Special Educational Needs

As required by the 1993 Education Act, St Mary's has produced a formal written statement of its policy relating to special educational needs.

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 or Mrs Baxter our school SEND Co-ordinators or Ms Sue Steptoe our 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. 


School Name: St Mary's CE Academy, Stotfold

Type of School: Mainstream, Academy

Number of Pupils: 292

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 the website (School Info:Policies) or from the school office, including – Admissions, Behaviour, Complaints, SEND, Safeguarding, Accessibility, Equality Statement and Equal Opportunities

SEND Policy Jan 2024-25.pdf

How are children with SEND included in all aspects of school life at St Mary’s?

All children have access to a broad and balanced curriculum which is delivered to all through quality first teaching and ordinarily available provision.

All classes are supported by a Teaching Assistant for every English and Maths lesson.  Foundation Stage classes have access to Teaching Assistants/Nursery Nurse all day, alongside experienced class teachers.

Interventions 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?

At St Mary’s Academy children are identified as having Special Educational Needs and/or Disabilities (SEND) through a variety of ways including:

·         Concerns are raised by parents/carers, teaching staff or nursery/ previous schools; 

·         Making limited progress, academically, socially or emotionally, even with targeted individualised support 

·         There is a change in the pupil’s behaviour or poor self-esteem which impacts on learning; 

·         Liaison with external professionals;

·         A medical diagnosis;

·         A child asks for help or regularly requires additional support

If you have any concern regarding your child’s progress or well-being then please make an appointment to see your child’s class teacher to discuss your concerns in the first instance. The class teacher may then direct you to the SENDCo who can meet with you, to discuss your concerns in further detail.

 

What are the four areas of special educational need?

At St Mary’s Academy, we are unwavering in our commitment to ensuring that every child has the opportunity to learn, achieve and believe. We believe that a careful and thoughtful consideration of the four areas of special educational need and disability (SEND) is essential in understanding how best to support each child's unique learning journey. Our dedicated staff work tirelessly to create an inclusive environment where all children are nurtured and valued for their individual strengths and needs.

The Four Areas of Special Educational Need and Disability:

1. Communication and Interaction

Children with communication and interaction needs may experience difficulties in expressing themselves, understanding language, or interacting with others. This area includes children with speech, language, and communication needs (SLCN), as well as those with autism spectrum disorder (ASD).

At St Mary’s, we provide tailored support through speech and language therapy, social skills groups, and individualised communication plans. We also work closely with families and external specialists to ensure a holistic approach to each child's development.

2. Cognition and Learning

Cognition and learning needs encompass a wide range of learning difficulties that affect a child's ability to process information, acquire new skills, and achieve academic success. This includes children with specific learning difficulties (SpLD) such as dyslexia, dyscalculia, and dyspraxia, as well as those with moderate learning difficulties (MLD), severe learning difficulties (SLD), and profound and multiple learning difficulties (PMLD).

Our school employs a variety of teaching approaches, including adapted instruction and multi-sensory learning techniques. We also offer additional support through specialist interventions and small group work to ensure that each child's learning needs are met.

3. Social, Emotional, and Mental Health Difficulties

Children with social, emotional, and mental health (SEMH) difficulties may struggle with managing their emotions, forming positive relationships, and maintaining appropriate behaviour. This area includes children with conditions such as anxiety, depression, attention deficit hyperactivity disorder (ADHD), and conduct disorders.

At St Mary’s, we prioritise the well-being of our children by providing a nurturing and supportive environment. We collaborate with external agencies to ensure comprehensive support for each child's mental health needs. This is also demonstrated in our Therapeutic Behaviour Policy which focuses on a restorative approach to teaching behaviour.

4. Sensory and Physical Needs

Sensory and physical needs refer to difficulties related to a child's physical abilities or sensory processing. This includes children with visual impairments (VI), hearing impairments (HI), and physical disabilities, as well as those with sensory processing disorders.

We are committed to providing an accessible and inclusive learning environment for all students. Our school facilities are equipped with necessary adaptations where necessary, to support children with physical and sensory needs. We also work closely with occupational therapists, physiotherapists, and other specialists to develop individualised support plans that address each child's specific requirements.

 

At St Mary’s Academy, we recognise that every child is unique and deserves the opportunity to thrive. By carefully considering the four areas of special educational need and disability, we are able to provide personalised support that empowers each child to reach their full potential.


How would St Mary’s support a child with SEN?

The head teacher, SENDCo 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 individual children in their class and implement ordinarily available provision as appropriate. Ordinarily available provision may include, but is not limited to:

 

·         Guide/prompt sheets for reading and writing.

·         Working with a partner.

·         Small group work with adult led instruction.

·         Information presented in different formats.

·         Pen grips/writing slopes, wobble cushion.

·         Task planners.

·         Teaching that focuses on next steps.

·         Social stories.

·         Explicit instruction from an adult. Steps can be presented in varied formats.

·         Visual supports.

·         Concrete resources in maths.

·         Tactile objects/real references.

·         Memory games.

·         Breaking learning down into small manageable chunks.

·         Environment adaptions.

·         Emotional Literacy support.

·         Coloured overlays.

·         Different options for how to do work.

·         Use of ICT.

 

If support additional to ordinarily available provision is required, the school will implement a graduated response in line with their SEND Policy.

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/carers 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' (a document which identifies the provision needed, sets realistic targets and monitors progress) are written by the class teacher and SENDCo after discussion with the parents and child. They are reviewed at least termly.

Education, Health and Care Plans 'EHCPs' (a legal document that outlines a child's needs and the support they need to achieve their goals), are reviewed annually, with short term outcomes reviewed on a termly or half-termly basis.

 

Parents/carers are invited to attend termly coffee events hosted by the school’s SENDCos.

How are children supported with transition?

There are a number of events that take place during the year, but especially in the summer term. These events aim to smooth the transition to the middle schools through planned activities, visits and shared learning. Additional visits can be arranged for those children who may benefit from them.

 

The SENDCos liaise with pre-school and middle school staff to discuss the individual needs of children transitioning between settings. There is also close liaison between class teachers within St. Mary's to aid transition from one class to the next.

Please follow this link for information on the Local Offer provided by Central Bedfordshire -

https://Localoffer.centralbedfordshire.gov.uk

If you want advice from professionals outside school you may find the following numbers helpful: 

'SNAP' - parent carer forum https://www.snappcf.org.uk/ 07984545044

'Young Minds' - https://www.youngminds.org.uk/ 

Call 111 Option 2 - 24/7 ALL AGES - Young people can talk to a CAMHS professional directly who can arrange additional support.

CAMHS - https://www.elft.nhs.uk/services/north-bedfordshire-camhs?ID=201 

More-Life - Weight management programme for children and families, information and self-referral form available via https://www.more-life.co.uk/what-we-do/our-services/in-your-area/bedford/

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:  https://www.centralbedfordshire.gov.uk/info/5/school_admissions 

School Nurse Service: 01525 631150

Carers in Bedfordshire: www.carersinbeds.org.uk - 0300 111 1919

Autism Bedfordshire: www.autismbedfordshire.net - 01234 350704

Child Development Centre: 01234 310278

Parenting Programmes in Central Bedfordshire: www.centralbedfordshire.gov.uk/parenting