with SEND and involving them in their child’s education?

Parents should be kept informed about their child’s progress half termly, through either a face to face meeting or a phone conversation, whichever is appropriate. If any outside agencies are involved, then they like to meet with parents to discuss the work they have been doing. This is arranged when convenient with the parent/carer, class teacher and SENCo.

As a parent/carer, you are entitled to a meeting every 3 months. If you would like a further meeting, then please contact the class teacher and/or SENCo. The child’s targets will be discussed at the meeting and you will receive a copy of your child’s one-page profile.

Other forms of communication may include:

  • a home school communication book
  • informal passing on of information at the end of the school day
  • telephone updates
  • text messages

Inclusion passports are one way in which we record all the interventions that are being done with a child. The inclusion passport is another key document for anyone working with a child as it contains all the necessary information about the provision that has been made. This is a key document for outside agencies to have so that they know what provision has been put in place. The inclusion passport is kept electronically and updated throughout the year. It passes from one year to the next and is a fundamental document for transition in Year 6 to secondary school.

What arrangements do we have in place to consult with young people with SEND and how do we involve them in their education?

We will obtain the views of all children through pupil voice interviews regularly throughout the school year. We also have a school council. In addition, it is vital that children with SEND are listened to and are supported to achieve their aspirations as far as possible. There are opportunities for children to speak to a familiar adult on a one to one basis.

What arrangements are in place for assessing and reviewing children and young people’s progress towards outcomes?

All pupils with SEND should make at least expected progress, in line with their peers. Arrangements for assessing and reviewing pupils who are working below the expected level will be on an individual basis. Please see the class teacher/SENCo for further information on assessment.

What are the arrangements for supporting children and young people in moving between phases of education?

Staff at the school arrange appropriate transition on an individual needs basis. For children transferring to secondary education the receiving school will be invited to attend a review meeting or transition meeting before arrangements are put into place. Pupils will be offered as much transition time as they need in order to make a successful transition.

What is the school’s approach to teaching children and young people with SEND?

Differentiation, including high quality support for learning within mainstream lessons is the most important way of ensuring children meet the objectives of the lesson and make good progress. Sometimes children will work in small groups or on a one to one basis with a member of staff. Where necessary the curriculum may be tailored to meet individual need. We use a range of interventions to help children with SEND to make progress. Interventions can take place in the classroom or out of the classroom with suitably trained Teaching Assistants. Interventions are closely monitored to make sure they are helping the child to make accelerated progress.

What sort of adaptations are made to the curriculum and learning environment for children and young people with SEND?

This is assessed on the needs of individuals and steps put in place to support those needs, for example some children may need additional equipment in the classroom, a quiet space to work or a work station to avoid unnecessary disruption. In some cases, children with a high level of need may need an Education, Health and Care Plan which may include an individual risk assessment.

What expertise does the school have for supporting children and young people with SEND? How does the school ensure that the expertise and training of staff to support children and young people with SEND is up to date? How does the school access and secure further specialist expertise?

All staff receive regular training to enable them to meet a range of SEND. Teachers and TAs have regular training to meet individual needs as necessary.

The school works closely with and enlists the support of specialist teachers from Enhanced Mainstream Schools from within in the local authority. In addition, the school works with a range of outside agencies including speech and language therapists, Educational Psychologists and Healthy Child Team.

How does the school evaluate the effectiveness of the provision for children and young people with SEND?

The progress and attainment of all pupils is closely monitored and shared with parents at parent consultation evenings and reports to parents. Children with different and additional provision will be monitored carefully by a variety of methods. We carefully monitor the impact of interventions using standardised assessments before and after the intervention period and this will be fed back to the class teacher and SENCo. Other provision will be monitored by the SENCo and SLT as part of the school evaluation cycle.

How are children and young people with SEND enabled to engage in activities available with children and young people who do not have SEND?

Our policies state how all pupils are actively included in a wide range of curriculum and extra-curricular activities including off site educational visits. Pupils with SEND are represented in positions of responsibility eg the school council.

How does the school support children and young people with SEND to improve their emotional and social development?

Some of our interventions are dedicated to social and emotional support for our pupils. We provide nurture groups and 1:1 support as appropriate.

What arrangements are there for handling complaints from parents of children with SEND about the provision made at the school?

  • Arrangements for considering complaints about special educational provision are as follows;
  • Informal complaints by parents/carers should be made in the first instance to the class teacher. They are best dealt with by the teacher concerned.
  • If the complaint has not been resolved, parents/carers should then speak to the SENCo.
  • Complaints are acknowledged immediately (whenever possible) and a definitive response is given and/or a meeting arranged as soon as possible thereafter.
  • More formally, the head teacher will receive and investigate complaints and seek to solve an issue to parents’/carers’ satisfaction. (see school’s complaints policy)
  • If the issue cannot be resolved in this way, it may be referred to the Academy Council. However, if the parent/carer is still not satisfied they may approach Bishop Wheeler Academy Trust.