Special Educational Needs

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.

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

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 and 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.

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).

The head teacher, 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 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. 

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) and SEND Support Plans are written by the class teacher and 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.

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.

The class teachers and 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.

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 who is 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.

Mrs Gemma Martin is the SENCo for Foundation Stage & Key Stage 1. Miss Ellie Attenborough is the SENCo for Key Stage 2.

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 (01462 730343)