Armadale Drive, Leicester, Leicestershire, LE5 1HF

(0116) 241 6197


There are 4 main areas of SEND:

Communicating and interacting ‐ for example, where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others.

Cognition and learning ‐ for example, where children and young people learn at a slower pace than others their age, have difficulty in understanding parts of the curriculum, have difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning performance such as in literacy or numeracy.

Social, emotional and mental health difficulties ‐ for example, where children and young people have difficulty in managing their relationships with other people, are withdrawn, or if they behave in ways that may hinder their and other children's learning, or that have an impact on their health and wellbeing.

Sensory and/or physical needs ‐ for example, children and young people with visual and/or hearing impairments or a physical need that means they must have additional ongoing support and equipment. Some children and young people may have SEN that covers more than one of these areas.

The new Primary National Curriculum (2014) states that, `teachers should take account of their duties under equal opportunities legislation that covers disability, ethnicity, gender, sexual identity, and religion or belief.’

At St Joseph's we are committed to offering an inclusive curriculum to ensure the best possible progress for all our pupils, whatever their needs or abilities.


How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

The school reviews the progress of all pupils each term and identifies children who are having difficulties. Discussions about the children are held between the class teacher and the Head teacher or senior leader at Pupil Progress Meetings. The class teacher may also discuss concerns and problems with the SENDCo.  Children not making progress are put on a closer monitoring list and progress continues to be monitored by the class teacher, SENDCo and Head teacher.  If progress is good the children are taken off the list and continue to be monitored by the class teacher. If progress is insufficient over a period of time the SENDCo consults with the parents/carers to suggest the child is included on the SEN Register.  Catch-up programmes or interventions are usually put in place to narrow gaps as soon as possible. All children’s progress is reviewed regularly and discussed with parents/carers.

If a parent/carer has any concerns about their child having an additional need they should contact the class teacher, in the first instance, and if needed a meeting will be set up with the SENDCo.


How will the school staff support my child?

The class teacher and teaching assistants will provide quality first teaching that is differentiated to suit each child’s needs. Children may work with a range of adults in the classroom to enhance their learning. 


How will the curriculum be matched to my child’s needs?

Teachers plan a range of cross curricular differentiated activities to suit all learning styles and needs. The curriculum is usually delivered through a topic based approach to make the children’s learning fun and exciting. 


 How will both you and I know how my child is doing and how will you help me to support my child’s learning?

Parents/carers discuss children’s progress of each at parents’ evenings in the autumn and summer terms.  Next steps in learning are also discussed at these meetings. A detailed report on children’s progress is sent to parents/carers at the end of the spring term. Next steps of learning are also included in the report.  If there are any concerns about the progress or behaviour of your child the  head teacher, class teacher or school’s SENDCo will contact you to discuss the concern and further meetings will be set up to discuss progress and interventions/strategies used until the issue is resolved.


What support will there be for my child’s overall wellbeing?

All children in the foundation stage and key stage 1 are provided with a free hot meal and a piece of fruit each day. Your child can bring a packed lunch instead of the hot meal if they wish.  All children have two PE sessions a week and there are other opportunities to engage in further physical activities during lunchtime and at after school clubs. Children in key stage 2 are allocated a swimming programme each term.  If the school has any concerns about any medical issues we will discuss these with you and/or the school nurse to seek further additional guidance and support.


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

We have good working relationships with the following agencies

  • Complex Learning, Communication and Interaction Support Team
  • Educational Physiologists
  • Language and Communication Team
  • Children’s Occupational Therapists
  • Physiotherapists
  • Paediatricians
  • CBII
  • School Nurse Team
  • Behaviour support
  • Diana Team

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

We have received training on understanding Autism, Speech and Language session support, Play interaction, treating children with allergies relating to anaphylaxis.


How will my child be included in activities outside the classroom including school trips?

All children have an equal right to attend trips. All of the children's needs are taken into consideration when planning an outside activity or trip. If additional adults are required to make the trip or activity successful, we arrange for additional support so that everyone can be involved.


How accessible is the school environment?

The school has a toilet for the disabled and a wheelchair lift on one level in the key stage 1 area of the school.  There are also designated car parking spaces for the disabled in the car park located at the entrance to the school. The school has flights of stairs with highlighted edges to each step.  Year groups are moved around at the beginning of each academic year to ensure every child’s physical needs are catered for. This also caters for children who may not be able to negotiate stairs due to a particular disability. 


How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

At St Joseph’s we gather information from you and any previous setting to ensure we know as much as possible about your child and are aware of any needs your child may have. At the end of each academic year teachers meet and pass on any vital information they need to know to the next class teacher. The SENDCo also provides additional information to teachers where necessary.

If a child leaves our school, we provide the new school with all the information they require to help the child continue to be successful in their new school.

We have good links with St Paul’s Catholic School and children in year 6 get the opportunity to visit the school, or any other school they have selected to move onto, and experience what is expected of them in their next stage of learning.  Transition meetings are held with the relevant teaching staff, and SENDCOs where appropriate, from each school.


How are the schools resources allocated and matched to children's special educational needs?

Resources already available in school are allocated according to the needs of the children. If a child requires any additional resources the needs are discussed with the head teacher following advice from an outside agency or an assessment carried out in school.


How is the decision made about what type and how much support my child will receive?

The class teacher, SENDCo and head teacher discuss concerns and any action to be put in place for children who are not making expected progress. Resources are then allocated according to needs.  The effectiveness of any support is then reviewed and evaluated.


How are parents involved in the school?  How can I be involved?

Parents are invited to stay and play sessions in the Early Years Foundation Stage to find out how they can support their child at home with a range of activities. Parents are invited to class assemblies, Mass and to Mums or Dads in school days.  Parents are also asked to help out with school trips and are positively encouraged to join or help with functions organised by the Friends of St Joseph’s.


Does the school offer before and after school services?

There is a pre-school club for all children who attend full time from 8.00a.m until 8.45 a.m. each day.

Other clubs run during lunchtime and after school.

Details of all clubs can be obtained from the school office.


How many children are on the SEN register?

Currently, there are 25 pupils on the SEN register and these are monitored and reviewed each term to assess their new needs and provisions.


How many Statements/EHCs do you have?

A: There are no children that currently have EHC.                                                                  

For more information on the Local Offer please visit the website below


Who can I contact for further information?

The Headteacher – Mrs Andrea Leslie