SEN Information Report / Local Offer Submission 2017/2018 (All Schools)

Classification: OFFICIAL-SENSITIVE

SEN Information Report / Local Offer Submission 2017/2018 (all schools)

Please submit your responses to

This form has been designed to bring together the local authority’s requirement for all settings/schools as well as give individual settings autonomy on how they deliver these expectations.

School Name: St Anne’s Catholic Primary School

Address: Washington Road, Caversham RG4 5AA

Telephone: 01189375537

Email:

Website:

Ofsted link:

Head teacher: Mrs M. Buller

SENCo:

Name: Mrs Gemma Burnitt

Contact: via school

Date of latest Accessibility Plan: 2015-7

Date completed: 2015

By whom: Governors and staff

Government Legislation requires all schools to publish the SEN Information Report / Local Offer (clause 65 of the Children’s Act). This report is co-produced by the Headteacher, Governor’s and parents. It is a lengthy document and its aim is to outline the provision that the school provides for children with SEND.

Whole School Approach:

High quality first teaching and additional interventions are defined through our annual dialogue across the school to create a provision map which allows us to consider what we offer EVERY child in our school and what we offer additionally to meet the needs of individuals or groups. We aim to embed our high expectations amongst staff about first quality teaching through monitoring and discussion and make differentiation and the personalised approach to teaching and learning and key priority.

Underpinning all our provision in school is the graduated approach of :

Assess PlanDo Review

All teachers are responsible for every child in their care, including those with Special Educational Needs.

Assess: Through continuous teacher assessment, gap analysis and more formal assessments, suitable for the year group.

Plan: During regular pupil progress meetings (PPM), an action plan is drawn up to ensure the needs of all children are being met (e.g intervention work, taking advice from Senco/outside agency) in order that children continue to make adequate or accelerated progress.

Do: Staff ensure that they carry out actions agreed at the PPM

Review: Through assessment information used to inform the next PPM, action plan is reviewed and changed in order to continue to meet the needs’ of each child.

School Policies and documents underpinning this SEN information report include:

• Accessibility plan
• SEND policy
• Teaching and Learning policy
• All curriculum subject policies
• Assessment policy

Legislative acts taken into account include:

• Children’s and families Act 2014, Equality Act 2010, Mental Capacity Act 2005

Regulations / School Response
1 / The kinds of special educational needs for which provision is made at the school / Do you have children with SEND in your school?
What kinds of SEND do those children have? / Yes.
A wide variety of SEND including specific learning difficulties, speech and language difficulties, medical needs, ASD.
2 / Information related to mainstream schools about the school’s policies for the identification and assessment of pupils with SEND / How do you know if a pupil has SEN?
How will I know if my child is receiving SEN support? / We recognise that children learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We understand that many pupils, at some time in their school life, may experience difficulties affecting their learning, and we recognise that these may be long or short term.
We aim to identify problems as early as possible and provide teaching and learning contexts that enable each child to achieve their full potential. The earlier action is taken, the more responsive the child is likely to be.
The schools aim to work in partnership with parents and carers. They will do this by:

• working effectively with all other agencies supporting children and their parents
• giving parents and carers opportunities to play an active and valued role in their child's education
• making parents and carers feel welcome
• encouraging parents and carers to inform the school of any difficulties they perceive their child may be having or other needs the child may have which need addressing
• instilling confidence that the school will listen and act appropriately
• focusing on the child's strengths as well as areas of additional need
• allowing parents and carers opportunities to discuss ways in which they and the school can help their child
• agreeing targets for the child
• keeping parents and carers informed and giving support during assessment and any related decision-making process about SEN provision

3. / Information about the school’s policies for making provision for pupils with SEND whether or not pupils have EHC plans / Where can I find information about the school SEN Policy? / On the school website or contact the school office for a paper copy.
3a. / How the school evaluates the effectiveness of its provision for such schools / How do you make sure that the SEN provision is helping pupils make better progress?
How do you check other outcomes for children with SEND, such as independence and well-being? / Through monitoring of provision – data analysis, meetings with all stakeholders, pupil progress meetings, observations, annual reviews, working with outside agencies and book scrutinies.
The wellbeing of pupils is always central to any conversation about progress.
3b. / The school’s arrangements for assessing and reviewing the progress of pupils with special educational needs / How do you check and review the progress made by pupils with SEN?
How will I find out about the progress my child is making?
How will I be involved in those reviews? Who else will be there? / See above.
Parents evenings, meetings with staff and formal reports.
Parent’s knowledge of and wishes for their child is central to our practice. Other professional involved with a family or child will be involved where appropriate.
3c / The school’s approach to teaching pupils with SEND / How do your teachers help pupils with learning difficulties or disabilities to learn?
How can I find out more about what my child is learning at the moment? / Appropriate strategies are agreed to meet pupils’ needs and any training required is sought. (see provision map)
Termly letters , school website, parents evening, homework and discussion with staff.
3d / How the school adapts the curriculum and learning environment for pupils with SEND / How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
How will the curriculum be matched to my child’s needs? / The schools comply, as much as possible within the constraints of their buildings, with relevant accessibility requirements, with some limited space for small groups and individual withdrawal sessions. Parts of the buildings in both schools can be accessed by wheelchair users and both include a toilet for disabled. Staff are trained and have experience of working with a wide range of agencies. The accessibility plan is updated annually and is available from the website.
Curriculum is fully differentiated to meet the needs of every learner in the class.
3e / Additional support for learning that is available to pupils with SEND / Is there additional support available to help pupils with SEND with their learning?
How are the school’s resources allocated and matched to children’s special educational needs?
How will I know if my child is getting extra support?
How is the decision made about how much/what support my child will receive? / See provision map
3f / Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum / What social and extra-curricular activities are available for students with SEND?
How can my child and I find out about these activities?
How will my child be included in activities outside the classroom, including school trips? / All clubs are open to all pupils. Letters and website show clubs on offer. We endeavour to include all pupils in all out of school trips depending on appropriate risk assessments.
3g / Support that is available for improving the emotional and social development of pupils with SEND / What support will there be for my child’s overall well-being? / Emotional and mental health is high on the agenda for our school. We have an ELSA (emotional literacy support assistant) and access other professionals with relevant expertees. We run a lunch club.
4. / In relation to mainstream schools, the name and contact details of the SEN Co-ordinator / Who should I contact if I want to find out more about how the school supports students with SEND?
What should I do if I think my child may have a special educational need or disability? / The headteacher or senco.
We would encourage parents/carers to be open and honest with school and make an appointment to discuss concerns as soon as possible.
5. / Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured / What training have the teachers and other staff who support children and young people with SEND had? / Talk for writing, Clic maths,
Guided writing, guided reading.
Cornerstones curriculum
Dyspraxia
Working with children who have English as an additional language
Phonics – bug club
Word finding difficulties
ELSA
Working with children with visual impairment
Supporting children with ASD-
Barriers to literacy
Peer Massage
Using resources from play based counselling
ICT skills
More able maths
6. / Information about how equipment and facilities to support children with SEND will be secured / What happens if my child needs specialist equipment or other facilities? / The school can provide some limited funding, however high cost, specialist equipment would need to be obtained via the local authority or the NHS.
7. / The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child / How will I be involved in discussions about and planning for my child’s education?
How will you help me to support my child’s learning? / Parent’s knowledge of , and wishes for, their child is central to our practice and we welcome regular contact. Some parents will be involved in a more formal schedule of meetings.
8. / The arrangements for consulting young people with SEN about, and involving them in their education / How will my child be involved in his/her own learning and decisions made about his/her education? / The annual review process for pupils with EHCPs upholds the value of the pupil’s contributions for their wants and needs for the future.
Within the classroom, the children are encouraged to develop responsibility for their own learning.
9. / Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school. / Who can I contact for further information?
Who can I contact if I am not happy about the SEN provision made for my child? / Should a parent or carer have a concern about special provision made for their child, they should, in the first instance, discuss this with the class teacher. If the concern continues this should be referred to the Senco or headteacher, who will try to resolve the matter and can advise on formal procedures for complaint. At all stages parents are able to seek advice from Parent partnership Service.
(Refer to School Complaints Policy.)
10. / How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils / Who else provides services in school for children with SEN or disabilities?
How can my family get support from these services? / The senco co-ordinates working with external professionals such as: the children’s action team, speech and language therapist, educational psychologist, ABC to read, sensory consortium, social care, daisy’s dream.
The senco will advise on the relevance of services for individual pupils, however, families may request that the senco supports them in a referral (e.g for a family support worker).
11. / The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32. / Who should I contact to find out about other support for parents and families of children with SEN or disabilities? / The school senco
12. / The school’s arrangements for supporting pupils with SEND in transferring between phases of education / How will you help my child make a successful move into the next class or secondary school or other move or transition? / The Senco will link with the Sencos of the secondary schools to which children are transferring to pass on information/records regarding the nature of support required to allow children to reach their potential at their next placement. Transition programmes are put in place where required. Less confident children can be accompanied to the Secondary school on visit days by a member of the support staff
Children entering school into Foundation Stage, visit the school prior to the beginning of the new school year and have an extended transition into school in September. Parents are offered home visits to meet the teaching team and pass on information relevant to the development of their child. Pre-school providers involve the SENCO and class teacher in pre-school meetings for children causing concern.
If the school is alerted to the fact that a child may have a difficulty in learning, they will make their best endeavours to collect all relevant information and plan a relevant, differentiated curriculum.
13. / Information on where the LA’s SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers) / Where can I find out about other services that might be available for our family and my child? / The reading borough council local offer website has this information.
14. / Arrangements for assessing and reviewing children and young people’s progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review / What opportunities will we as parents and our child have to review our child’s progress towards the agreed outcomes?
How often will these reviews happen? / For children with EHCPs outcomes will be monitored at least annually.
15 / Who can I contact for further information? / The school’s headteacher or Senco
What is the complaints procedure? / See above
Our external partners are
Educational Psychologist
Speech & Language Therapist
Social Care
Children’s Action Team
Has the school added a link to the SEN Information Report /Local Offer on the Reading Services Guide and a link to the SEN Information Report on the School’s own website? / The document can be found on the school website.

Whole School Provision Map

Cognition and Learning
Wave 1 (For every child) / Wave 2 (additional to and different from Wave 1) / Wave 3 (Targeted, individual support)
Differentiated lesson planning
Clear learning objectives for all lessons.
Individual curriculum targets
Visual timetable.
Interactive whiteboards in every classroom.
I-pads and tablets.
Variety of resources used in lessons.
Library using computerised borrowing system.
Specialist music teacher.
Use of Assessment for Learning.
Children work individually, in pairs or groups.
Displays support learning.
Creative curriculum.
Imaginative learning projects such as Formula 1 project supported by Jaguar.
TA support in core curriculum subjects.
A Variety of teaching methods used.
Clear feedback on learning and next steps given to children.
Child initiated learning opportunities.
Classroom furniture layout adapted to meet needs of classes.
Access to support of Senco.
Trips and visitors support learning.
Tracking of pupil progress linked to half termly assessment opportunities.
Range of learning styles recognised and planned for
CPD/training for teachers and TAs.
Use of ‘Talk for Writing’ and Storytelling to promote writing.
Abacus Maths.
Big Maths.
Links with Berkshire Maestros / Use of specialist resources such as writing slopes, pencil grips, coloured overlays, talking button recorders.
Intervention groups to close the gap between pupils and their peers are identified through progress tracking- run by teachers and TAs.
EAL specialist teacher.
Support from external partners (behaviour support team, , speech and language therapist, educational psychologist, the Children’s Action Team, Occupational Therapists).
Emotional Literacy Support Assistant group support.
In class additional TA support. / Individual targets – Individual provision plan.
TA support.
Emotional Literacy Support Assistant individual support.
Individual 1-1 interventions.
ABC to read volunteers.
Support from external partners (as wave 2).
Working on objectives from statements/EHCPs.
Additional time during assessments.
Social, Emotional and Mental Health
Wave 1 (For every child) / Wave 2 (additional to and different from Wave 1) / Wave 3 (Targeted, individual support)
Programme for PSHE.
Y6 buddies for younger children.
Golden time.
Consistent behaviour management policy in place.
Achievements celebrated in praise assemblies.
Worry boxes in classrooms.
Circle time to discuss issues arising.
Mass in the church.
Liturgies in school.
Clubs e.g sports, music,
House system with house captains.
Y6 prefects.
Gold ties for y6.
Transition between year groups.
EYFS – home visits, staged transition into school..
Community links – sports teams, first holy communions and confirmations, music performances at the Hexagon theatre, St Anne’s Catholic Church .
Senco open door policy.
RE curriculum.
Working in a variety of grouping.
Specialist weeks/days such as anti-bullying week.
Trips/Visitors support learning
Residential trip (upper ks2).
A safe environment.
CPD/Training for teachers and TAs.
Wake and shake breaks throughout the day. / Emotional Literacy Support Assistants (ELSA)– group work e.g TheTalkabout Program .
Support from external partners (behaviour support team, ,speech and language therapist, educational psychologist, the Children’s Action Team).
Intervention groups to support learning.
Sensory circuits run daily.
Additional TA support in class.
Lunchtime club. / Reward charts linked to reinforcement of golden rules/individual targets.
Social stories for transition and issues arising.
ELSA individual support.
Personalised timetable.
Support from external partners (behaviour support team, massage therapist, speech and language therapist, educational psychologist, the Children’s Action Team, social care)
TA support.
Working on objectives from statements/EHCPs.
Extended transition work with secondary school and nurseries/pre-schools
Individual positive handling plans for consistency.
Working on objectives from statements/EHCPs.
Play based counselling
Speech, Language and Communication
Wave 1 (For every child) / Wave 2 (additional to and different from Wave 1) / Wave 3 (Targeted, individual support)
Language rich environment.
Visual timetables.
Plays/performances.
Speaking and Listening opportunities built into the curriculum.
Children involved in writing and giving liturgies .
Storytelling and Talk for Writing supports language development .
Topic vocabulary displayed.
Teacher and TA CPD/training.
Structured school and class routines.
Use of ICT. / Support from external partners (behaviour support team, speech and language therapist, educational psychologist, the Children’s Action Team, ASC specialist teacher, specialist resource units – e.g Christ the King ASC Resource).
Children given more time to process thoughts.
Vocabulary groups.
Talkabout (ELSA) groups.
EAL specialist support teacher.
Specialist resources eg talking button recorders.
Sensory circuits. / Support from external partners (behaviour support team, , speech and language therapist, educational psychologist, the Children’s Action Team)
Speech and language programmes delivered by trained TAs.
Social stories for transition and issues arising.
Visual symbols used to support making limited .choices/understanding expectations.
Reward systems linked to individual targets.
Working on objectives from statements/EHCPs.
1-1 TA support
Sensory and Physical
Wave 1 (For every child) / Wave 2 (additional to and different from Wave 1) / Wave 3 (Targeted, individual support)
Sports opportunities through PE, clubs and tournaments, swimming.
Multi-sensory resources used e.g playdough, water, rice, pasta, bikes, scooter in YR and KS1.
Wake and shake sessions daily/across the day.
Classroom layout to meet needs of particular classes.
Gardening club.
Playground equipment.
Prayer garden.
Staff CPD/Training. / Support from behaviour support team.
Specialist resources to use in the classroom e.g bobbly cushions, specialist pencil grips, stress ball, fiddle toys, ear defenders.
Fine motor skills groups
Sensory circuits with hand massage.
Multi-sensory approach to learning phonics/high frequency words. / OT support and TAs running programmes on their advice.
Special writing and reading books with large print/dark lines
Enlarged texts.
Support from Sensory Consortium.
Support from behaviour support team.
Lift up to YR.
Sensory equipment – dark tent/massagers/chewy T-Bars
Time out space.
Working on objectives from statements/EHCPs.

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