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Our Lady Catholic Primary School

Our Lady Catholic
Primary School

Inclusion / SEND

Welcome to our ‘School Offer” information.’ Our Lady School offers a broad and balanced curriculum which is fully inclusive. In order for some children to access the curriculum they may benefit from differentiation and/or additional support. A few children may require more precise individualised support.

We have provided answers to many frequently asked questions relating to what we offer children in our school who have a Special Educational Need (SEN). This report will be reviewed each year. If you have any suggestions or comments please let us know.

How does the school know if my child needs extra help? 

Preparation for entry into Our Lady School starts as soon as the child is given a place. There is liaison between previous educational settings and meetings with parents if necessary.Within two weeks of entering the school parents are invited to meet with the Head Teacher, Inclusion Manager and Wellbeing Governor to discuss their child’s strengths, interests, medical needs, possible SEN and any information they would like to share concerning their child. Throughout the child's school life classs teachers, TAs, Head Teacher, Inclusion Manager and parents observe, discuss, assess and put in extra help if needed.

What should I do if I think my child may have a special educational need? 

Please come and talk to us. The first person to talk to would usually be your child’s class teacher, but if you prefer you are very welcome to talk to the Inclusion Manager or Head Teacher.

How does the school know about my child’s progress and if extra help is required? 

The progress and attainment of all our children is monitored closely by class teachers continuously. Each term the Head Teacher, Inclusion Manager and Class Teachers hold Pupil Progress Meetings in which progress and possible interventions are discussed and planned. Following these meetings programmes of support are reviewed and implemented.

How will staff support my child and who might work with them? 

Staff work as a team to ensure that all children are supported in their learning and development. Some children may receive a greater level of input from teaching or support staff on either a 1:1 or a group basis. For a few children, advice is sought from external professionals to assist us with that.

How will I know how my child is doing and how might I be involved in discussions and planning? 

The parents and carers of all children are invited to consultation meetings twice a year with an opportunity to meet for a third time at the beginning of the summer term. They also receive a written report at the end of the school year. In addition to these, there are regular opportunities to discuss your child’s progress. The school operates an open door policy and teaching staff can be met informally at the end of a day or formally. If you would like a longer or private meeting involving the Inclusion Manager, Senior Leader or class teacher please make an appointment via the school office.
For a few children meetings involving external professionals or review meetings will also be held regularly.

How will the learning and development provision be matched to my child’s needs? 

All class teachers differentiate to take account of the different ways children learn and those who need additional challenge or support. In addition, some children will need alternative resources or additional adult input to ensure progress and development.

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

Our mission statement is “Together at Our Lady School we are living, learning and growing through Jesus Christ and his church”. We try to live out the gospel teachings of Jesus through loving and supporting each other. We are a Rights Respecting School with the UNICEF articles embedded in the ethos of the school. The children’s health and emotional wellbeing is of paramount importance. The school has clear policies around areas such as medical needs, Equalities, Child Protection and Safeguarding. Every child has a named adult they can talk to as part of our pastoral care. Additional PHSE will be undertaken in classes or with individuals raising any concerns.
A few children may require an individual medical plan, care plan or safety support plan or any other specialised input deemed necessary.

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

Specialist teaching for children with specific learning difficulties is taught and supported by the Inclusion Manager. The school can also call upon the expertise of professionals such as the School Nurse, Specialist Advisory Teachers, an Educational Psychologist, a Speech and Language Therapist, Leys Specific Learning Difficulties Base, a Physiotherapist or Occupational Therapist, any specialist service deemed necessary and Family Support Worker. These professionals are generally involved with only a few children. If you wish to discuss referral to a specialist service, please talk to the Inclusion Manager or Head Teacher in the first instance.

What training have staff supporting children and young people with SEND had or are having? 

All staff benefit from regular training both in school and externally. This covers a wide range – from whole school training on areas such as providing a dyslexia friendly environment, meeting the needs of the child on the autistic spectrum to individual staff training to support one or a few children with a specific learning/medical issue.
Whole staff training is provided on epipens, ten staff are first aid trained and three staff are paediatric first aid trained.

How will you help me support my child’s learning? 

A curriculum map is published on the website termly with a complete curriculum overview for all subjects for the whole school. The website is updated regularly with homework and support materials on it. All children receive homework, which varies in content, length and frequency by age group. Parent information meetings are held on specific subject areas and Open Evening is another chance to talk to staff. If you need further advice on supporting your child’s learning, please talk to the class teacher.

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

Class trips are always planned to be inclusive and we have taken many children with SEND on day and residential trips. A rigorous risk assessment is carried out for trips. Some parents may be involved in planning or delivery of a trip, to ensure the trip is a success for their child.

How accessible is the school environment? 

The school is on a flat site and is single storey, so is relatively accessible. There is a disabled toilet available. Adaptions are made where necessary to improve access for children or adults with specific needs.

How will the school prepare and support my child at times of transfer? 

All children require support prior to and during transition. Children with SEND may need additional visits to a new class or school. The Year 6 teacher and the Inclusion Manager will discuss children with SEND with their receiving secondary school, and relevant paperwork is forwarded on.

How are the school’s resources allocated and matched to children’s special education need? 

The school’s SEN budget is mostly used to provide additional staff support or resources that will directly benefit children with SEND. In a very few cases the school will apply for, and be granted, Exceptional Needs Funding from the county budget. This funding is allocated to a particular child and the school may use it in whichever way most benefits that child.

How is the decision made about how much support my child receives? 

Decisions are made by the Head Teacher, Inclusion Manager, in consultation with the staff. Any decision will reflect the needs of the whole school as well as the needs of the individual child.

How can I find information about the Local Authority’s Local Offer of services and provision for children and young people with SEND? 

Go the website offer.

What are the school's admission arrangements for pupils with SEN or disabilities? 

Please see our Admissions Policy below. (including Supplementary Information Form)

What are the steps the school has taken to prevent pupils with SEN from being treated less favourably than other pupils? 

Please see our Accessibility Plan and Equalities Scheme below.

Any questions? 

Please talk to us. If you feel unable to do this then you can contact the Parent Partnership Service who may be able to answer your questions or support you in talking to us. We also have a complaints policy that you may wish to read.

Who’s Who at Our Lady School?

Mrs Ciara Nicholson – Head Teacher
Mrs Liz Tye - Inclusion Manager
Mrs Emma Locke – Deputy Head Teacher
Mrs Rosa Phillips - Head of Key Stage 2
Miss Jill Westbury – Business Manager
Miss Joanne Chico – Inclusion Governor.

 Our Lady School Support

Social Skills programmes/support including strategies to enhance self-esteem

  • Circle Time
  • Social Skills groups
  • Worry boxes
  • Named listener adult for each child to speak to
  • Celebrating assemblies celebrating achievements
  • Head Teacher Awards
  • School colours badges
  • Involvement of Educational Psychologist
  • Involvement of Family support Worker

Access to a supportive environment – IT facilities/equipment/resources (including preparation)

  • ICT resources including interactive white boards, Purple Mash, Sam Learning, Expresso, Websites i.e. – Hit the Button, CBBs, Videos, YouTube, Top Marks, Phonics Play.
  • Hand held learning response system
  • Alphasmarts
  • Coloured overlays, coloured overlay reading rulers, cream paper
  • Writing slopes, pencil grips, left handed scissors
  •  Alphabets, word grids, planning sheets, working walls, number displays, dictionaries
  • Radio aid
  • Involvement of Leys SpLD Base, HI & VI Service
  • Ipads

Strategies/programmes to support speech and language

  • Delivery of planned programmes, including Social Skills, recommended by Speech and Language Therapy Service (SALT)
  • Members of staff trained in Speech and Language strategies
  • Use of talk partners
  • Use of Black Sheep Press resources for developing understanding of language
  • Use of communication in print resources
  • Use of recordable devices such as “talk cards”, audacity and tuffcams
  • Involvement of Specialist Speech and Language Service

Mentoring activities

  • Y6 Buddies for EYFS
  • Y2 and Y3 Buddy system
  • Older children acting as play leaders
  • Peer mentoring
  • Mentoring with Family support worker for individual children if necessary. 

Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs/fine and gross motor skills

  • Delivery of planned programmes by Occupational/Physiotherapy services
  • Specialist skills group for children requiring concentration, strength, coordination and balance.
  • Sports Apprentice actively supporting children in PE, Games lessons and on the playground to take part to the best of their ability.
  • Cup stacking games, skipping, multi skill games, golden mile

Strategies to reduce anxiety/promote emotional wellbeing for children and parents

  • Pastoral support provided by trained Well being Governor and some staff
  • Transition meetings with parents/buddies to ensure smooth transition across classes
  • Comprehensive Transition Programmes to secondary school for children with SEND
  • Home/School communication books for individual pupils
  • IEP meetings with parents, staff and pupils
  • Parent surgeries/consultation evenings
  • Meet and greet at the start of each day
  • Staff ‘hand over’ children at the end of the day – available for brief discussion
  • Appointments with staff and parents
  • Coffee mornings/information talks for parents of children with SEND
  • Liaison with Parish and services in the school and church
  • Head and Inclusion Manager available by appointment
  • Referral to external agencies such as CAMHs and STEP 2 for individual children.
  • Education, Health and Care Plans
  • Offer range of support from Hitchin Partnership

Strategies to support/develop literacy including reading

  • First Quality whole class teaching and small group teaching with planned differentiation
  • Graded reading books for EYFS, KS1 and KS2
  • Specifically trained Teaching Assistants for Literacy
  • Individual and group programmes
  • Early Morning Writing groups
  • Early Morning Reading/Comprehension groups
  • Early Morning spelling and reading groups
  • Planned phonic programmes for individuals and groups
  • Parent information meetings on reading and writing.
  • Shared reading with parents for EYFS and KS1 children
  • Writing and planning grids available
  • Referral to Specific Learning Difficulties Base and Educational Psychologist for individual children.

Strategies to support/modify behaviour

  • Behaviour Policy composed by School Council
  • Rights Respecting modelled behaviour throughout the school
  • Class charters/pupil charters/parent charters/governor charters
  • Home/School Agreement
  • Reward systems – celebrating good behaviour with stickers, charts, badges
  • Playtime support
  • Behaviour Support Plans
  • Behaviour Referral
  • Role models in Y6

Strategies to support/develop Numeracy

  • First Quality whole class teaching and small group teaching with planned differentiation
  • Specifically trained Teaching Assistants for Numeracy
  • Individual and group programmes
  • Early Morning Maths groups
  • Resources
  • ICT programmes
  • Maths for Six (confidence building in Maths) after school tuition
  • Referral to Specific Learning Difficulties Base and Educational Psychologist for individual children.

Provision to facilitate/support access to the curriculum

  • Pre-teaching concepts/vocabulary
  • Personal targets
  • Teachers’ plans address individual targets for SEN children
  • Termly pupil progress meetings
  • Curriculum letters to parents/carers
  • Guidance and homework on website updated weekly
  • Newsletters

Strategies to support independent learning

  • Independent learning ethos across whole school
  • Targets clearly communicated to children
  • Visual timetable
  • Homework
  • Success criteria
  • Learning Partners

Support/supervision at unstructured times of the day including personal care

  • Older children acting as mentors and monitors
  • Additional adult support for targeted children
  • Training for MSAs to recognise the needs of individual children
  • Care Plans
  • Involvement of School Nurse
  • Sports Apprentice and TAs assisting vulnerable pupils
  • Lunch time Buddy System

Planning and Assessment

  • Hertfordshire for Learning Assessment Criteria used throughout KS1 and KS2
  • Individual Support Plans for children who need specific additional support
  • Personal Education Plans for Children Looked After
  • Pupil Progress Meetings
  • Target setting
  • Whole school support register
  • Class Concerns List
  • Assessment of individual children’s needs through tools e.g. BPVS (language skills), WRIT (cognitive skills) etc
  • RaiseOnline and AM7 (recognised schools' database) used to analyse effectiveness of interventions.

Liaison/Communication with Professional/Parents, attendance at meetings and preparation of reports

  • Parent consultation evenings
  • Parents consulted and informed of additional intervention programmes
  • School reports and levels
  • Regular referral to and communication with Educational Psychologist, Speech and Language Therapists, Specific Learning Difficulties Base, Child and Assessment Development Centre, Advisory Teachers for children with ASD (Autistic Spectrum Disorder), Advisory Teachers for children with sensory impairments, ADHD (Attention Deficit Hyperactivity Disorder) nurse, CAMHs (Children, Adolescent, Mental Health Service) and the School Nurse.
  • Reports compiled by Inclusion Manager for external professionals
  • Teacher or Inclusion Manager can attend first meeting at CDAC (Child Development Assessment Centre) with parents and child when appropriate.
  • Professional links made to Woolgrove (Special Needs) school, Letchworth.
  • Inclusion Manager or Head will attend TAF (team around the family) meetings for individual children
  • Inclusion Manager to attend termly SEND briefings
  • Inclusion Manger to attend termly SEND cluster meetings
  • Coffee mornings/information talks for parents of children with SEND
  • Meetings with Head, Inclusion Manager and Class Teachers by appointment

Access to Medical Interventions

  • Access to and support from the School Nurse.
  • Staff trained to use Epi-pens
  • Asthma boxes in each class and clear policy for use
  • With parents develop individual strategy for significant medical needs and allergies
  • Trained staff to give medication to children with complex conditions.
  • Staff with Paediatric First Aid training always on site.

For children with complex SEND, the school will liaise with parents and professionals which may lead to an application for an EHCP (Education, Health and Care Plan) and/or additional funding to support a child, known as Exceptional Needs Funding.

Our Lady Primary School Quality SEND Offer