Contact Us:01204 333741spaoffice@spa.fa1.uk Home About Us Our School Curriculum Leaders of Tomorrow Professional Development Parents Contact us SEND OFFER SEND – School Offer St. Paul’s Church of England Primary School is an Outstanding (Ofsted 2013) primary academy with a clear approach to meeting the needs of pupils with Special Educational Needs and Disabilities and is supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. 1) What kind of special educational needs do we have provision to support at St. Paul’s? As an inclusive school, special education needs and provision can be considered under four broad areas: 1)Communication and interaction 2)Cognition and Learning 3)Social, Mental and Emotional Health 4)Sensory and/or Physical 2) How does St. Paul’s identify and assess pupils with special educational needs? 3a) How do we evaluate the effectiveness of our provision for pupils with special educational needs? We evaluate the effectiveness of our provision by using the following criteria: The school ensures that any child’s special needs are identified early. The SENCo, along with the Principal, conducts a learning walk termly to see first-hand ‘best practice’. We take account of the views of the parents and the child in half termly meetings. Progress is monitored and reviewed half termly. There is co-operation between agencies and feedback is positive. The SENCo compiles regular reports for the Senior Leadership Team (SLT) and Governors with regards to SEND pupil’s progress. The SENCo carries out appraisals and instigates Continued Professional Development for all Special Needs Assistants. 3b) How do we assess the progress of our pupils with special educational needs? 3c) How do we teach pupils with special educational needs? 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. Support staff will support with your child’s learning in the classroom. Specific resources and strategies will be used to support your child individually and in groups. Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs. 3d) How do we adapt the curriculum and learning environment for pupils with special educational needs and disabilities? 3e) What additional support for learning is available? Area of Need – Communication and Interaction Quality First Teaching SEND Support (School Funded) Statement of SEND/EHCP (High Needs Block) Differentiated curriculum planning, activities, delivery and outcome e.g -simplified language, key words. Repeated / reworded instructions. Increased visual aids / modelling etc. Visual timetables. Use of symbols. Structured school and class routines. KAGAN structures within lessons. Peer mentors. ICT suite. iPads. St Paul’s Mentoring system. In class support with focus on supporting speaking and listening. Service Level Agreement with Speech & Language Therapy (Early Intervention focus). Service Level Agreement with Educational Psychology. Communication Overview (annually). Small group or 1:1 support for language. Social skills group. Speech and Language support / advice. Signalong trained staff. Visual timetables. Visual prompts / clues. ICT – Writing with Symbols. Advice from EP. Advice/support from Ladywood Outreach Service. Ladywood schemes of work linked to P Scales. 2. Cognition and Learning Quality First Teaching SEND Support (School Funded) Statement of SEND/EHCP (High Needs Block) Differentiated curriculum planning, activities, delivery and outcome. In-class TA support. In-class targeted teacher support. Increased visual aids / modelling etc. Visual timetables. Illustrated dictionaries. Use of writing frames. Access to ICT. Teacher/TA role modelling. Access to school homework support. Read Write Inc. Guided reading within lessons. St Paul’s Mentoring system. Y6 Breakfast club. Target group support – Maths and English. Better Reader Programme. Individual Readers – TA. Volunteer Readers – targeted children. Booster lessons. In class support from TA. Reduced/ increasingly individualised timetable. Learning mentor. Guided reading within lessons. Small group or 1:1 support for language. Social skills group. Speech and Language support / advice. Signalong trained staff . Visual timetables. Visual prompts / clues. ICT – Writing with Symbols. Advice from EP. Advice/support from Ladywood Outreach Service. Ladywood schemes of work linked to P Scales. 3. Social, Mental and Emotional Health Quality First Teaching SEND Support (School Funded) Statement of SEND/EHCP (High Needs Block) Whole school behavior policy. Whole school rules. Whole school reward and sanctions systems. Circle Time. In class assembly/worship. Whole school assembly/worship. KS achievement assembly. Lunchtime clubs. After school clubs. PSHE focused work. Peer mentors. St. Paul’s Mentoring system. Group Circle Time. Work-related learning. In class support for supporting behavior targets, access, safety. Nurture room – time out area. Peer mentoring. Nurture Group. After School Clubs. Small group or 1:1 support for social skills. Forward Group (Nurture Group). Individual counselling – Learning mentor. Individual support or mentoring. Individual reward system. Social skills training – Nurture group. Anger management – Learning mentor. Advice from EP. Advice from Behaviour support service. Liaison with Target Youth Support. Advice from Ladywood Outreach Service. CAMHS attendance with parents. Parent behaviour groups – PPP/Incredible Years. 4. Sensory and/or Physical Quality First Teaching SEND Support (School Funded) Statement of SEND/EHCP (High Needs Block) Flexible teaching arrangements. Staff aware of implications of physical impairment. Whole staff training of signalong. Brain gym. Accessibility of building. Designated zones of play in school yard. Physical activity – variety of equipment. EYFS outdoor provision area. KS1 Adventure Land. Moving and handling training (Team teach). 2 hours of P.E per week. Additional fine/gross motor skills practice – with TA. In class support for supporting access, safety. Writing slopes. Writing/reading coloured overlays. Pencil grips. Liaison with Occupational Therapy. Individual support in class during appropriate subjects e.g. Science, PE and lunch time. Occupational therapy liaison. Use of appropriate resources e.g chair, changing bed. Advice from EP. Advice from Ladywood Outreach Service. Advice from Speech & Language Therapy. Signalong. 3f) Accessing the High Needs Block of funding / Obtaining an EHC Plan 3g) What support is available for improving the emotional and social development of pupil with special educational needs? As well as the school’s Nurture Group, the school itself (if substantial evidence of alternative methods tried) can refer to the Child/Adolescent Mental Health Service (CAMHS) via the School Nursing Service. It is also possible for this referral to be obtained via a G.P or Paediatrician. If you are worried about your child’s emotional and/or mental health please speak to the class teacher or SENCo who will support your concerns by writing a letter of support to take to the relevant professional. The school also employs a Teaching Assistant in the role of a Learning Mentor who has received bespoke training on Attachment Disorder, Bereavement Counselling, Anger Management, and Nurture principles. There are designated periods within the week for the Learning Mentor to work 1:1 with children who may be suffering from an internalised issue. Other ways children are supported in this sense are as follows: buddies for new pupils, friendship stop in the school yard, playground zones for likeminded pupils, in class circle time, emotions chart in every classroom. 4) Who are the best people to talk to at St. Paul’s about my child’s difficulties (SEND)? 5) How are the teachers in school supported to work with children with an SEN and what training do they have? The SENCo’s job is to support the teachers in planning for children with SEN. The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ASD, Dyslexia etc. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. from Ladywood Outreach etc. These training opportunities are co-ordinated by our Deputy Principal, Mr Morgan, in conjunction with the SENCo. 6) How are equipment and facilities allocated to support children with special educational needs? 7) How will the school let me know if they have any concerns about my child’s learning in school? When a teacher or a parent has raised a concern about your child’s progress, and targeted teaching has not met the child’s needs, the teacher must raise this with the SENCo and inform parents At St. Paul’s there are half termly assessments and subsequent meetings between class teachers and members of the Senior Leadership Team to ensure all children are making good progress. If your child is then identified as not making progress the school will set up a meeting to discuss this with you in more detail, for example; – To listen to any concerns you may have too. – To plan any additional support your child may receive. – To discuss with you any referrals to outside professionals to support your child’s learning. 8) How will you consult with my child and involve them in their education? 9) How can I let the school know if 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 teacher initially. -If you still feel that things are not changing and that your child is still not making progress you should speak to Miss. Taylor (SENCo). -If you still have concerns and your child is still not making progress you should speak to Mrs Lister (Principal). 10) How does the governing body involve other people in meeting the needs of pupils with special educational needs and in supporting the families of such pupils? 11) Contact details of support services Speech & Language Therapy 01204 462670 Occupational Therapy Service 01204 463484 Children’s Learning Disabilities Team 01204 463660 School Nursing Service 01204 463563 SEN Strategy & Development 01204 338612 12) How will we support your child when they are leaving this school or moving to another year? Bolton Council Local Offer Newnham Street, Bolton, BL1 8QA 01204 333741 spaoffice@spa.fa1.uk Contact Us Newnham Street, Astley Bridge, Bolton, BL1 8QA Get in Touch: 01204 333741 spaoffice@spa.fa1.uk Site Search Translate this site Copyright © 2021 St Paul's Primary School | Designed by Bolton SICT Privacy Policy | Cookie Policy | Site Admin