Statement of Intent for Supporting Equality
St. Patrick’s RC Primary School values the contribution that every child can make and welcomes diversity. We are committed to offering an inclusive curriculum in a secure and accessible environment in which all can flourish. We are committed to breaking down barriers and challenging discrimination. We value the contributions our families make and recognise that they are the experts on their child.
Types of special educational need
Many children have a particular need at some point in their lives. There are many forms of SEND covering four broad areas:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory and/or physical needs
Identification and Support
Most needs are supported through Quality First Teaching (QFT):
- Changing the way activities are planned and delivered
- Matching activities to the ability / need of each child (differentiation)
- Adapting learning materials such as equipment and activities to suit each child’s needs
- Offering small group or individual support
However we talk to parents if either they or we think their child has a particular area of development and let them know what help the school is giving. This information is captured on a document known as a 'Short Note'.
With the permission of parents, we seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
- Carry out further assessment of the child’s needs
- Provide advice to schools on how to best support the child
- Suggest resources that would help the child make progress
The advice given by these agencies will be used by the school and shared with parents to help inform collaborative planning.
If targeted Quality First Teaching (including rigorous interventions) does not bring about improvements, then provision additional to or different from what is normally on offer for pupils of that age will be planned for. In these cases, pupils are considered to have a SEND and will be recorded as such on the school's SEND register.
Desired outcomes and the planned support to help bring these about will be recorded on a Support Plan. Aims are developed with the child and parents, with guidance and support provided by the school and other agencies as appropriate.
The school's approach to SEND is a graduated one which takes the form of a four-part cycle of 'assess, plan, do and review'. In this way we develop a growing understanding of the pupil's needs and of what support is required.
If relevant and purposeful action as detailed on the 'Support Plan' is not sufficiently addressing the child's special needs, either the parent or the school may request the Local Authority to carry out an Education, Health and Care needs assessment.
This is a very detailed assessment of a child’s needs. Parents or carers, the school and a range of professionals will all be asked to provide written reports.
At the end of the assessment phase, the Local Authority will consider these reports before deciding whether or not to issue an 'Education, Health and Care Plan' for the child.
Education, Health and Care Assessment is only appropriate for a small number of children. The school's SENCO or the Parent Partnership Service will be able to advise you about this.
We may involve specialists at any point to advise us on early identification of SEN and effective support and interventions. Parents will always be involved in any decision to involve specialists.
For pupils with SEND, our Special Educational Needs and Disabilities Co-ordinator (SENCO) will:
- oversee the day-to-day operation of the school's SEND policy
- co-ordinate provision for children with SEN
- liaise with the Designated Teacher where a Looked After Pupil has SEND
- advise on the graduated approach to providing SEND support
- advise on the deployment of the school's delegated budget and other resources to meet the needs of pupils
- liaise with parents of pupils with SEND
- liaise with early years providers, other schools, educational psychologists, health and social care professionals and independent or voluntary bodies
- be a key point of contact with external agencies, especially the local authority and its support services
- liaise with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned for
- work with the Head Teacher (if the Head Teacher is not the SENCO) and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
- ensure that the school keeps records of all pupils with SEND up to date
In order to support a child’s SEND we:
- talk to parents/carers if either they or we think their child has a special educational need and let them know what special help the school is giving
- appoint a member of staff as the Special Educational Needs Co-ordinator (Louise Rogers – SENCO and Deputy)
- appoint a member of the Governing Body to take a special interest in our SEND provision and keep our Governing Body updated about SEND provision on an annual basis (Lynn Readman Authority Governor)
- have a written Special Educational Needs Policy
- take account of the Special Educational Needs (SEND) Code of Practice. This is advice given to schools by the government which outlines what schools should do to support pupils with SEND and gives recommendations for good practice
- provide opportunities for parents to give us their views (during meetings about the child's special need, termly parents’ evenings, annual questionnaires, Contact Us and SEND Feedback forms on our website)
- ensure pupils with SEND are observed, listened to and consulted in an age appropriate way in order to shape the curriculum to meet their needs and interests
Medical and Physical Needs
For some children with medical needs or a disability, our school will work with parents and Health Professionals or other relevant agencies, to ensure the right level of support to facilitate safe inclusion to school life.
The school will work with parents and relevant agencies to put in place an Individual Healthcare Plan that describes the pupil's condition and what the school has agreed to do to support this.
In order for the school to meet the particular needs of pupils with medical conditions, it may be that staff need to be trained; resources need to be purchased or reasonable adjustments need to be made to the school environment before the school assumes responsibility for their care.
While our school is on three floors, we are continually addressing accessibility through the school’s accessibility plan. We are happy to discuss ways of improving this and reasonable adjustments will always be made to ensure inclusion.
Out of Hours Provision
The school offers a wide range of out of hours provision, ranging from a breakfast club to afterschool clubs. All children, including those with SEN are welcome to join clubs where are they are able and where reasonable adaptions can be made.
Click here for further details.