How does St Joseph’s Help?
- Strategies and Provisions to support cognition and Learning:
- Strategies and provision to support Communication and Interaction:
- Strategies and provision to support Social, Emotional and Mental Health:
- Strategies and provision to support Sensory and/or Physical Needs:
- Strategies and provision to support Transition:
| Universal Offer | SEN Support | Pupils with and EHCP |
| Differentiated curriculum planning, activities, delivery & outcomes
In-class targeted teacher support In-class TA support within Class Teaching (small group or individual) Group Guided Reading with teacher or TA Daily phonics teaching Individual reading with an adult on a weekly basis Reporting to Parents – Parent conferences (September and February), written report (July) Teaching and Learning Policy |
Concern noted by Class Teacher & progress carefully monitored
Parents informed of need for SEN Support and meetings to review provision & progress towards outcomes at least termly Individual Provision Maps Advice/ Support from SENCO or other agencies Visual Timetables Planned specific interventions according to need Maths and English Booster sessions Additional individual reading support |
Individual Provision Maps
Meetings with Parents, child and other agencies to review provision & progress towards outcomes in EHC Plan termly Advice/ Support from SENCo Involvement of outside agencies: Ladywood Outreach Small Group work Educational Psychologist Assessment, Advice and Recommendations |
| Universal Offer | SEN Support | Pupils with and EHCP |
| Differentiated curriculum planning, activities, delivery & outcomes e.g. simplified language, key words
Structured school & class routines |
Speech & Language Therapy (SALT)
Ladywood Outreach Small Group or Individual work ELKLAN Trained Staff Speech & Language Programmes implemented by staff in school |
Speech & Language Therapy (SALT) Speech & Language Therapist Work in school Ladywood Outreach Small Group or Individual work |
| Universal Offer | SEN Support | Pupils with and EHCP |
|
Whole school Ethos setting out aspirations and expectations Whole School Behaviour and Discipline Policy Anti-Bullying Policy Child Protection Policy E-Safety Policy Code of Conduct Whole School Reward & Sanctions System (Smileys & Impeccables) Impeccable reward badges and reward events Circle Time PSHE focussed work Lunchtime Play Pals |
Educational Psychologist Assessment, Advice and Recommendations Behaviour Support Service Advice and Recommendations, work with Parents / Carers – Parenting Courses CAMHS Assessment, Advice and Recommendations Pathways Programme Reward books to monitor behaviour |
Educational Psychologist Work Behaviour Support Service 1:1 work CAMHS Children’s Opportunity Group (COG) |
| Universal Offer | SEN Support | Pupils with and EHCP |
|
Register of Sensory &/or Physical Needs Staff are made aware of implications of physical or medical impairment & any necessary medication, precautions to be taken or emergency treatment & procedures Staff trained in appropriate First Aid |
Physiotherapy and Occupational Health advice and recommendations Health Professional advice and recommendations School Nurse, GP, Paediatrician, Health Visitors Staff undertake recommended training Staff in school follow recommendations made and access appropriate equipment e.g. posture seat, sloping boards, work stations |
Physiotherapy and Occupational Health involvement and Visits Sensory Service Visits Assessment & Monitoring, Advice and Recommendations Health Professional Visits Staff in school follow recommendations made |
| Universal Offer | SEN Support | Pupils with and EHCP |
|
In school transition – timetabled transition weeks in summer 2 Meetings with previous class teacher to discuss the individual needs of the children Assertive mentoring records to be passed on to new class teacher Visits to local secondary schools to participate in activities Head of Year/Form Teacher/SENCO attend meetings with Year 6 Class Teacher Data exchange |
Supplementary internal class visits within key stage transition and cross phase transition during Summer 2 Supplementary visits to secondary school if required |
Pupil centred review in Year 5 to adjust the EHCP for secondary school Specific transition activities & teaching to prepare for secondary school – Ladywood School |
Read and learn how to solve a Rubik’s Cube with the beginners method. If you’re patient then it can be learned in an hour.