Click the link above for access to the school's accessibility plan.
Special Educational Needs
Mrs Debra Stockdale is the SENDCO at our school and Mrs Paula Street is the assistant SENDCO.
Special Educational Needs and Disabilities Information Report 2014
All Sunderland Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and /or disabilities and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities (SEND) being met in a mainstream setting wherever possible. If you have any queries about admission arrangements please see our admissions policy.
The broad areas of SEND need are:
What is the Local Offer?
The Local Authority Local Offer
The Children and Families Bill was enacted in September 2014. From this date Local Authorities (LA) and schools are required to publish and keep under review information about services they expect to be available for children and young people with special educational needs (SEN) aged 0-25. The LA refer to this as the 'Local Offer'. The information required is published below.
The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.
What is the Special Education Needs Information Report?
Click on this link to view the LA local offer https://sunderland.fsd.org.uk/kb5/sunderland/directory/home.page
The Special Education Needs Information Report - updated September 2017
Schools utilise the LA Local Offer to meet the needs of SEND pupils as determined by school policy and the provision that the school is able to provide. Schools refer to this as 'The Special Education Needs Information Report.
St. Paul's CE Primary is committed to the education of all pupils. In line with the school's equal opportunity policy and equality duty, we will ensure that any pupil identified as having a SEND will not be treated less favourably and will be well supported in order to achieve. The ways in which we do this, are outlined below.
Question 1 Who are the best people to talk to in this school about my child's difficulties with learning/ Special Educational Needs or disability (SEND)?
The Class teacher
The Learning Support Assistant in your child's class:
The SENDCo - name: Mrs D. Stockdale
i) involved in supporting your child's learning
ii) kept informed about the support your child is getting
iii) involved in reviewing how they are doing.
The Headteacher - name: Miss N. Fountain
The SEND Governor - name: Mrs S. Hart
School contact telephone number 0191 5536281
Question 2 What are the different types of support available for children with SEND in our school?
a) Class teacher input via excellent targeted classroom teaching (Quality First Teaching).
For your child this would mean:
· Specific group work - Intervention which may be:
b) Specialist groups run by outside agencies e.g. Speech and Language therapy
This means they have been identified by the SENDCo / class teacher as needing some extra specialist support in school from a professional outside the school. This may be from:
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 the school and yourself understand your child's particular needs better and be able to support them better in school.
The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.
c) 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 ("Including All Children" 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 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:
You and your child will be regularly consulted about your views on your child’s needs.
Question 3 How can I let the school know I am concerned about my child's progress in school?
If you have concerns about your child's progress you should speak to your child's class teacher initially.
If you continue to be concerned that your child is not making progress, you may speak to
Question 4 How will the school let me know if they have any concerns about my child's learning in school?
A child is considered to have Special Educational Needs if he/she has a learning difficulty which calls for Special Educational Provision made for him/her.
Children have a learning difficulty if they
Children’s needs and requirements may fall into at least one of these areas. They will have a varying degree of impact upon the child’s ability to function, learn and succeed.
If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to:
Question 5 How is extra support allocated to children and how do they progress in their learning?
The school budget, received from Sunderland LA, includes money for supporting children with SEND.
◦ the children getting extra support already
◦ the children needing extra support
◦ the children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed.
Question 6 Who are the other people providing services to children with SEND in this school?
Local Authority Provision delivered in school
Health Provision delivered in school
Or any other specialist professional who would enable us to support your child.
Question 7 What professional development do teachers have to help children who have been identified as having a Special Educational Need?
The SENDCO'S job is to support the class teacher in planning for children with SEND.
Question 8 How will the teaching be adapted for my child with SEND?
Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child's needs are met.
Question 9 How will we measure the progress of your child in school?
Question 10 What support do we have for you as a parent of a child with a SEND?
The class teacher is regularly available to discuss your child's progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
Question 11 How is St Paul's Primary School accessible to children with SEND?
Question 12 How will we support your child when they are leaving this school? OR moving on to another class?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
If your child is moving child to another school:
When moving classes in school:
In Year 6:
Question 13 What Emotional and Social Development support we have for a child with a SEND?
We recognise that pupils with SEND may well have an Emotional and Social Developmental need that may require support in school.
• The Emotional Health and Well-being of all our pupils is very important to us. Some of our staff have undertaken the child mental helath training.
• We have a robust Safeguarding Policy in place, we follow National & LA Guidelines.
• The Head teacher, Deputy Head teacher and all staff continually monitor the Emotional Health and Well-being of all our pupils.
• We are an Anti-bullying school and hold the GOLD anti bullying charter mark. [re accredited Sept 2017]
Special Educational Report
St Paul's school welcomes all children in the community. We ensure that all children have the same opportunity to fulfil their potential in line with our Mission Statement, and to participate in all areas of school life, including access to the National Curriculum. St Paul's school takes its duties to children with SEN and disabilities very seriously, takes all reasonable steps to give them the fullest possible access to premises and the curriculum. The school has adopted plans, which are renewed annually by governors, for progressively increasing access to the school for disabled pupils. These include physical improvements and changes to policies and practices where these are appropriate and possible.
The person responsible for co-ordinating the day-to-day provision of education for pupils with SEN is the Head Teacher, who can be contacted at the school.
The school supports children with SEN in a number of ways by: