2020 SEND Information Report
Ethos, Values and vision.
Welcome to our 2019 SEND Information Report which is part of the Leicester Local Offer for learners with Special Educational Needs and Disabilities (SEND). This Local Offer has been produced by the Local Authority (LA) in collaboration with Leicester City schools. All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body policy for pupils with SEND.
At St Joseph’s Catholic Voluntary Academy, we are committed to working together with all members of our school community. The children, staff and parents work actively in partnership to enable all children to realise their potential. Our school is an inclusive school where every child matters; we aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement. Our school’s SEND policy document is available on this website, detailing our philosophy in relation to SEND.
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‐ for example, where children and young people have difficulty in managing their relationships with other people, are withdrawn, or if they behave in ways that may hinder their and other children's learning, or that have an impact on their health and wellbeing.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.
Who is the SEND Co-ordinator?
Our SENCo is Sinead O’Gorman and is supported by the SEND link Governor, Marie Morris, who monitors SEND provision throughout our school.
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?
Children with SEND are identified by one of three routes:
- Class teachers are continually aware of children’s learning. If they find that a child, as recommended by the 2014 Code of Practice, is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause. They will be looking at progress which:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- The progress of every child is monitored at regular pupil progress meetings. When children are identified as not making progress in spite of ‘High Quality Teaching’ they are discussed with the SENCo and a plan of action is agreed with the teacher and shared with parents.
- Parents sometimes ask us to look more closely at their child’s learning. We take all parental requests seriously and strive to investigate them all. Frequently, the concern can be addressed by High Quality Teaching or some parental support. Otherwise, a graduated response is implemented by school. This may result in the child being placed on the SEND register and given special educational needs support (SENS). 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.
The SENCo or other trained staff may need to undertake a range of standardised tests with children. These assessments can be used to add to and inform teachers’ own understanding and assessments of a child.
How will the school staff support my child?
At St Joseph’s we are mindful of and comply with the LA Inclusive Provision for SEND Pupils in Mainstream Schools document (August 2016), which outlines the key ways in which pupils should be supported in class. This includes:
- High Quality Teaching
High quality teaching that is differentiated and personalised will meet the individual needs of the majority of our children. We believe that all children learn best with the rest of their class. Our aim is for all children to be working independently in class with their peers. Children with SEND are entitled to be taught by their teacher, not always by a Teaching Assistant (TA).
- Differentiation with adult support
Some children need educational provision that is additional to, or different from Quality First Teaching i.e. special educational provision. When allocating additional TA support to children, our focus is on outcomes, not hours: we aim to put in sufficient support to enable the child to reach their challenging targets, but without developing a learned dependence on an adult.
- Provision and interventions
The school has a range of interventions available. When considering an intervention, we look first at the child’s profile of learning in order that we can select the intervention which is best matched to meeting the child’s needs.
Targets for children at SENS are deliberately challenging in the attempt to close the attainment gap between the children and their peers. Interventions are often crucial in closing these gaps, so are monitored closely by both the class teacher – who monitors progress towards the targets during the intervention – and by the SENCo who monitors overall progress after the intervention.
School keeps a variety of records for all children, including those with SEND. These may include a:
- Medical Care Plan
- EHC Plan
- Record of Family Engagement
- Provision Maps
Information is gathered in a range of ways about the effectiveness of teaching and learning in our school and how this impacts on your child’s progress. This may include:
- Looking at your child’s work and ensuring it is challenging and well matched to their individual needs
- Tracking their academic progress
- Reviewing attendance
- Sharing good teaching practice and the strategies used to help your child
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. All of our children access the full National Curriculum, and we recognise achievement and expertise in all curricular areas. As part of normal class differentiation, curriculum content and ideas can be simplified and made more accessible by using visual, tactile and concrete resources.
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 spring 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?
The school is able to access specialist help and additional expertise from the LA. This includes support from education, health and social care professionals such as;
- Complex Learning, Communication and Interaction Support Team
- Educational Physiologists
- Language and Communication Team
- Children’s Occupational Therapists
- School Nurse Team
- SEMH Team
- 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 school’s 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.
Who else can support me and my child?
In addition to the services provided by the LA (see above), you may wish to seek support from voluntary and charitable agencies including:
- ADHD Solutions
- SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service)
- Early Help
- The Laura Centre (bereavement)
How many children are on the SEN register?
Currently, there are 33 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?
There are 2 pupils with an EHC plan.
For more information on the Local Offer please visit the website below
Who can I contact for further information?
The Headteacher – Mrs Andrea Leslie