September 2015 Identification of children with Special Educational Needs or disabilities

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A Report from the Governing Body on Pupils with Special Educational Needs and Pupils with Disabilities.
September 2015

Identification of children with Special Educational Needs or disabilities
Assessment of our pupils continues throughout their time at St Peter’s as needs may show themselves at any time due to many differing circumstances. We do this by:

1. Analysing assessment data no less than termly to identify children who are not meeting age related expectations.

2. Class teachers continually monitoring the children in their class.

3. Giving all adults in school the opportunity to discuss concerns re a child at any time

4. Liaising with parents
Many pupils experience delay in their learning and are not making expected progress for a variety of reasons. Many will have differentiated work prepared for them by their class teacher in conjunction with the support staff which will be additional to and different from the curriculum available for the majority of children of their age. Progress at this stage will be tracked three times per year by the schools Tracking Systems and parents kept fully informed.
We record the strategies used to support the child within an One page profile which is written collaboratively by teachers, parents and children. The OPP shows the short-term targets set for the child and the teaching strategies to be used. It also indicates the planned outcomes and the date for the plan to be reviewed. In most cases, this review takes place once a term.

Children have special educational needs if they have a learning difficulty that calls for special educational provision to be made for them.

Children have a learning difficulty if they:

  • Have a significantly greater difficulty in learning than the majority of children of the same age.

  • Have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local authority.

  • Are under compulsory school age and fall within the definitions above or would so do if special educational provision was not made for them.” (Code of Practice September 2014)

If classroom teachers evidence that certain children are still not making good progress they refer children to the SENCO who arranges ADDITIONAL SEN SUPPORT in any or all of the four areas

    • Communication and Interaction

    • Cognition and Learning

    • Social, mental and emotional health

    • Sensory and /or physical.

Once a potential special educational need is identified, four types of action are taken to put effective support in place

1. Assess: 2. Plan: 3. Do: 4. Review

This is known as the graduated support

  • Specialist Services and teachers with additional specialist qualifications may be called upon to provide intensive specific programmes to be followed by all adults coming into active learning situations with the child.

  • Where a pupil is receiving Additional SEN Support, we ensure that appropriate staff meet parents at least termly to set goals, discuss the activities and support that will help achieve them, review progress and identify the responsibilities of the parent, pupil and the school

Individual pupil progress at Additional SEN Support Level are monitored three times per year by the school tracking system and personally by the Head-teacher in conjunction with Parents and the SENCO
Teachers direct TAs to support children which may include small group support in class or withdrawal from class.

Any children identified on the SEN register receives additional support. This is recorded on the school provision map and outlines any support in addition to quality first teaching which is needed for children within the class. Children may receive one to one targeted support with our Learning Support Assistant or may be referred to an outside agency or other service for additional support and advice which can be used by the school to enable the child to make progress. Parents/Carers are invited to meet termly with the class teacher termly to review One page profiles and set new short term targets.

Support for individual pupils has been provided by ; Communication, Language and Autistic Spectrum Support, Light bulb Educational Psychology Learning Support Service, The Hearing Impairment Team and The Speech and Language Therapy team also supported children.
At present, D/SEN pupils make up 6% of the school population with 13 children at Special Needs Support and no EHC plans.


SEN Support



2 children


3 children


8 children

SEND Outcomes
Progress by children with special educational needs is best exemplified by the achievement of 100% level 4 in Maths, 100% Level 4 reading and 90 %level 4 in writing in July 2015 SATs results.
Raise-online data shows children with SEN attained above national average with 100% achieving level 4 in maths and reading.
School assessment data from July 2015 indicates that 100% of SEND made expected progress in all year groups with some pupils making good progress.
Recent lesson observations illustrated very good practice by teachers in their provision for children with Special Educational Needs
The SENCO liaises with the Educational Psychologist and other agencies, completes referrals and bids, updates files , monitors and reviews one page profiles and contact parents.
SENCo and SEND governor have met regularly and at least termly to discuss changes to The Code of Practice, to review the SEND register and to monitor outcomes for pupils.
Significant changes to the SEN policy since the last report

The policy was updated in September 2015. This is available to read online.

Admission arrangements for pupils with disabilities

Pupils with disabilities are admitted into the school in accordance with the school admission policy. The governors would need to ensure that the school had the necessary resources and support to meet the child’s specific difficulties, especially if these were profound. They would need to seek advice from the LA and any other qualified agency.

Details of steps to prevent children with disabilities being treated less favorably than other pupils:

The School’s equality scheme outlines the commitment of the staff and Governors of St. Peter’s Catholic Primary School to promote equality. We will work to ensure that groups with the protected characteristics of gender, race, disability, age, gender reassignment, religion and belief, pregnancy and maternity, marriage and civil partnership and sexual orientation are free from discrimination and harassment. Our school will tackle the barriers which could lead to unequal outcomes for identified groups, ensuring there is equality of access and that we celebrate and value the diversity within our school community

All children within the school are encouraged and when necessary supported to join in the activities of the school. Children with disabilities have always been encouraged to join in all aspects of school life. They are given equal opportunity to take part in assemblies, concerts, sporting activities and school trips. Every Catholic child in Year 3 receives the sacraments of Forgiveness and Holy Communion. Their parents are invited by the parish community to take part in the sacramental preparations.

Details of facilities provided to assist access to the school by pupils with disabilities

There is an outside ramp that leads into the administration block and the school hall. There is access to the Infant and Upper Junior area from outside. However it would be very difficult for children with mobility problems to access the interior areas of the school as they are mainly linked by stairs. The Mobile classroom which houses our extended hours club on the playground is fitted with disabled toilet and access is via a ramp. There is a register detailing pupils with asthma, which is distributed to all staff. Staffs are also notified of children with medical conditions and given appropriate training. Asthma and medical registers are updated annually..

Sinead Barber SENCo September 2015

Honor Murray SEND Governor

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