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SEND

Local Offer

We are St Mary’s Catholic Voluntary Primary Academy.

At St Mary’s Catholic Voluntary Primary Academy we aim to Live, love and learn with the guidance of God.

All about us

Local Offer

Local Offer Description

Contact Name  –  Miss K Phelps

Contact Telephone  –  01642 455309

Contact Email  –  schooladmin@st-marys.rac.sch.uk

Local Offer Age Bands  –  Primary Age 4 – 11 Years

SEN Provision Type  –  Universal

10

Schools Extended Local Offer Response 

How does the school identify children with special educational needs?

How we identify the needs of our children

We aim to identify any specific needs as soon as possible.  This may be identified due to factors such as changes in behaviour, limited progress or concerns are raised by pupils, parents or carers, Doctors, Health Care Workers or Social Workers. If you feel your child may have Special Educational Needs, speak to the class teacher or SENDCO regarding your concerns.

All relevant adults and professionals are involved in the identification of needs and the planning involved in addressing needs. Where appropriate, children are also encouraged to participate in all the decision-making processes and contribute to the assessment of their need, review and any transition process.

If a child is identified as having additional needs, a number of steps may be taken. This could mean a possible referral to an Educational Psychologist, perhaps an assessment from the Specialist Teaching Service, or maybe a targeted intervention to support the development of skills in Literacy or Numeracy. The intervention very much depends on the need of the child. Parents are fully involved in any decision making process and meet regularly with class teachers and the school SENDCO to discuss the provision their child is accessing or needs to access. All provision is monitored and recorded on a Provision Map.

How do we involve parents in planning for those needs?

Parental Involvement in the planning process

We operate an ‘open door’ policy for all parents if they should have any concerns about their children and they are able to see their class teacher, members of the Senior Leadership Team and the Head Teacher immediately. Parents are fully involved in any decision making process and meet regularly with class teachers and the school SENDCO to discuss the provision their child is accessing or needs to access

Who in the school will support my child and how will this be monitored and evaluated?

How we will support your child in school

All staff at St. Mary’s are responsible for the teaching and monitoring of children with SEN. The classroom teacher will take the main responsibility for the daily provision for your child, offering high quality teaching with challenging and attainable targets. The teacher will be supported and advised by the school SENDCO where necessary. The teacher will discuss with you any additional support that they think is needed in order to help your child progress with their learning. If necessary, they will then write a ‘Target and Outcome’ plan with clear, achievable targets for your child, which will be shared with you and your child. If school think that advice is needed from any outside specialist services such as the Speech and Language Therapist Team or an Educational Psychologist, then the class teacher or Miss Phelps will talk to you about this and seek your permission to proceed. They will then keep you informed and invite you to any scheduled meetings where you can express your opinion on your children’s development in school.

How are the decisions made about the type and amount of provision a young person will need?

How we identify the needs of our children

We aim to identify any specific needs as soon as possible.  This may be identified due to factors such as changes in behaviour, limited progress or concerns are raised by pupils, parents or carers, Doctors, Health Care Workers or Social Workers. If you feel your child may have Special Educational Needs, speak to the class teacher or SENDCO regarding your concerns.

All relevant adults and professionals are involved in the identification of needs and the planning involved in addressing needs. Where appropriate, children are also encouraged to participate in all the decision-making processes and contribute to the assessment of their need, review and any transition process.

If a child is identified as having additional needs, a number of steps may be taken. This could mean a possible referral to an Educational Psychologist, perhaps an assessment from the Specialist Teaching Service, or maybe a targeted intervention to support the development of skills in Literacy or Numeracy. The intervention very much depends on the need of the child. Parents are fully involved in any decision making process and meet regularly with class teachers and the school SENDCO to discuss the provision their child is accessing or needs to access. All provision is monitored and recorded on a Provision Map.

How will the curriculum be matched to the needs of the young person?

How we teach

We teach a creative and inspiring curriculum using the Chris Quigley Essentials Curriculum; this means we meet all of the required content provided in the new National Curriculum 2014.  Teachers plan engaging lessons and meet the needs of all children through differentiation and the use of Teaching Assistants.

How we support our children

At St Mary’s, every class in Key Stage One and Key Stage Two has its own designated Teaching Assistant. Teaching Assistants offer additional support either to a small group or to individual children in lessons planned by the class teacher. Additionally, Nursery and Reception each have two Teaching Assistants. This is to ensure that all children have access to Outdoor Provision as well as indoor to further develop their skills.  Key Stage One, have an intervention Teaching Assistant that provides additional targeted support for groups of children/individuals identified by class teachers and the SENDCO.

Targets are set and regularly and children are monitored and assessed throughout their journey through school. In addition to this, formal assessments take place every half term. The data from these assessments is used to monitor progress and identify and children that may have additional needs.  Where appropriate, Individual Education Plans and SEN Support Plans are in place.

How accessible is the school environment?

Accessibility 

Our school is wheelchair friendly. We have wide doors and double doors as well as ramps to access the main school building and a portable ramp to access nursery. In addition to this, we have a disabled toilet and access to changing facilities.

How will both the school and the parent know how the young person is doing and how will the school support the young person’s learning?

How we support our parents

Parents attend termly open evenings during which their child’s targets and any SEN Support plans or provision maps are discussed. In addition to this, reports are completed and sent out to parents twice a year. If teachers have any concerns, they are shared with parents immediately through a meeting. During this meeting a discussion takes place and an agreement of how to move forward is made. These concerns are recorded on our school’s Pastoral Meeting form and are stored in a file for future reference.

What support will there be for the young person’s well-being?

Overall well-being 

We have recently been named as a Rainbow’s Site school, this is a service delivered by trained members of staff within the school to support the emotional and well-being of our children. 

What specialist services and expertise are available at or are accessed by the school?

Specialist Services 

There are a range of agencies who work with our school. These include: the Education Psychology Service (EPS); the Learning Support Service (LSS); Autism Specialist Team (AST); Child and Adolescent Mental Health Service (CAMHS); Speech and Language Therapy Service; Hearing Impaired Service (HIS); English as an Additional Language Service (EALS); the School Nursing Team; Physiotherapy; Social Services; Counselling services and Occupational Therapy.

What training are the staff supporting children and young people with SEND had or are having?

How we support our staff

All staff engage in weekly professional development meetings that focus on areas such as developing teaching strategies, behaviour/emotional needs, supporting those that have experienced bereavement, Special Educational Needs, monitoring and tracking, assessment, Safe Guarding, Prevent Training and interventions.

All Foundation Stage staff are First Aid Trained and a designated person for Key Stage One and Key Stage two has been trained in Advanced Paediatric First Aid.  In addition to this, all dinner ladies are First Aid Trained.

How will the young person be included in activities outside of the classroom including school/college trips?

Additional Activities

As a school we offer a vast range of after school clubs on Mondays, Tuesdays and Thursdays. These clubs include:

Gardening Club, Multi skills, Rainbows, Dance, Modern Dance, Football, Cookery, Art & Craft Club, Computer Club, Choir, Library and Chess.

Additionally, with the support of parents, friends and staff of St Mary’s, we host Discos, Christmas and Summer Fayres, Movie Nights and other organised fundraising events on a regular basis.

How will the school/college prepare and support the young person to join that particular school/college and how will it support the transition to the next stage of education and life?

How we support Transition through school

As we are a relatively small school, all of our staff are able to name most children in the school and at some point will have talked or worked with them. This means that most of our children are eager to start new year groups and show little anxiety.

Foundation Stage and in to Key Stage One

Nursery and Reception work closely together throughout the year; this means that children are familiar with all Foundation Stage staff prior to transition. To support the children with their move up to the next year group, the Nursery children spend two days in their new Reception Class towards the end of the Summer Term; this includes a visit to our Lunch Hall for a school dinner. In addition to this, the Reception children spend two full days in their new Year One classroom.

Key Stage One to Key Stage Two

Two Transition days take place at the end of the Summer Term. During this time children spend the morning with their new Teacher and Teaching Assistants.

Key Stage Two to Secondary School

Prior to the end of the year, Year Six staff and the school SENDCO meet with staff from feeder secondary schools. All pupils are discussed and any information/concerns are passed on. In addition to this, those children that are anxious about beginning a new school, or those that are vulnerable, begin visiting their new secondary school in the Spring Term. The aim of this is to reduce any anxiety that children/parents may have about a transition from Primary school and ensure every child is as prepared as possible to enter their new surroundings. Depending on the chosen Secondary School, a transition period takes place. This can vary from three days to three weeks. During this time children visit their chosen Secondary School and engage in organised transition activities.

How are the school/college’s resources allocated and matched to the young person’s special educational needs?

SEND Resources

The school budget that is received from the Local Authority includes money for supporting pupils with SEN. The Headteacher and School Business Manager then decide on the budget for SEN in consultation with school governors and based on the needs of pupils in the school. The school may receive an additional amount of ‘top-up’ funding for pupils with higher level needs.

We use our SEN funding in the most appropriate way to support your child. This support may include some individual or small group support, for example, small intervention groups. Funding may also be used to pay for support from outside services or to purchase specialist teaching equipment and resources as needed, which may include additional staff. There are regular meetings to monitor the impact of interventions and SEN provision.

The school would use this part of the document to identify key points of contact or how further information can be accessed eg. The Council Local Offer website link.

Further Information

Support for children with Special Educational Needs is a matter for the school as a whole. Additionally and when required, we offer an Outreach Support Programme, Counselling and School Nurse Engagement that can be tailored to meet the needs of different children. This often results in external teams visiting schools, when required, to work with individuals or groups of children. This is managed by the Head Teacher and the SENDCO.

If further support is required initially the Class Teacher is consulted. If further support is required this will be discussed with the SENDCO and the Head Teacher. If further support is required by alternative external agencies it is the responsibility of the SENDCO to arrange and coordinate accordingly.

For further information on Redcar and Cleveland’s Local Offer and Services for children and young people with special educational needs (SEN) and/or disabilities, please see: http://www.peoplesinfonet.org.uk/kb5/redcar/directory/localoffer.page