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SEND

Our Offer for children with special educational needs and/or disabilities (The SEN Information Report)

'He was born blind so that works of God might be revealed in him.'

John 9:3

We value the contribution that every child can make and we are committed to offering a curriculum to ensure the best possible progress for all of our pupils whatever their starting points. We seek to raise achievement by removing barriers to learning and increasing access for all. All children are valued, respected and equal members of the school.

Identifying children’s individual needs

A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.

SEN Code of Practice 2015

 

At St. John Vianney School & Children's Centre, we see equality as a commitment to providing what each child needs - not necessarily what they deserve - which is different for everyone. We address the needs of each child individually and thus are well placed to identify any Special Educational Needs (SEN) early. We then respond, alongside parents, with a graduated programme of interventions in line with the SEN Code of Practice 0-25, 2015. All children throughout early years and school are monitored regularly to ensure they continue to access the curriculum successfully and to help early identification of need. A range of evidence is collected through assessment and monitoring arrangements, as well as regular discussions between the parents/carers, the room leaders/class teachers and team leaders. If these suggest that any child is not making the expected progress, or their needs have changed, the room leader/class teacher will invite the involvement of the SENco to discuss these additional needs with parents/carers. Following this, the class teacher and parents/carers, work with the SENCO in order to decide if, or how, additional provision is implemented.

Admission to school happens part way through the journey of learning for many of our children with SEND, having started with us in daycare or nursery. However, due to coordinated admission arrangement (available on this website) application for school is a key moment in education. Children who have either a statement of Special Educational Need or an Education, Health and Care Plan which names our school will be admitted to the school.

The SEN Code of Practice 0-25, 2015 outlines four main areas of need.

Area of need

Definition

Communication and interaction.

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication.

Cognition and learning.

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, emotional and mental health difficulties.

Children and young people may experience a wide range of social and emotional difficulties. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

Sensory and/or physical needs.

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. Many children and young people with vision impairment (VI), hearing impairment (HI) a multi-sensory impairment (MSI) or a physical disability (PD) will require specialist support and/or equipment to access their learning.

Staff with responsibilities related to SEND

Mr Martin Boagey (Deputy Headteacher) is the Special Needs Coordinator (SENco) and leads on inclusion at St John Vianney School. 

The SEND link school governor is Mrs Brenda Cook.                     

Mrs Leanne Swales (Early Years Manager), Mrs Sarah Phillips (Early Years Leader), Mrs Anne Carass (Upper Years Leader & Parent Support Advisor) and Mr John Hardy (Head teacher) work alongside the SENCO to support SEN Provision across school. 

Mrs Glennis Adamson is our attendance officer. 

If you would like to talk to Mr Boagey or one of the staff with related responsibilities, please ask at the school office to arrange a meeting or telephone on 01429 273273.

Support Available for SEN Pupils

St John Vianney School & Children's Centre has adopted a graduated response to SEN provision determined by the support each individual child needs. We use a three tier approach to classify educational needs that are additional to, or different from, everyday classroom provision.

Focussed support in class.

This type of support will happen in the classroom. Teachers will focus on a particular child or group of children in order to achieve specific targets.

Small group support.

This type of support will happen in addition to lessons taught in class. This type of support is for children that need a little extra help to access the curriculum fully. These will be short term interventions. These targets may have been set with support from external agencies.

1:1 support and individual programmes.

Individual Programmes are taught on a 1:1 basis, meaning that a child and a professional work together to achieve highly differentiated and focussed targets. These targets will have often been set with support from external agencies. Usually, only the children with the most severe SEN will require this support.

St John Vianney School & Children's Centre SEN Provision Map

Area of need

Wave One (all children)

Wave Two

Wave Three

Cognition and learning

Quality first teaching

Differentiated curriculum, planning, tasks, delivery and outcome

Feed forward marking

Modelling, checklists, writing frames, word banks, dictionaries...

Visual timetables and resources

ICT resources

Light touch teacher/adult support

Targeted group work

Booster classes

Paired reading

Precision teaching

Writing intervention

Numbers count

ARROW

 

 

Intervention on individual level

Individual, personalised targets and programmes (often contributed to by other, external professionals)

Adapted, accelerated progress interventions

Communication and interaction

Quality first teaching

Differentiated curriculum, planning, tasks, delivery and outcome

Visual timetables

Writing symbols and ICT (Widgets)

Consistent routines and expectations

Light touch teacher/adult support

Targeted group work

Vocabulary books

Word banks

Speech and language input

Blast And Blast2 intervention

 

 

 

Intervention on individual level

Individual, personalised targets and programmes (often contributed to by other, external professionals e.g. Speech and language therapists)

Adapted, accelerated progress interventions

Social, emotional and mental health

Quality first teaching

Consistent routines and expectations

Light touch teacher/adult support

Heterogeneous, collaborative group learning

Peer mediation

Celebration of effort awards

Pearls instruction

Forest schools

Targeted group work

The Listening programme intervention

Home/school communication book

Greater social responsibility opportunities e.g. Primary leaders

Individual behaviour plan

Home/school liaison

Parent support advisor/family support

Sensory and physical

Quality first teaching 

Differentiated curriculum, planning, tasks, delivery and outcome 

Light touch teacher/adult support 

ICT provision 

Multi-sensory resources 

Forest schools 

Outdoor provision 

Out of hours sport coaching 

Visiting, specialist coaching e.g. street dance 

Primary leader training 

Scribble while you wiggle 

Dough disco

Targeted group work e.g. handwriting 

Precision teaching 

Specific, generic resource provision e.g. pencil grips 

Access to off-site provision

 

Individual intervention programmes (often generated by occupational therapists)

Specific, recommended resource provision e,g. adjustable seating

Specific, targeted adjustments to physical environment (often recommended by occupational therapists)

Individualised physiotherapy programmes (generated by physiotherapists)

 

Hartlepool's Local Offer

Click here to visit the Hartlepool Local Offer website for more information

External support services play an important part in helping us to identify, assess and provide appropriate provision for pupils with SEN. We have access to the following services:

Multi-agency, care co-ordination meetings are held as appropriate to ensure effective collaboration in identifying and planning to provide appropriate support for vulnerable pupils.

Medical Needs

We consult with parents and health professionals to write care plans that are specific to individual children’s needs and train staff to support children with medical conditions.

Measuring Pupils Progress and Involving Parents/carers

Parents and carers will be informed of their child’s progress and involved in target setting throughout the academic year and in a variety of ways. These include:

When a child is identified as having SEN, an Individual Learning Plan (ILP) will be written in consultation with parent/carer and, whenever possible, the child. This plan follows the ‘assess, plan, do, review’ process and clearly describes: how  a child is performing at present; what provision will be made to help the child to progress; how long the intervention will last; and, the results of the intervention. ILPs are reviewed by teachers and practitioners and adpated in the light of each individual child's progress. In all parent consultation meetings, ILPs are discussed and targets and associated support agreed. 

SEND Training and Resources

We aim to meet the needs of all pupils and ensure that provision is appropriate. This means that we adapt our support and training schedule to meet the needs of the individual children in the school at any given time. If additional training is required, the SENCO will contact the appropriate body to deliver the training or will train identified staff as required.

At St JohnVianney School we deploy evidenced based interventions and resources to support our pupils. This means that the resources we purchase have previously proven effective in improving pupil performance in a range of schools and settings and the interventions we deploy have evidenced research of their proven effectiveness. 

Accessibility 

All pupils have the entitlement to a broad, balanced and relevant curriculum. The majority of pupils with SEND are taught, with their peers, in mainstream classes by their class teacher and study the curriculum appropriate for their age. All teaching staff have a good understanding of the National Curriculum and ensure their planning, teaching and assessment meets the needs of all pupils, including those with SEND. They do this by;

To ensure the school site remains accessible to pupils, parents/carers and staff with disabilities, our school keeps up to date records in our Accessibility Plan.

Transitions

As children grow they will make several transitions; this may include moving to a new school, moving to/from a specialist provision school, moving to a new Key Stage or to a new class. We employ many strategies to ensure that these are managed effectively and pupils are sufficiently prepared for such changes. Strategies include:

Support and Training for Parents

The parent/teacher consultation process of forms, meetings and ILPs means that parents/carers are consistently involved and supported in order to help children reach their targets. Parents/carers are commonly supported in school to address needs that arise from parent consultation or multi agency meetings. If necessary, we will support and signpost parents to relevant external support agencies.

In addition, we host a number of parents’ information and training events throughout the year such as: phonics instruction, cursive handwriting, written methods in mathematics.

Support for Children with Emotional Difficulties

The physical and emotional wellbeing of all of our pupils is very important. During a child’s academic career, they may be unfortunate enough to experience emotional difficulties. These could include, but are not limited to, bereavement, parental separation, bullying and difficulties with transitions. We are able to support children in a number of ways. Support available to children includes:

Some children will need additional support to manage their behaviour when they are experiencing emotional difficulties. Where it becomes clear that a child is having on-going difficulties in managing their behaviour, there are a wide range of strategies which are used to support them. Such strategies are most effective when parents/carers are involved in the planning and decision making stages. Such support systems include:

Links to Other Services

Child and family needs are at the heart of any plan for provision. Many families in the school will have links with services outside of education such as health care professionals or social services. We endeavour to work collaboratively with these services and have good, existing links with them and help families with referrals whenever necessary. The majority of meetings required are held in the school premises. These include, but are not limited to:

Useful Links

First Contact and Support Hub (FCSH)

Here you can find local and national services around things to do, places to go and people to talk to, all in one place.  This site is aimed at children.  Young people, their families and any professionals who may be involved with them.

Contact Details

Telephone: 01429 284284

Email: fcsh@hartlepool.go.uk

Website: http://hartlepool.fsd.org.uk/kb5/hartlepool/fsd/home.page

 

Hartlepool Families First

Hartlepool Families First exists to improve the quality of health and life for children, young people and their families through a range of social, welfare and educational measures.

The organisation's objectives, as stated in their constitution, are: "Provision of therapeutic, educational and stimulating toys and equipment, the preservation and protection of health and the relief of distress within family relationships, in particular but not exclusively by the provision of a support and advice service and the promotion of good parenting practice and skills."

Contact Details

Hartlepool Families First, 6-7 Belle Business Park, Greatham Street, Hartlepool, TS25 1RU

Telephone: 01429 867016

Fax: 01429 818463

Website: http://www.hartlepoolfamiliesfirst.org.uk

 

Hartlepool Parent Partnership

The Parent Partnership Service plays a key role in promoting positive relationships between parents, schools, Local Authorities (LAs) and others. This is important in enabling children and young people with SEN to achieve their potential. Hartlepool Borough Council set up the parent partnership service in order to ensure that parents of children with SEN are fully informed and involved in their child's education. Although the parent partnership service is part of the LA, it operates independently. 

The service offers parents and carers the following:

Contact Details

Telephone: 01429 266522

Email: louise.allen@hartlepool.gov.uk

Monday to Thursday 8:30am to 5:00pm. Friday 8:30am to 4:30pm 

Complaints 

Any questions, concerns or complaints are taken seriously and we find most issues can be resolved informally by talking with your child’s class teacher or the school SENCO, Mr Martin Boagey. If the issues are not satisfactorily resolved informally then our complaints procedure can be followed. It is available in the 'Your voice and our response' section of this website or can be obtained from the setting.

School Accessibility Plan Download

Our School Accessibility Plan is available for download by clicking here (PDF Document)

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