SEND

Please find details of our provision for Special Educational Needs below.

 

 

School Name

St Stephen’s RC Primary School

Type of school

Mainstream

Accessibility

Fully wheelchair accessible

YES

 

Auditory/Visual enhancements

YES

 

Other Adaptions

NO

Core Offer

Are you currently able to deliver your core offer consistently across all areas of your school?

 

YES.

Policies

Are the schools policies available on its website for:

SEN

YES

Safeguarding

YES

Behaviour

YES

Equality and Diversity

YES

 

Are you aware/familiar with the requirements of the Disability Discrimination Act 1995 and the Equality Act 2010?

                              

YES

Range of provision

Please indicate what your school has to offer (over and above your core offer) in each of the following areas:

 

Areas of strength

Narrowing the gap in maths with intervention programmes such as: 1st Class @ Numbers and Success @ Arithmetic programmes.

Narrowing the gap in Reading with intervention programmes such as: Inference training and Boosting Reading Potential.

Teaching assistants deliver personalised intervention programmes provided by other professionals e.g. speech and language therapy, Language & Communication Team or Dyslexia Team.

Regular staff CPD.

Specialist Facilities/equipment to support SEND

Disabled access and toilets

Input from therapists/advisory teachers/other specialist support services

We have access to support, advice and training from:

Educational Psychology

Speech and Language Therapy

Occupational Therapy

Physiotherapy

CAMHS

Language and Communication Team

Dyslexia Team

Silverdale Outreach behavioural support

In-school counselling service

Health Visitors

Sensory Support Service 

Early Help Assessment Team

Statutory Assessment Team

SENDIASS

Breakfast and After School Club support

Children have access to a school funded Breakfast Club.

A variety of after school clubs are available during the school term.

Inclusion

How do you promote inclusion within the school? Including day and residential visits?

Lessons are as inclusive as possible with adjustments made depending on need. Children are encouraged to talk about their learning and how they feel they learn best.

Children with additional needs are included and supported on all school visits and residential visits.

 

What proportion of the children currently at the school have SEND?

11%

Parent support

Involvement/liaison

How do you involve/support the parents of children with SEND regarding identifying and meeting their needs. How do you communicate their progress and areas of difficulty?

Children with SEND work closely with the teacher, SENCo, and outside agencies. Pupil Support Plans (PSPs) are reviewed and discussed with parents three times a year.  We hold parents’ evenings in terms 1 and 2 each year, and provide a written report each term.

Parents are welcome to arrange appointments to discuss their child’s progress, if they have concerns.

Other information

What else do you think parents would like to know about your school?

We currently use the following intervention programmes:

 

Thrive

Small group phonics sessions

Weekly counselling service in school

Staff are used to offer a range of small group or 1:1 support to children, depending on need

1st Class @ Number/Success @ Arithmetic

Personalised Dyslexia/Dyscalculia programmes

Boosting Reading Potential (BRP)

Inference training Intervention

Socially Speaking

Lego Club

Word Aware/Black Sheep Narrative Programme

Behavioural support

Communicate in Print

Ongoing staff CPD

Transition to high school is carefully supported through additional visits and meetings between both schools’ staff and families.

Completed by:

(Name and Position)

Mrs R Denton  - contact via the school office.

SENCo

Date completed:

October 2019

Update:

October 2020