ST. PAUL'SSpecial Educational
Needs & Disabilities
St Paul’s Primary is a mainstream school which provides for children and young people with a wide range of special educational needs and disabilities including those with:
COMMUNICATIONS
Communication & interaction needs; this includes children who have speech, language and communication difficulties including autistic spectrum conditions.
LEARNING
Cognition & Learning needs; this includes children who have both moderate learning difficulties and specific learning difficulties such as dyslexia, dyspraxia and dyscalculia.
HEALTH
Social, Emotional and Mental Health needs.
SENSORY NEEDS
Sensory and/or Physical needs; this includes children who have visual or hearing needs, or a physical disability that affects their learning.
MISS LOACHSpecial Educational Needs and Disabilities
Co-ordinator
Our Special Educational Needs and Disabilities Co-ordinator (SENDCO) is Miss Molly Loach. Miss Loach works closely with the Educational Psychology Service, Specialised Teaching Service, Occupational Health and Speech and Language therapists weekly. She regularly attends leadership meetings and developmental training to ensure she is up to date with any new initiatives and can share these with relevant members of staff by providing training for teachers in school.
How do we work with parents and children/young people?
We will always contact parents if we have a concern that a child or young person may have a special educational need.
The SENDCO will work closely with staff to ensure children with SEND are working towards achievable targets to ensure progress. Meetings between outside agencies, parents, class teachers and the SENDCO will be held to agree outcomes, how we will all work towards these, and then to review progress.
The SENDCO will work closely with staff to ensure children with SEND are working towards achievable targets to ensure progress. Meetings between outside agencies, parents, class teachers and the SENDCO will be held to agree outcomes, how we will all work towards these, and then to review progress.
How do we adapt the curriculum for children with SEND?
We offer a broad and balanced curriculum for all children and young people including those with SEND.
We are committed to encouraging all children to become independent learners and to have a growth mind set with an ‘I can’ attitude to learning. We use intervention programmes, including Memory Magic, to support the development of retaining information, Precision Teaching to support with spelling and reading of sight words, Check in/Check out Intervention to embed social skills; provide frequent feedback and provide daily home-school communication. As well as these interventions we have many Speech and Language interventions provided by specialist speech and language therapists, specialised interventions delivered by an advisory Teacher who specialises in Autism, Boomerang anxiety intervention delivered by our Learning Mentor and we have a nurture group which delivers systematic STEM projects to support children 5 afternoons a week.
We are committed to encouraging all children to become independent learners and to have a growth mind set with an ‘I can’ attitude to learning. We use intervention programmes, including Memory Magic, to support the development of retaining information, Precision Teaching to support with spelling and reading of sight words, Check in/Check out Intervention to embed social skills; provide frequent feedback and provide daily home-school communication. As well as these interventions we have many Speech and Language interventions provided by specialist speech and language therapists, specialised interventions delivered by an advisory Teacher who specialises in Autism, Boomerang anxiety intervention delivered by our Learning Mentor and we have a nurture group which delivers systematic STEM projects to support children 5 afternoons a week.
What expertise can we offer?
Teaching staff are kept updated in curriculum developments and changes through SEND training meetings. Teaching Assistants and Lunchtime Supervisors are also invited to attend relevant SEND training.
There are also members of staff within school who have trained in First Aid (including Specialist Paediatric), Epi-pen use and Diabetes understanding.
There are also members of staff within school who have trained in First Aid (including Specialist Paediatric), Epi-pen use and Diabetes understanding.
Our SEND Team offer 1:1 support, group support and break time drop-in sessions for children facing difficult situations or emotional issues. They each have many years of experience in supporting children with various needs.
Teaching assistants are trained to support the particular needs of the children they work with through partnership with specialist advisory services.
We also have access to a range of specialist support services including:
EDUCATION PSYCHOLOGISTS
SPECIALIST TEACHING SERVICE
SPEECH & LANGUAGE THERAPISTS
OCCUPATIONAL HEALTH & PHYSIOTHERAPY SERVICE
CHILD & ADOLESCENT MENTAL HEALTH SERVICES
CAMHS
COMMUNICATION INTERACTION & AUTISM SUPPORT SERVICE
CIASS
PRIMARY MENTAL HEALTH TEAM
We always discuss the involvement of specialist SEND services with parents first. With the family’s permission, we also work with other services and organisations that are involved with a family to ensure provision is consistent.
How do we know if SEND provision is effective?
The progress of all children/young people is tracked throughout the school through our assessment system which is monitored by Team Leaders and the SENDCO. The SENDCO liaises with class teachers and interventions are put in place to support pupils with specific difficulties and consolidate knowledge and understanding.
In addition, for children with SEND, we regularly review progress towards agreed outcomes assessing whether the support that’s been in place has made a difference and what we need to do next. We evaluate this progress against age-related expectations.
In addition, for children with SEND, we regularly review progress towards agreed outcomes assessing whether the support that’s been in place has made a difference and what we need to do next. We evaluate this progress against age-related expectations.
How are children and young people with SEND helped to access activities outside of the classroom?
All children and young people are included in activities and trips, including residential, following risk assessments where needed. We talk to parents and young people when planning trips so that everyone is clear about what needs to be in place to support specific needs.
What do we do to support the wellbeing of children/young people with SEND?
All children have the opportunity to share their views through their school council representatives. We listen to the views of children with SEND by their participation in these groups and providing opportunities to voice opinions to these groups.
How will we support your child when joining the school or between year group changes?
We encourage all new children to visit the school before starting. For children/young people with SEND we encourage extra transition visits and the SENDCO works closely with the transferring nursery/school.
We begin to prepare young people for transition into the next stage of their education or training by close liaison with feeder schools, extra transition visits for the most vulnerable pupils and excellent communication with the SENDCO of the receiving school. Transition books with photos of new workspaces, year group areas and staff can also be given to those children who may need additional support.
We begin to prepare young people for transition into the next stage of their education or training by close liaison with feeder schools, extra transition visits for the most vulnerable pupils and excellent communication with the SENDCO of the receiving school. Transition books with photos of new workspaces, year group areas and staff can also be given to those children who may need additional support.
Contact Us
St Paul’s Primary School © 2022.
All rights reserved.
024 7638 3323
Wiclif Way, Stockingford CV10 8NH
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