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SEND at St Benedict's

SENCO - Mrs Parker


SEND Assistant - Mrs T Sammons

Learning Mentor - Mrs R Wood

What is the Local Offer?

The Children and Families Act 2014 and the Special Educational Needs and Disabilities Code of Practice requires the Local Authority to publish a ‘Local Offer.’


Warwickshire County Council SEND Local offer can be accessed using the link below:

S.E.N.D. Information Report

 1. The kinds of SEN that are provided for.

· St Benedict’s Catholic School is a mainstream communication friendly single form entry school for 5 -11 year olds, Years EYFS – Year 6

· One to one and group intervention takes place

2. Policies for identifying children and young people with SEN and assessing their needs.

 · After initial entry into EYFS in September the SENCo, Principal and class teachers will discuss and use other knowledge and evidence, e.g. assessments to establish children who may need be placed onto the SEND Register. Parents are notified and invited into school to discuss any concerns they may have

· The above arrangements will come into place for any new children that enter the school during the academic year

· External agencies may be contacted if necessary

· Assessment and tracking of progress occurs on a half termly basis by the class teacher and senior management team

· Any children not making sufficient progress are discussed at termly ‘Pupil Progress’ meetings and relevant interventions are then put in place to accelerate learning

3. Arrangements for consulting parents / carers of children with SEND and involving them in their child’s education.

· Initial letter sent out to parents to notify them that their child’s name has been placed onto the SEND Register, with an invite to discuss this if required

· Open door policy with all teaching staff available before and after school for a brief chat or the opportunity to arrange a more formal meeting

· Termly IEPs sent out with opportunities to discuss and review at Parents Evening

· Call Parents, texting and email systems set up in school

· Phone calls to share information or informal chats

· More specific personal issues are discussed via phone calls or specific appointments in school

For children with Education, Health Care Plans, a Family Conversation form is completed for the Annual Review Meeting

· Annual Review Meetings for all Education Health Care Plan pupils

4. Arrangements for consulting young people with SEND and involving them in their education.

· Children are invited to comment on things they are good at and things they need to be better at on their Provision Maps/IEPs

· Termly Impact and Evaluation of Intervention sheets are completed with the child and their comments are recorded, as well as looking at the impact this has had on their self-esteem and any aspects for future development

· Children are invited to be present at their PCP reviews

· Education Health Care Plan pupils complete a written report for their Annual Review Meetings which they attend with their parents / carers and are encouraged to take an active role in any discussions at the meeting

· The school’s marking policy enables the children to contribute to their learning by the grading of their work: Tickled Pink / Green to Grow / Orange Overload. This indicates the level of success they have achieved and challenges ‘Shoot to Success’ can them be set or additional support offered if necessary. Work is marked with the children present whenever this is feasible so they have immediate feedback

· Use of school Behaviour Policy

5. Arrangements for assessing and reviewing children progress towards outcomes.

· Termly Pupil Progress Meetings (Principal / Class teacher / SENCo if deemed necessary)

· Termly Provision Maps produced by class teacher

· Termly PCPs written and distributed to parents

· Termly Impact and Evaluation of Intervention Sheets

· Termly Parents Evenings to review PCPs

· Termly and Annual Tracker Grids

· SENCo monitor’s intervention, co-ordinates Provision Maps Data tracking systems

6. Arrangements for supporting children in transition.

· As a Catholic school the majority of our children transfer to the same school to which we have very strong links with

· Any children transferring from or to different schools are dealt with on an individual basis

· Meetings / Visits for staff and pupils / Attendance at PCP and Annual Reviews

· Transition work and booklets

· Link Log Books

 Holy Spirit Multi Academy Individual Plan for all Education Health Care Plan children

7. The approach to teaching children and young people with SEND.

· The National Curriculum will be made available for all pupils

· Where pupils have special educational needs and disabilities a graduated response will be adopted

· Every teacher is responsible and accountable for all pupils in their class whenever and with whomever the pupils are working

· PCP targets are set on a termly basis, they only record that which is additional to or different from the differentiated curriculum plan, which is in place as part of provision for all children

· SMART targets are set to provide the intervention that is required in order for progress to be made

· Booster groups are provided when and as the need arises

· Speech and Language Programmes are provided for specific children, school buys into this service and programmes are delivered by TAs

· Physiotherapist and Occupational Therapist access and provide programmes if the need

8. How adaptions are made to the learning environment of children with SEND.

· Work is differentiated as deemed necessary

· One to one and group intervention

9. The expertise and training of staff to support children with SEND, including specialist support.

· SEN TAs for Education Health Care Plan pupils as well as class based TAs

· Additional support is bought in from Educational Psychologist Service, IDS, STS, Speech and Language Service

· Use Single Point Entry for CAMHS Referral through RISE

· Early Help Officers

· School Nurse for advice and Health Care Plans

· Occupational and Physiotherapist Referrals as needed.

10. Evaluating the effectiveness of the provision made for children with SEND.

· Termly assessments and Pupil Progress Meetings to analysis data and results

· Termly and Annual tracking grids

· Termly PCP reviews

· Termly Impact and Evaluation of Intervention Sheets used to provide next stages of intervention

11. How children with SEN are enabled to engage in activities available with children who do not have SEN.

· All children at St Benedict’s are treated equally regardless of age, gender, ability, culture, race, language, religion or sexual identity and have equal rights to an inclusive education

· After-school clubs with variety of different activities for all children

· Financial support provided for trips and residential visits if need arises

· Children will specific medical needs are supported by specific TAs

12. Support for improving emotional and social development.

· Teaching Assistant (S.E.N.D.) and class Teaching Assistants to support pastoral needs

· IDS / STS support for educational, social, emotional, and mental health issues

Single Point Entry to CAMHS / RISE support for social, emotional, and mental health Issues

 · Early Helps

· Sycamore Counselling Service

· Good Listening Groups (Social Skills / Friendship Group / Self-Esteem) as deemed necessary

· Bullying Policy in place

13. How the school involves other bodies in meeting children’s SEND and supporting their families.

The school is actively involved with the following support services as and when it is deemed necessary:

· Special Educational Needs Disability Assessment and Review (SENDAR)

· Specialist Teaching Service (EIS)*

· Integrated Disability Illness Service (IDS)*

· Educational Psychologist*

· Clinical Psychologist

· Physiotherapist

· Occupational Therapist*

· COMPASS (School nursing)

· Speech and Language Therapy Service*

 · SEN and Disability Information, Advice and Support (SENDIAS) Formerly Parent Partnership Support Service

· Early Help

· Sycamore Counselling Service* *Traded Service

14. Arrangements for handling complaints from parents of children with SEN provision made at school.

· Parents wishing to raise concerns about their child should make an appointment with the Principal, Class teacher or SENCo. If the matter is not resolved, the SEND complaint's procedure is in line with the school’s complaints procedure, details of which are available from the Principal.

Useful links to support:

Support from COMPASS (School health)

How to deal with children's anxiety at this challenging time...

Do you need help with any aspect of the SEND system?

If you require any help or support with SEND please don't hesitate to use the form below to contact me or contact me directly through the school and I will endeavour to help you. Mrs P. Parker