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St Joseph's Catholic

SEND Information Report

St Joseph’s SEND Information Report
Introduction

The aim of the school is to ensure that all pupils regardless of their specific needs make the best possible progress in our setting.

Our SEN policy and information report aims to:

  • Set out how our school will support and make provision for pupils with special educational needs (SEN)
  • Explain the roles and responsibilities of everyone involved in providing for pupils with SEN

The Local Offer

The Children and Families Bill was enacted in September 2014.

From this date schools and Local Authorities are required to publish and keep under review services that are available for children with Special Educational Needs and / or Disabilities. This is known as the Local Offer. Parents have access to this resource and it helps them understand the services that are available to them. Bexley’s local offer can be found at www.bexleylocaloffer.uk. The school’s ‘Local Offer’ can be found on the school website.

The Special Educational Needs and Disability Information Report

Schools offer information for parents, in a single place, which helps them to understand what services they and their family can expect from a range of local agencies - including their statutory entitlements.

This is referred to as the SEND Information Report. The report is written in a question and answer format.

Legislation and Guidance

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities

The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report

What is meant by the term Special Educational Needs and Disability?

The Code of Practice [2014] states that a child or young person has a special educational need or disability if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she has:

  • Has a significantly greater difficulty in learning than the majority of others of the same age or
  • Has a disability which prevents or hinders him or her of making use of educational facilities of a kind generally provided of others of the same age in mainstream schools.
  • Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

What type of Special Educational Needs might the children have at St Joseph’s?

Our school currently provides additional and/or different provision for a range of needs, including:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
  • Moderate/severe/profound and multiple learning difficulties

How is St Joseph’s accessible to your child with SEND?

St Joseph’s is a mainstream setting where all children are welcome whatever their abilities and needs.

We believe that all children should have access to a broad, balanced and supported curriculum, which meets their individual needs. We have a graduated approach to SEND ensuring early identification of needs and a continuum of support for children in order for them to make progress.

  • The building is accessible to children with physical disabilities.
  • There is a disabled toilet.
  • We ensure that all equipment used is accessible to all children regardless of their needs. There may be times when additional equipment has been purchased to include children with specific needs.
  • There is a before and after school club which is accessible to all children including SEND.
  • Extra- curricular activities are available for children with SEND
  • There is also a lunchtime club for children who need a quieter environment.
  • Individual workstations for those children with ASD if required
  • The Accessibility Plan is available on the Policies tab of the school website. The Equality Statement is available on the Statutory tab of the school website.

How are children with Special Educational Needs identified and assessed?

At St Joseph’s children are identified as having SEND in many ways. These include the following:

  • Liaison with the previous educational setting. Children that transfer may already have SEND and their records are passed on. This may also be followed up with a telephone conversation with the SENDCo or a setting visit.
  • We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate.

Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.

  • Concerns raised by school staff.
  • Concerns raised by parents
  • Concerns raised by pupil. There are times when a child shares their concerns and this is followed up.
  • Where concerns are raised the SENDCo will usually carry out a class observation and further assessments to ascertain further information.
  • The SENDCo may also have to liaise with external agencies for further assessments.
  • Some children will have a medical diagnosis which requires support or intervention.

We will follow the graduated approach and the four-part cycle of assess, plan, do, review.

The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

How will school let me know if they have concerns about my child’s progress?

If a child is identified as not making progress, parents/ carers or teachers are concerned or there is a change in a child’s progress or behaviour then the school will set up a meeting to discuss this with the parents/carers and plan further support.

This may mean involving external agencies. There are parent/teacher face to face meetings at the end of the autumn and spring term and a written report at the end of the summer term. The SENDCo is available at open evenings.

How can I let the school know if I am concerned about my child’s progress?

If you have concerns then you should speak to the class teacher. You can escalate concerns by making an appointment to speak to the SENDco or the head teacher.

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account the parents’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will formally notify parents when it is decided that a pupil will receive SEN support.

Who are the best people to talk to at St Josephs about my child’s difficulties with learning and SEND?

The SENDCo has responsibility for co-ordinating all of the support for children with Special Educational Needs or Disabilities. Mrs K Partridge is the SENDCo at St Joseph’s and works on Tuesdays and Wednesdays. She can be contacted on the school number: 01322 524162

The SENDCo will:

  • Work with the headteacher and SEN governor to determine the strategic development of the SEN policy and provision in the school
  • Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including Individual Educational Plans (IEPS), Individual Behaviour Plans (IBPS) and those who have Educational Health Care plans (EHCP)
  • Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching
  • Advise on the graduated approach to providing SEN support
  • Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • Be the point of contact for external agencies, especially the local authority and its support services, for example, Educational Psychologist, Speech and Language Therapists, Early Intervention Team, CHEWS
  • Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned
  • Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
  • Ensure the school keeps the records of all pupils with SEN up to date

The school SEND governor is Mrs Michelle Soan and she can be contacted via the School Office.

The SEN governor will:

  • Help to raise awareness of SEN issues at governing board meetings
  • Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this
  • Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school

Mrs Sinclair the Head teacher is also available to discuss any concerns.

The headteacher will:

  • Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision in the school
  • Have overall responsibility for the provision and progress of learners with SEN and/or a disability

Class teachers

Each class teacher is responsible for:

  • The progress and development of every pupil in their class
  • Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
  • Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision
  • Ensuring they follow this SEN policy

What are the different types of support?

  • Class teacher input - Excellent classroom teaching means that the teacher has the high expectations for all pupils. This is Quality First Teaching. This involves scaffolding pupils’ learning and differentiating where appropriate.
  • Different ways of teaching to take into account different learning styles
  • Adapting our resources and staffing, including the use of additional Teaching Assistant hours in the classroom/playground.
  • Specific strategies/aids suggested by SENDCo including laptops, coloured overlays and visual timetables
  • Group work in class, being part of a focus group in class.
  • Pre-teaching
  • Specific group work in the form of interventions and access to outside agencies. This may take the form of social skills group, a writing support, phonics or an appropriate intervention for particular children to meet their needs.
  • Specialist groups run by outside agencies ASD Outreach team, Speech and Language therapists, Behaviour Support
  • The Early Intervention Team (EIT) provide support. The Educational Psychologist is attached to this team and she is able to assess individual children, offering support and advice as to how school best support the child. Parental permission will need to be given if external agencies are involved.
  • CHEWS support for children with emotional or mental health barriers to learning.
  • Specified Individual Support. Children that have a statement of Special Educational Needs or an Educational Health Care Plan may have a particularly high level of support.

What emotional and social development support do we have for a child with SEND?

  • We recognise that pupils with SEND may have emotional and social development needs that may require support.
  • We have a robust Safeguarding Policy in place; we follow ‘Keeping Children Safe in Education’ September 2016 and Local Authority guidance.
  • We have a lunchtime group for those that need support.
  • A Nurture group intervention which supports children across the year groups. Opportunities for “Draw and Talk sessions”.
  • Family and Individual support from CAMHS.
  • Support, Assessment and Advice from CHEWS Team.
  • The culture of the school is open and supportive, children are encouraged to share concerns with staff and/or head teacher.

What training do the staff supporting children with SEND receive?

  • The SENDco attends local authority briefings to keep up to date with any legislative changes in SEND. She also has extensive experience in SEND.
  • Staff in school receive training to meet the needs of all children attending the school at any point. This may include ASD awareness, ADHD Training, speech and language, Downs Syndrome support, Chatterbox, Jump Ahead, recognising and supporting emotional needs, anaphylaxis and asthma training.
  • SEND workshops delivered by the Early Intervention Team.
  • TA’s working with individual children will receive training relevant to the needs of specific children, and meeting regularly with the SENDCo.
  • Individual training for an identified staff member linked with the needs of a child with special educational needs and / or disabilities or identified through the performance management process.

How is extra support allocated to children and how do they progress in their learning?

The school budget received from the Local Authority includes money for supporting children with SEND.

  • The head teacher decides on the deployment of resources for SEND in consultation with the SENDCo, governors and staff.
  • Children that have a statement or an Education Health Care Plan may have additional funding which provides additional support.
  • Children that have been identified as needing extra support will receive this in the various forms as listed.
  • Children have Individual Education Plans and SMART targets are set. Children are given support to help them achieve these targets. Meetings are held with parents and the IEP targets are reviewed.
  • Children are tracked and this is a good indicator as to how children are progressing.
  • Intervention timetable and timelines show what support children have been given each term.

What specialist services could be available for my child?

School

  • SENDCo who is a specialist teacher

Local Authority Support Services

  • Early Intervention Team
  • CHeWS Team
  • Educational Psychologist
  • Behaviour Support
  • Hearing Impairment Team
  • Visual Impairment Team
  • Communication and Autism Team
  • Family Wellbeing
  • Social Services

Health Services

School Nurse/GP - Telephone: 0300330 5777 – Email: mailto:bromh.Bexley0to19@nhs.net

  • Children and Adolescent Mental Health Service
  • Speech and Language therapists
  • Occupational Therapy
  • Physiotherapy
  • Paediatrics

How will we measure the progress of your child in school?

  • Continual monitoring by the class teacher
  • The Senior Leadership Team and class teacher hold Pupil Progress Meetings to review progress termly
  • Reviewing pupils’ individual progress towards their goals each term
  • Reviewing the impact of interventions after each term
  • Using pupil questionnaires
  • Monitoring by the SENDCo
  • Using provision maps to measure progress
  • Lesson observations by the senior staff ensure that the needs of the children are being met
  • Book scrutiny of children’s work to ensure they are meeting learning objectives.
  • Children with Statements and EHCP have annual reviews were progress is discussed together with support and provision.

What support does the school offer to a parent whose child is SEND?

  • There is a home school contact book which is a way of communicating.
  • The class teacher is available by appointment to discuss any concerns you may have.
  • Outside agencies that assess SEND children will discuss their findings with you.
  • The SENDCo is available to meet with you to discuss progress or concerns.
  • IEP review meetings are held to discuss progress.
  • Parents evening offer feedback and strategies to support your child.
  • School provides information for support groups like SNAP and Bexley Voice.
  • Parents will be informed of any parental training courses, from local providers that may be of benefit to them.
  • Signposting to different agencies and organisations

How will we support your child when moving to another school or class?

Transitions can be a difficult time for SEND children therefore we take steps to ensure that the transition is as smooth as possible.

If your child is starting school:

Your child will have an initial home visit and attend a familiarisation afternoon to meet the teacher and familiarise themselves with the school setting.

If your child is moving to another school:

  • If your child is moving to another school we will contact the SENDCo to advise on any special arrangements or support that needs to be given.
  • We will make sure that all records are passed on to the new school as soon as possible.

When moving classes within school:

  • Information will be passed onto the new class teacher and a meeting will be arranged between teachers. IEP’s will also be passed over together with any relevant SEND records.
  • Your child will then take part in transition visits to their new class teacher in order to familiarise themselves with their new environment and in order to meet their new teacher and teaching assistants.
  • Parents/Carers are encouraged to “Meet the Teacher”
  • In some cases an individual pupil transfer book will be made to help your child have a better understanding about moving on.

Primary to Secondary:

  • When your child is in year 6 and is about to transfer to secondary school the SENDCo will meet with the new Secondary SENDCo to pass over any records and information.
  • Your child will visit the new school and staff from the secondary school will visit the primary school.
  • Your child will also have opportunity to learn about transfer while in year 6- study skills programme.
  • Secondary staff will also be invited to any Annual Reviews for children with Education and Health Care Plans.

Complaints Procedure

If a parent has a concern regarding their child’s education then the first instance is to make an appointment to discuss the matter with your child’s class teacher.

If you feel that the concern has not been addressed through informal discussion with the class teacher and you wish to have the matter formally investigated by an appropriate person from school, please write to the head teacher. It will be formally investigated by the head teacher or a senior member of staff nominated by the head teacher. The results of the investigation will then be reported back to you.

Where a matter has not been successfully resolved the matter should be taken up with the Chair of Governors. The governor will review the way in which the complaint has been handled by the school and ensure that the issues have been dealt with properly and fairly.

If the complainant is not satisfied after the Chairman has completed the investigation then a complaint can be escalated to a panel of governors. The decision of this panel is final.

The complaints procedure can be summarised as follows:

  • Informal – Class teacher or a senior member of staff
  • Formal – Head teacher
  • Formal – Chair of Governors
  • Formal – Governor Hearing.

The governors monitor the complaints procedure, in order to ensure that all complaints are handled properly. All formal complaints are logged by the Head teacher. Any additional information can be found in the Complaints Policy.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

  • Exclusions
  • Provision of education and associated services
  • Making reasonable adjustments, including the provision of auxiliary aids and services

Bexley’s Independent Advice and Support Service

If you feel you would like independent advice, please contact BexleyIASS@bexley.gov.uk
Tel: 0203 045 5976.

Parents will be able to receive advice and support on their individual case and/or discuss the KIDS London SEN Dispute Resolution and Mediation Services. Please be advised that should parents seek advice from IASS this will in no way affect their right to appeal to the SEN Tribunal.

 

Report compiled by

SENDCo: Mrs K Partridge

Signed: M Lawrence Date: 19/03/2018

Chair of Governors