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St Josephâ€™s aims to be an inclusive school to all of our children whatever their needs and we aim to offer excellence and choice for all. We want all of our children to feel that they are a valued part of our school community. We have high expectations for all children and aim to achieve this through the removal of barriers to learning. We respect that all children have different, educational and behavioural needs and aspirations. We use a range of different approaches for learning to ensure participation so that pupils are not hindered or excluded and receive full entitlement to all activities.
Come into school and speak to your childâ€™s class teacher to share your concerns and worries. The class teacher will explain the provision already in place for your child and may suggest some further interventions, activities and support to address your concerns. If you or the class teacher need further advice or are concerned that your child may need further support or further assessments of their needs, an appointment will be made with the Special Educational Needs and disability Coordinator, Mrs O’Meara.
Parents will be informed of their childâ€™s progress in the Autumn and Spring terms at Parents Evenings. A written report will be sent home at the end of the Summer term. Further meetings will be held with parents to discuss any additional Special Needs support. Information is gathered from individual assessments, outside agencies interventions and termly reviews. Where a child has a statement of Special Educational Needs, Health & Care Plan, a Local Authority Person Centred Review will be carried out annually.
Wherever possible, children are involved in termly meetings arranged with parents to discuss and set desired outcomes and to review progress. Teachers discuss the outcomes individually with the child and ensure that these are understood. Furthermore, children are involved in regular sessions with class teachers where they review their individual targets and agree new targets.
- Class teacher input, via excellent targeted classroom teaching (Quality First Teaching). Where a child requires additional intervention, specific strategies (which may be suggested by the SENCO) are in place to support your child to learn.
- Your childâ€™s teacher will have carefully checked on your childâ€™s progress and will have decided that your child has a gap or gaps in their understanding/learning. As a result they may require further support to help them make the best possible progress.
This may include the provision of additional resources and/or specific group work or intervention which may be:
- Run in the classroom or a group room.
- Run by a teacher or a teaching assistant (TA).
- Specialist groups run by outside agencies, e.g. Speech and Language therapy
SEND Code of Practice 2014: School Support (SS)
This means a pupil has been identified by the SENCO /Inclusion Manager/class teacher as needing some further specialist support in school from a professional outside the school.
This may be from:
- Local Authority central services, such as the ASD Outreach Team, Behaviour Support Team or Sensory Service (for students with a hearing or visual need).
- Outside agencies such as the Education Psychology Service (EPS).
What could happen:
- You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help to gain an understanding of your childâ€™s particular needs in order to support them more effectively in school.
- The specialist professional will use the information gathered to work with your child to understand their needs and make recommendations on how the school can support your child to ensure progress is made
- Specified Individual support
This type of support is available for children whose learning needs are severe, complex and lifelong.
This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups (â€œIncluding All Childrenâ€ documentation from LA).
Your child will also need specialist support in school from a professional outside the school.
This may be from:
- Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).
- Outside agencies such as the Speech and Language Therapy (SALT) Service.
For your child this would mean:
- The school or parents can request that Local Authority Services carry out a statutory assessment of your childâ€™s needs. This is a legal process which states the level of support that will be provided for your child.
- After the request has been made to the â€˜Panel of Professionalsâ€™ (with a lot of information about your child, including some from parents), they will decide whether they think your childâ€™s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your childâ€™s needs. If they do not think your child needs this, they will ask the school to continue with the current support .
- After the reports have all been sent in, the Panel of Professionals will decide if your childâ€™s needs are severe, complex and lifelong. If this is the case, they will write an Education Health and Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
- The Statement or EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used, and what strategies must be put in place. It will also have long- and short-term goals for your child.
- An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.
All staff will be ready to listen to a child who needs support. The class teacher will work alongside the Teaching Assistants with support from Mrs O’Meara to work with the child to address their concerns, take appropriate action and monitor their wellbeing.
We recognize that some children have additional emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative.
All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum to support this development. Furthermore, for those children with additional difficulties we offer
- An in-school nurture provision, run by Mrs Corrigan. This follows the Nurture Principles and is run on a weekly basis that includes gardening, cooking and caring for ourselves and others.
- The Emotional (KS2) and Little Leaders (KS1) Programmes that help to develop self-esteem and confidence through a range of weekly activities over ten weeks.
- Lunchtime and playtime support through planned activities and groups.
- Some individuals will receive support through individual achievement or support plans.
If your child still needs extra support, with your permission the SENCO will access further support through the Early Help process.
In class support includes providing pupils with different approaches and programmes that are used to help pupils, in one to one, small group or in class support which are provided by teachers and TAâ€™s.
If additional intervention is needed to support your childâ€™s needs, the Class Teacher and Special Educational Needs and Disability Co-ordinator may discuss involving one of the support services with you. With your agreement, a referral would be made for a programme of support to take place in school.
St Josephâ€™s aims to help all children develop as individuals in our school and wider community. Residential weekends, visits and special events provide opportunities for children to plan and work together, and develop and maintain relationships in different situations
The following records are kept securely in school:
Â· Copies of individual and group education plans
Â· Copies of provision maps
Â· Replies/letters from parents
Â· Reports from involved services i.e. Medical team, Speech & Language Service, Behaviour Support Service, Reports/ assessments from Educational Psychologists
Â· Screening assessments e.g. for Dyslexia, Boxhall for emotional needs
All reports and assessment outcomes are shared with parents at termly review meetings.
Ladywood OutreachBehaviour Support ServiceEducational PsychologistSpeech and language ServiceCommunity PaediatricianSchool NurseHealth VisitorOccupational TherapistChild and Mental Health Service (CAMHS)Youth ChallengeNurture Group
You can contact the Bolton Information and Advisory Service (SEND)
Bolton Information and Advisory Service Lowndes Street Bolton BL14QB Telephone: 01204 848722 (8.30- 5.00)
Triple P Parenting Group Behaviour Support Service Contact via school
Our Local Authority designated SENCO Officer is:
Special Educational Needs and Disabilities Assessment Service (SENDAS)
If parents of a child with Special Needs have concerns they should speak to the class teacher first, then the Special Needs Coordinator and then the Head teacher. If the complaint is not resolved, it should be addressed to the Special Educational Needs and disability Governor, Sally Smith, who will follow the statutory procedures.
It is published on this school website in the policies section. A copy of the school SEN policy is always available from the school office in hard copy.