Special Educational Needs

Special Educational Needs and disabilities: A guide for parents and carers

SEN information Report 2015/2016

SEN Policy

Local Offer

Stoke on Trent Local Offer

Accessibility

Report on SEN Expenditure 2015-2016

Number of children on the SEN register

8

Level of Grant received

£10800 (statement child)

Focus interventions

Cost

Impact

1:1 for statement child

£16800

 

Group supported work within the classroom setting, differentiated planning by the class teacher.

TA’s paid for PPA time to plan with teacher

15 hrs x 4 staff x £8.74 x 36 weeks = £18878

 

3 hrs x 4 x £8.74 x 36 weeks = £3775.68

 

1:1 reading intervention groups before school

15 mins daily x 3 TA’s = £1179.9

0.25 x 3 x 5 x 36

 

Support from external agencies

No cost at present

 

Individual target teaching to ensure that children’s individual needs are being met

 

 

½ termly updated IEP’s in place for all stakeholders to know, understand and meet

 

 

In-depth marking to help consolidate, broaden and develop children’s understanding

 

 

Weekly differentiated mental maths – identifies individual areas of need = differentiated target teaching.

 

 

 

Last year in September new legislation came into effect under the Children and Families Act and we have adapted our policies and provision to meet this legislation and the new Code of Practice for SEN.

At St Matthew’s Academy we are committed to ensuring equal opportunities, inclusion and freedom from discrimination for all our pupils. We value all children in our school equally and strive to ensure that they enjoy equality of opportunity in all areas of the curriculum. We provide a learning environment that values, celebrates and develops the full potential of each child whilst recognising the uniqueness of each individual. We aim to provide a relevant, broad based curriculum within a caring environment in which all pupils work towards their full potential, regardless of their needs or abilities. The school seeks to raise the achievement, remove barriers to learning and increase physical and curricular access to all. All children with SEN are valued, respected and equal members of the school.

Below is a brief explanation of provision for SEN at St Matthew’s Academy and links to more detailed documents including the SEN Policy, the School’s Local Offer and links to useful websites.

SEN Provision

The term 'Special Educational Needs' (SEN) has a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age. Children with Special Educational Needs are assessed when they arrive in school or as soon as their needs become apparent. All teachers have a responsibility to identify and meet the special educational needs of pupils.

Some children may have SEN for part of their school career, others may have needs which extend throughout their time at school (and possibly beyond school) and who consistently need extra provision to meet their needs. Some needs are quite mild, requiring no more intervention than high quality first teaching, regular encouragement and monitoring; some children need carefully differentiated work, while others’ needs are greater, and may require one or more of a range of strategies, varying from extra support provided by a Teacher or Teaching Assistant to the delivery of specific learning intervention materials administered to small groups or even on an individual basis.

At St Mathews’, Mrs Thomas our Principal, is also our Special Educational Needs Leader (Inclusion Leader). We also have support staff who work very closely with class teachers to provide extra support to children who are experiencing difficulties at school (e.g. with reading and writing, numeracy, speech). Occasionally individuals or small groups of children may be withdrawn from class for intensive work. Work set in class is appropriate to the abilities of all the children, and the teachers’ group children in a variety of ways according to the activity and the teaching objectives; by working with groups when appropriate the teacher can maximise the contact he/she has with individuals.

Your child’s progress at school

Teachers' on-going assessment and ½ term Pupil Progress Meetings will provide information about areas where a child is not progressing satisfactorily. Under these circumstances, teachers will initially consult the SEN Leader to consider what else may be done. Various strategies may be tried and if this does not lead to adequate progress, the strategies will be reviewed and this in turn may lead to the conclusion that the pupil requires help over and above that which is normally available within the classroom. The strategies employed will be recorded on a provision map.

A record of every child on the SEN register logs their needs, the support they have received and their progress and is kept by both the teacher and SEND leader.

All children on the SEN register have an individual provision map and will be having Personal Pupil Passport which identify the child's needs, targets areas of particular difficulty and record interventions. These documents identify the steps that are to be taken to support the child's learning, learning targets and a date for reviewing progress. They are discussed with both the child and parents. Parents are invited to reviews which assess progress made under the current plan and set new targets. These records will replace the system of Individual Education Plans (IEPs).

Where the school alone does not have the resources to provide sufficient help for the child a full assessment is carried out and, if the authorities agree to a ‘Education, Heath and Care Plan’(EHCP), help is provided from central funds. This procedure applies to very few children. (This process will replace the system of Statutory Assessment and the issuing of a ‘Statement of Special Educational Needs.’ Any pupils who currently have a Statement will have them converted to an EHCP as part of the review process.

Many children make good progress when given some extra help and are then no longer recorded on the SEN register; others will continue to need support if they are to make progress in the curriculum.

Inclusion

St Matthew’s seeks to promote equality through Inclusion. All pupils are given equal opportunities and are treated with respect and courtesy. Confidentiality is recognised and respected at all times.

The 3 key principles for inclusion at all levels of curriculum planning, as outlined in the SEN Code of Practice, are:

  1. Pupils with SEN are entitled to be given suitable learning challenges, relevant to their abilities, set for them. This is achieved through appropriately differentiated work and clear learning objectives linked to a Personal Pupil Passport.
  2. The school ensures that action is taken to respond to pupil’s diverse learning needs through provision of appropriate resources and support and removal of barriers to learning. (There is a separate policy for the gifted and talented.)
  3. The school helps to overcome potential barriers to learning and assessment for individual and groups of children by establishing an environment where they can achieve their personal best. This is achieved by offering individual and group support from teachers, other professionals, facilities and resources from within the school and outside wherever possible.

Policies and Contacts

We have a Special Educational Needs policy which is available to any parents. Our policy follows the new Code of Practice for pupils with Special Educational Needs 2014 and the Equality Act 2010.

Mrs Y Thomas

Should you have questions about SEN provision at St Matthew’s Academy please do not hesitate to contact the school.

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