As required by the 1993 Education Act, St Mary's has produced a formal written statement of its policy relating to special educational needs. It is estimated that 20% of children may have some form of special educational needs at some time. The concept of 'special educational needs' is a broad one encompassing many different kinds of learning difficulty. A learning difficulty exists where a child learns at a significantly different rate from most children of the same age, or where a disability limits or prevents access to the usual educational facilities. Many learning difficulties are temporary and can be overcome with short-term extra teaching input, others are longer term and need specialist input throughout a child's school career. The Staff and Governors of St Mary's Academy believe that all children attending the school, whatever their educational needs and abilities, deserve and should receive a broad and well balanced education. This belief underlies teaching throughout the school. Children with special educational needs have access to all activities within the school, all the children work and play together. If you feel that your child is not progressing at the same rate as others in their year group you should approach their class teacher in the first instance to discuss your concerns. If necessary a programme of action will be agreed with the school's Special Educational Needs Co-ordinator who will monitor and review progress. You will be kept informed and involved throughout - a requirement of the Government's Code of Practice, and which the school whole-heartedly endorses and supports. If you wish to find out more about the school's special educational needs policy please approach Mrs Martin (the Special Educational Needs Co-ordinator 'SENCo'), Miss Attenborough (Deputy SENCo) or Mrs Sue Steptoe (Governor with responsibility for Special Needs).
School
Offer for St. Mary’s CE Academy
Under the
Children and Families Bill which became law in September 2014, Local
Authorities are required to publish, and keep under review, information about
services that they expect to be available for children and young people with
disabilities and Special Education Needs aged 0-25. This is called the Local
Offer. The intention of the Local Offer is to improve choice and
transparency for families. It is also an important resource for
professionals in understanding the range of services and provision in the local
area. This is our
‘School Offer’:
School Name
|
St. Mary’s
CE Academy, Stotfold
|
Type of
school
|
Mainstream,
Academy
|
Number of
pupils
|
283
|
How is St.
Mary’s accessible to children with SEND?
|
The school
building has wheelchair access and the main part of the building is all
on one level.
There
are two toilets for the disabled.
Ramped access points into the building.
|
Which
policies are available?
|
All
policies are available on website or from school office, including –
Admissions, Behaviour, Complaints, SEND, Safeguarding, Accessibility, Equality Statement, Equal Opportunities
|
How are
children with SEND included in all aspects of school life at St. Mary’s?
|
All children have access to quality first teaching, using a
range of teaching styles to suit different learning needs. A broad and
balanced curriculum is delivered to all.
All classes are supported by a Teaching Assistant for every
English & Maths lesson. Foundation Stage classes have
access to Teaching Assistants/Nursery Nurse all day, alongside experienced
class teachers.
Interventions or ‘catch up’ groups are led by a Teacher or
Teaching Assistant.
All school trips
and visits are fully inclusive. For residential trips, there is close liaison
with the venue and preliminary visits are organised if needed.
Children are
well-supervised during break and lunch time, with play equipment provided to support play activities.
All clubs and
special events are accessible to the relevant age groups. All pupils are encouraged to take part in sports days, sporting events, school concerts and any other visits / activities. No pupil is ever excluded from taking part because of their SEN or disability.
|
How are
children identified as having SEN?
|
If a child continues to have difficulty
after intervention or has a high level of difficulty when they join us, they
may be considered to have special educational needs (SEN) and placed on the SEND register. Parents will be informed of this. Staged Response Class teachers will assess children to
identify their strengths, needs and the extra help they require. As a Local
Authority, Central Bedfordshire have adopted a
staged response to providing additional support for pupils with SEN or
disabilities. At Stage 1 extra or different
support is provided to that of most children their age. This may involve: • extra
help from a teaching assistant in class • small
group or individual support out of class • alternative
resources such as a sloping board, ICT access, visual prompts. If a child continues to have difficulty
even with this extra support, they will move to Stage 2 when we will
seek professional advice from: • Speech
and language therapists • Visual/hearing
impairment teachers • Health
professionals • Educational
psychologists • Behaviour
professionals
If
a child’s needs are complex or severe, Stage 3 involves an assessment of
education health and care (EHC) by the Local Authority to determine the needs
to be met in an EHC Plan (EHCP).
|
How would
St. Mary’s support a child with SEN?
|
The head teacher, SENCo, Deputy SENCo and staff,
supported by the school governors decide on the deployment of resources based
on needs in the school. Class teachers plan lessons according to the specific
needs of all groups of children in their class. Teaching is based on what the
child already knows, can do and can understand . The curriculum is differentiated to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson etc. Support staff, under the direction of
the class teacher, can further adapt planning to support the needs of the child. Specific resources and strategies will
be used to support children individually and in groups. Recommended aids will be used where required, for example, laptops, coloured overlays, writing slopes, visual timetables etc. Children will have SMART (specific,
measurable, achievable, realistic, time-scaled) termly or half-termly targets in their
individual education/behaviour and SEND support plans. Progress towards these targets is monitored through cycles of 'Assess, Plan, Do, Review'. Children may have a Care Plan. If a child has been
identified as needing more specialist input, referrals will be made to outside
agencies to advise and support the school in enabling the child to make
progress. Parents will always be asked to give their permission before the
school makes a referral to a specialist provision e.g. the Educational
Psychologist.
The school (or parents) can request that the
Local Authority carry out a statutory assessment of a child’s needs. Following
the submission of paperwork, the LA will decide if the child’s needs are
severe, complex and lifelong and therefore require additional help to make good
progress. If this is the case they will write an EHC (Education Health and
Care) Plan to outline the support the child will receive from the LA, how it
should be used and what strategies must be put in place.
|
How are parents of children with SEND
supported and involved in the child’s provision?
|
We have an ‘Open door’ policy and build strong and
open relationships with parents. Parents are informed
of their children’s progress twice yearly through parent’s evenings and an
annual report. There are also opportunities for informal discussions as
appropriate. Individual Education
Plans (IEPs), Behaviour Plans (IBPs) and SEND Support Plans are written by the
class teacher and SENCo / Deputy SENCo after discussion with the parents and child. They are
reviewed at least 3 times a year.
Education, Health Care Plans (EHCPs) are reviewed
annually, with short term outcomes reviewed on a termly or half-termly basis.
|
How are
children supported with transition?
|
There are a number of events that take place during the year,
but especially in the Summer term which aim to smooth the transition to the
Middle schools through activities and shared learning. Additional visits can
be arranged for those children who need them.
The SENCos from the Lower and Middle schools meet to discuss
needs and interventions to ensure a smooth transition for the more vulnerable
children. There is also liaison between Nursery provision and the school prior to entry to Foundation Stage. There is also close liaison between class teachers within St. Mary's to aid transition from one class / year group to the next, with support plans and activities put in place if applicable.
|
What support for a child’s overall
well-being is provided by St. Mary’s?
|
The class teachers
and SENCo / Deputy SENCo liaise regularly to ensure that all children are supported in this
aspect. One teacher and three Teaching Assistants are trained in emotional
well being and provide small group or 1:1 support where necessary.
|
Who should I talk to at St. Mary’s Academy
about my child’s Special Educational Needs?
|
The class teacher who is responsible for checking on the
progress of your child and identifying, planning and delivering any
additional help your child may need.
The SENCo or Deputy SENCo who are responsible for developing and reviewing the
school’s SEND policy, making sure records are kept, liaising with outside
agencies and coordinating support for children with SEND.
The Headteacher who is responsible for the day to day management
of all aspects of the school, including the support for children with SEND.
The SEND Governor who is responsible for making sure the school
has an up to date SEND policy, making visits to understand and monitor the
support given to children with SEND and making sure that the necessary
support is given for any child who has SEND.
Contact by: speaking to them at the end of the school day to arrange
an appointment, or by telephoning the school. School contact telephone number
– 01462 730343
|
Please follow
this link for information on the Local Offer provided by Central
Bedfordshire -
https://www.centralbedfordshire.gov.uk/info/15/sen_and_disability_-_local_offer/134/about_the_local_offer
If you want advice from professionals outside school you may find the following
numbers helpful: 'SNAP' - parent carer forum http://www.snappcf.org.uk/ 07984545044 Parent Partnership: 'SENSIASS' - CBC SEND Information, Advice & Support Service 0300
300 8088 https://www.centralbedfordshire.gov.uk/info/15/special_educational_needs_and_disability_-_local_offer/141/central_bedfordshire_special_educational_needs_and_disability_information_advice_and_support_service
School admissions: 0300 3008037
School Nurse Service: 01525 631150
CHUMS: www.chums.uk.com 01525 863924
Carers in Bedfordshire: www.carersinbeds.org.uk 0300 111 1919
Autism Bedfordshire: www.autismbedfordshire.net 01234 350704
Outside In:www.outsidein-solutions.com 07817 212845
Child Development Centre: 01234 310278
Parenting Programmes in Central Bedfordshire: www.centralbedfordshire.gov.uk/parenting
|
 Updating...
Ċ Keeley Etere, 12 Feb 2020, 08:12
Ċ Keeley Etere, 8 Feb 2021, 04:19
Ċ Keeley Etere, 27 Oct 2016, 08:12
Ċ Sam Bishop, 14 Sept 2015, 01:43
|