1. St Cuthbert’s RC Primary School
SEN INFORMATION REPORT
St Cuthbert’s RC Primary School
We are an inclusive school and ALL teachers at St Cuthbert’s RC Primary School:
Use their best endeavours to ensure that the necessary provision is made for any individual who has SEN.
Are responsible and accountable for all pupils in their class wherever or with whoever the pupils are working.
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3. Staff 2017-2018 Assess Plan Review Do Headteacher: Mrs E Dodsworth
SEND Governor: Mrs F Knight
SENCO: Mrs A Glover
PSA/Mentor: Mrs F Knight
Attendance Support: Mrs V Pearce
Contact:
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4. School Core Offer
At St Cuthbert’s RC Primary School we aim to support the needs of pupils with Special Educational Needs and/or Disabilities and are aided by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. We aim to be as inclusive as possible, with the needs of pupils with Special Educational Needs and/or Disabilities being met in a mainstream setting wherever possible if families wish this to happen.
All pupils are taught by their Class teacher via excellent targeted classroom teaching also known as Quality First Teaching
For your child this would mean:
That the teacher has the highest possible expectations for your child and all pupils in their class.
That all teaching is based upon building upon what your child already knows, can do and can understand.
At times the teacher may direct a class based Teaching Assistant, to work with your child as part of normal working practice.
Differentiated activities and different ways of presenting information are in place so that your child is fully involved in learning in class.
Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support children.
Your child’s teacher will have carefully checked on your child’s progress and may decide that gaps in their understanding/learning requires some extra support to help them make the best possible progress. All children in school may access this as part of excellent classroom practice.
Specific group work for a smaller group of children may be used. This group, often called intervention groups by schools, may be: run in the classroom or outside in a work area, run by a teacher or a Teaching Assistant who has had training to run these groups.
All pupils have access to the support available from Specialist groups run by outside agencies e.g. Speech and Language therapy,
Educational Psychology, Specialist Learning Teachers, Occupational therapy, Behaviour Support or Tamhs.
The new SEN Code of Practice (0-25) promotes the use of a graduated approach Assess, Plan, Do ,Review.

5. Assess Plan Review Do More information More information
Teachers plan, deliver then assess. If concerns continue then differentiated activities will be prepared. The SENCo will be informed and a cause for concern may be completed.
Parents can contact the SENCo, Mrs Glover, before/after the school day. An appointment can be made to have an in depth conversation.
We offer a variety of teaching styles, programs and strategies to enable pupils to achieve their full potential, This is our CORE offer available to all pupils.
Parents can contact the Class Teacher before/after school or by telephone.
Pupils are fully involved in their learning, being made aware of objectives and targets.
SEND pupils will be included in classroom activities. Their tasks will be prepared and marked by the Class Teacher. They will be taught directly by the Teacher at several points during the week.
We are fortunate to have a number of experienced Teachers and Teaching Assistants on our staff and we share our expertise. Teachers may also seek advice from external agencies.
We ensure that information about a child/ young adult’s SEND or EHC plan is shared and understood by teachers and all relevant staff who come into contact with that child.
We will include parents and the child in a planning overview.
Our school will aim to teach and fully support pupils with SEND.
All SEND children have the same right to facilities and extra curricular activities.
We carefully plan for transition for children with SEND.
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Keeping in touch with the parent/carer is vital.
You will be updated informally at least three times a year ( Parents evenings and informally in the summer term). If concerns arise or good progress is made, then a meeting can be organised as appropriate.
All pupils will receive Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching
For your child this would mean:
That the teacher has the highest possible expectations for your child and all pupils in their class. Differentiated activities will allow all pupils to progress.
The services we use to provide for and support our children include Specialist Teachers, Speech and Language, Occupational Therapy, Tamhs counsellors and The Educational Psychologist?
Parents will be asked for permission before any agency becomes involved and they will kept informed of engagement in additional provision, receiving reports and updates.
We encourage parents to become involved in the additional provision. Often meetings can be arranged with the relevant specialists.
We monitor progress via half-termly tracking. Decisions will be made as to how best to move a child forward. Interventions are reviewed to monitor their effectiveness. We also observe teaching to ensure the needs of all pupils are catered for.
Parents/carers find additional information in our SEND policy and also on the Stockton on Tees LA site.
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6. Assess Plan Review Do Policies relevant to SEND
SEN and Inclusion Policy
Equality Policy
Admissions Policy
Complaints Policy
If you have a complaint – click on this
link:
SEN Code of Practice
LA’s Local Offer
Support and advice:
SENDIASS
Tel:
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7. Cognition and Learning
Plan
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental
Health Difficulties
Sensory and/or Physical Needs
This section is about the additional support our school offers children/young people with SEND.
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8. Plan
Communication and Interaction
Access to small group and/or individualised interventions to develop skills in communication, interaction, emotional awareness, self care, flexible thinking
Access to low stimulus area
Flexible approaches to timetable
Modifications to lunch and breaktimes
Enhanced access to additional aids
Access technology
Explicit teaching of generalising skills from one context to another
Careful planning of transitions
Mentoring and buddy systems
Social stories and social skills groups
Access to Speech and Language Therapist
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9. Cognition and Learning
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Cognition and Learning
Regular, individually focused intervention
Increased access to small group support
Practical aids for learning
Phonic development programmes-eg RWI Fresh Start, Lexia
Increased access to ICT- eg visualisers, zoomtext
Flexible groupings
Enhanced access to technical aids e.g. ICT software and/or hardware
Adaptations to assessments to enable access e.g. readers, scribe, ICT
Curriculum will be adapted to meet the learning needs of the child/young person
Delivery and Differentiation
Frequent repetition and reinforcement.
Individual maths tutoring programme-Conquer Maths
Pastoral Peer support for maths and literacy
Homework Club
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10. Social, Emotional and Mental
Plan
Social, Emotional and Mental
Health Difficulties
Access to time out/individual work area
Mentoring (adults and peers)
Individualised rewards system
Access to counselling service-Tamhs
Increased access to additional adults in the classroom
Alternative curriculum opportunities including reduced timetables
Opportunities to develop Social Emotional Aspects of Learning
Visual timetable and social stories
Qualified staff to support behaviour and attendance
1:1 support plans where required
Transition programmes in place
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11. Sensory and/or Physical Needs
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Sensory and/or Physical Needs
School meets statutory requirements of DDA
Zoom text school and home access
Access to a specialist teacher/LSA for the hearing/visual impaired.
Concrete apparatus available to support learning
Access to support for personal care
Therapy programmes delivered in school, designed by specialists e.g. Occupational Therapists, Physiotherapists
Adapted curriculum to enable full access e.g. alternative recording devices, modified PE curriculum
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12. Do DO ALL teachers at St Cuthbert’s RC Primary School:
Use their best endeavours to ensure that the necessary provision is made for any individual who has SEN.
Are responsible and accountable for all pupils in their class wherever or with whoever the pupils are working.
St Cuthbert’s has a high proportion of teaching assistants who have training in a range of SEN conditions.
The school regularly has CPD to improve outcomes for SEN pupils.
Teaching Assistants are responsible for delivering specific
intervention programmes eg Lexia, Catch up, Conquest Maths,
social skills
All trips, visits are risk assessed taking SEN needs into account.
After school and enrichment activities are totally inclusive for all children.
Parents can contact Mrs Dodsworth, Headteacher if they wish to discuss any specific adaptations. Do
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13. Review REVIEW Reviews of SEN pupils take place half termly.
Parents/carers are involved in the review of provision at least termly and more frequently as required.
We hold parent consultation evenings in the autumn and summer terms.
Pupils review their learning and needs in the autumn and summer terms.
Parents receive a written interim report in the spring term and a full report in the summer term.
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14. At St Cuthbert’s we recognise how important it is to ensure that, at times of change, children receive the right amount of support and encouragement to make these potentially stressful events as smooth and non-threatening as possible! Change is hard for any child, but for children with special educational needs it can be very frightening.
When children leave EYFS to go to Key Stage 1, or Key Stage 1 to go to Key Stage 2, some children find the change of room and routine very worrying, and so staff make every effort to ensure children with identified concerns/needs are supported via the following:
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15. o Planned ‘taster sessions’ in the new setting, usually with a familiar member of staff accompanying them and noting any areas of concern which appear to trigger anxiety o An Education Health and Care Plan or Individual Education Plan, which is written by the EYFS teacher to be carried forward into the next phase for continuity-this may incorporate a particular style of visual timetable; prompt cards; particular actions to be carried out in response to particular triggers. o Where a pupil is funded additionally, a member of staff employed to assist this child will usually move up into the next phase with the child o Review meetings before and during early transition involving the parent/carer, pupil and other professionals where deemed appropriate o A curriculum/environment which in part mirrors the EYFS setting for continuity o Handover meetings between staff, involving parents where necessary

16. Key Stage Two- Key Stage Three
When children are preparing to leave the security of St Cuthbert’s, we recognise that some may find the prospect of secondary school to be a daunting one. This can be amplified further for a child with special educational needs.
During the Autumn Term, a child with School Action+ or an EHCP would have an annual review of their special needs and the provision outlined in their IEP. As well as parents, the pupil and other professionals attending the meeting, the SENDCo invites a member of the SEND team from the secondary school to attend the meeting. This supports transition planning in that all partners are aware of the child’s difficulties and can take note of the elements of provision which have been successful in helping the pupil to make progress.
During the review meeting, a transition plan is created to meet the expectations and hopes of all participants. This usually consists of additional visits to the new setting from the Easter Term of the year in which the pupil would access Year 7. It often also consists of tours/visits for parents for information exchange purposes. Often these meetings are arranged between the secondary school and parents without the involvement of the primary school.
Where children do not have a statutory assessment and a specialist provision is viewed as the most beneficial to the child by parents, the pupil and professionals, a statutory assessment would usually be initiated.

17. Transition to/from a specialist provision
Sometimes, pupils at St Cuthbert’s attend a specialist provision in another setting for a time limited period in either a part or full time capacity. When this becomes an option, parents and the pupil are usually invited to the specialist provision for a tour and to meet with staff. They are then able to make an informed choice as to whether this would be right for them. If this is agreed, further visits, often with a member of staff from the home school, are arranged. Review meetings are held during the time the child is in the alternative setting to monitor and evaluate the position. When the child is ready to return to the home school, the transition process is gradual with a clear timetable of events sent to all parties. Once the child is fully established back at the home school, review meetings may still be attended by staff from the specialist provision.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.

18. At St Cuthbert’s RC Primary School and led by the governing body we have forged some extremely effective links in our multi-agency approach to working to meet the needs of pupils with special educational needs. Some of the agencies we work with are:
• CAHMS
• Occupational Therapy (Future Steps)
• Physiotherapist
• Educational Psychologist
• Speech and Language Therapists
• ABC Counselling
• Special Educational Needs Inclusion Team
• Early Help and Social Care Teams
Review Date – Autumn 2018
Governing Body 18
12/4/2018