Primary

Special Educational Needs

Special Educational Needs and Disabilities at St George’s Primary Phase

The school provides an innovative and challenging learning environment that is totally dedicated to seeking and developing the potential of every young person.

St George’s C of E Foundation School - Primary Phase takes a whole school inclusive approach to students with special educational needs, recognising that the vision of the school is the same for all students, whatever their abilities.

Our Primary Phase SENCO is Mrs Samantha Mirams.

The Local Offer:

The Local Offer introduced by the Green Paper (2011) outlines the support available for children with SEN, disabled children and their families.

The Local Offer provides parents and young people with information about how they will be supported and what they can expect across different services.

As a school our response to the fourteen questions devised by the Local Offer steering group are shown below:

 

1. How do we know if children need extra help?

Indicators that children need support may come from:

 

2. What should I do if I think my child may have SEN?

In the first instance speak with your child’s class teacher who may then raise concerns with the SENCO.

 

3. How will I know how the school will support my child?

The school will support your child in the following ways:

 

4. How will the curriculum meet my child’s needs?

Once identified the school will ensure:

 

5. How will I know how my child is doing?

The school offers the following:

 

6. How will the school help me to support my child’s learning?

The school will support in a number of ways:

 

7. How will the school support my child’s overall well-being?

The school will assess the overall wellbeing of your child through the Leuven scale model. This will be monitored regularly and supported by our wellbeing coordinator. If you have a concern about your child then you must speak to the class teacher in the first instance.

 

8. How will the school support medical needs?

If a child has a medical need they will have a health care plan which is compiled in consultation with parents. These plans involve the Class Teacher, SENCO, School Nurse and parents. There are strict regulations in regard to the administration of prescribed medicines and such discussions will include the SENCO and School Nurse.

 

9. What specialist services are available to the school?

The following are examples of specialist available to the school:

 

10. What training have the staff had in supporting children with SEND?

The SENCO is completing the National Accreditation for SENCO. Each member of staff has had specific training relevant to the needs of their year group as well as regular update training.

 

11. How my child be included in activities outside the classroom?

All students have access to all activities outside the classroom and educational visits. If there are any issues then there will be parental discussion and all trips are fully risk assessed.

 

12. How accessible is the school environment?

The new school meets all DDA requirements.

 

13. How will the school prepare and support my child when joining the school?

Moving to a new school whether from nursery or another placement can be difficult for children and therefore we aim to do the following:

 

14. How is the decision made about support required?

Support is determined by consultation, progress reviews and outside agencies.

Following all this support, resources and intervention will be allocated to meet the needs of each child. These will then be evaluated regularly to ensure that there is impact.

 

If you require any assistance or further information then please contact your child’s class teacher or SENCO.

 


Parental expectations for SEN:

The school provides an innovative and challenging learning environment that is totally dedicated to seeking and developing the potential of every young person.

St George’s C of E Foundation School - Primary Phase takes a whole school inclusive approach to students with special educational needs, recognising that the vision of the school is the same for all students, whatever their abilities.

All children are entitled to an education that enables them to:

Identification of SEN

The school recognises that a student has SEN (D)  if they have a learning difficulty or disability which calls for special educational provision to be made for them and, as defined in the 2014 Code of Practice, the school accepts that a young person has a learning difficulty or disability if

… they have a learning difficulty or disability which calls for ‘special educational provision’ to be made for them and they have significantly greater difficulty in learning than the majority of others of the same age.’

Special educational needs and provision can be considered as falling under four broad areas:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, mental and emotional health
  4. Sensory and/or physical

Communication with all stakeholders

Special Educational Needs are identified in terms of learning, communication, interaction, and emotional health, physical and sensory needs. At St George’s C of E Foundation School we believe that young people have a right to be involved in making decisions and exercising choices.

They have a right to receive and impart information, to express an opinion, and to have that opinion taken into account in any matters affecting them. Consequently, the school is committed to working in partnership with the student, parents and outside agencies to identify needs, provide support for them and monitor the progress of all students.

Student Tracking

Student progress is tracked following every Academic Overview. Here at St George’s C of E Foundation School we follow the ‘assess, plan, do and review’ model and ensure that parents and students are involved at each step.  A baseline will be recorded which can be used to compare the impact of the provision.

If a student has an Education Health Care Plan reviews will take place following interventions and will also be formally reviewed annually.

Removing barriers to learning

We will work closely with the young person and their parents to identify what support is needed, what the specific barriers to learning are and to understand why a student may not be making progress. We will then seek to put in place appropriate interventions. All interventions are monitored and evaluated for the effectiveness of their impact.