Our Lady of the Angels Catholic Primary School (formerly Queensway)

SEN Information

What special education provision is available at our setting?

• Disabled access to all areas including toilets and outside play areas and playing field.
• Our staff have a wide range of training and experience of working with children with a varied range of needs including:
• Physical disabilities
• Communication and Language support including Language Link, Makaton, visual timetables etc
• Autistic Spectrum disorder
• Moderate Learning difficulties, global developmental delay
• Social, Emotional and Mental Health difficulties (Thrive support and Attachment Aware staff)
• Specific medical conditions including epilepsy and asthma 
• Hearing impairment
• Visual impairment
• Allergies requiring medical interventions such as an epi-pen
• Once a child has been identified as having a special educational need we will liaise closely with parents/carers and all other outside agencies as appropriate
• We attend multi agency meetings with the parents/carers of individual children
• We report on individual children’s progress and share this with parents/carers and other professionals
• We write Individual Learning Plans (ILPs) with targets to work towards and review progress together.

For further information please click this link. 

 

What criteria must be satisfied before children and young people can access this provision/service?

Our Lady of the Angels Catholic Primary is a faith school and part of the Plymouth CAST multi academy trust, we are a small school with a strong sense of family. We promote learning through our Gospel values; humility, compassion, kindness, justice, forgiveness, integrity, peace and courage. We adhere to our Admissions policy and Ofsted registration. We welcome all children aged 4-11 years regardless of disability or special education needs.  We follow the  guidance set in the Equalities Act 2010.

 

How do we identify the particular special educational needs of a child or young person?

• If a concern is raised either by a child’s parents/carers or school staff, we would follow the procedure set out in our Special Educational Needs Policy which can be found here.
• The school SENCO, in partnership with a child’s parents/carers and key worker would gather observations and assessments. Where appropriate we would contact and liaise with other professionals.

How do we consult with parents and/or children and young people about their needs?

• Parents/carers are consulted throughout the process of identifying and assessing a child’s special educational needs.
• They are invited to termly meetings held within the school with the SENCO and/or teacher. We, alongside parents/carers and other appropriate invited agencies jointly write these plans with agreed targets for the individual child.
• Parents/carers are kept informed of any visits by outside agencies.
• Staff will report to parents with regular verbal updates as well as written reports throughout the year with the opportunity to share targets.
• We are aware that the process of identifying and assessing a child’s Special Educational Need can be a difficult time for parents/carers.  We would ensure that we support parents throughout a child’s time and would signpost parents to appropriate agencies and support networks. There are opportunities for parents/carers to give feedback about aspects of the school on a regular basis to ensure needs are met.
• Where appropriate, children play an active part in their own target setting and development towards their next steps.

What is our approach to teaching children and young people with special educational needs?

We have regard to the DfE Special Educational Need Code of Practice, ensuring our provision is inclusive to all children with special educational needs.

We ensure that our inclusive admissions practice ensures equality of access and opportunity.

We provide a broad, balanced curriculum that is effectively scaffolded and differentiated to ensure that all children with special educational needs can access it.  We aim to build up pupil resilience and independence.

We set specific, measurable, achievable, realistic and timely targets using our own SEN core progression steps document ensuring that all pupils with SEND master the core skills required to become successful learners.   This enables us to demonstrate progress for all pupils at a pace that is individual to them. 

Varying levels of support are provided which match closely and as effectively as possible to the child’s needs. Most provision is class based but sometimes children are withdrawn for group or individual support. This type of support would be for short focused interventions whilst allowing for access to a broad and balanced curriculum.

How can we adapt our curriculum for children and young people with special educational needs?

We use a system of planning, implementing, monitoring, evaluating and reviewing Individual Learning Plans.

We liaise with other professionals involved with a child with special educational needs and seek advice wherever necessary.

We provide trained and experienced staff to support individual children. Staff  employ a range of support strategies, making adaptations to their communication and the activities available.

We provide appropriate resources and interventions to ensure children with special educational needs have access to the curriculum at an appropriate level. For example: programmes such as Language Link and Nessy, sensory activities and equipment, adapted mark making tools and scissors, writing slopes, precision teaching, individual learning kits containing tools to support them in reaching their personal targets.

We ensure that children with SEN access a broad and balanced National Curriculum by differentiating and adapting tasks that will move them on in their learning and help them achieve their personal goals. Children may work in small groups or receive individual learning tasks planned in consideration of the children’s learning style.

Trips and residentials are made as inclusive as possible or reasonable adjustments are made to ensure children with SEN are able to have some off site experiences.

How will we ensure we get the services, provision and equipment that children and young people need?

By planning, implementing, monitoring, evaluating and reviewing Individual and Learning plans and working closely with outside agencies to ensure children with SEN have the appropriate provision and equipment.

How is this provision funded?

The school budget includes money for supporting pupils with SEND. If after further assessment a child’s needs require more specific support beyond our usual capacity, then we would apply to the Local Authority for Additional Funding for Support, which would enable us to provide the appropriate additional provision.

The Head Teacher and school Governing Body decide on how the budget should be allocated.

The school is proactive in applying for grants for resources, we have had three successful applications to enhance our schools accessibility. 

What additional learning support is available for children and young people with special educational needs and how do they access it?

By working in partnership with other agencies, we are able to access additional learning support for example working with Mayfield school and accessing their outreach support for ICT and visual impairment.

Targeted support for pupils may involve all or some of the following:

• small group support
• withdrawal of a small group or individuals for additional support
• use of specialist resources
• multi-sensory resources to suit learning styles
• support in reading e.g using Nessy dyslexia programme or reading recovery intervention
• table top resources so as to reduce cognitive load e.g. High Frequency Wordlists, number squares, number lines etc.

How do we support and improve the emotional and social development of children and young people with special educational needs?

We have adopted the Thrive approach at Our Lady’s, through which we assess, develop and review children’s emotional well-being.

We are supported by our Educational Psychologist as well as Behavioural Support from Chestnut Outreach, the school nurse team and CAMHs (Children and Adolescent Mental Health Team).

As part of making our environment better for children with emotional needs we have a lunch club provision (temporarily postponed due to cross infection) and an outdoor sensory zone for children who struggle at lunch times in a larger playground.

We are an Attachment Aware school with two practitioners fully trained.

We offer workshops for parents to help understand their child’s emotional well-being.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

All children joining Foundation Stage will have transition plans in place. This could be through liaison with parents/carers or/and with pre-school providers. Our Foundation Stage staff meet with the staff of our main feeder pre-school Holy Angels to discuss each child’s needs, strengths and where they may need extra support. Pre-school/nursery children come with a Foundation Stage passport or a Learning Journal which documents their progress in learning to date.

For children who have been identified with SEND prior to entry, the SENCO and Foundation Stage teacher, will become involved in meetings well before entry. Where an Educational Health Care plan is in place, a meeting with all the parents/carers and all the professionals involved will be held prior to entry, to plan for a smooth transition.

For pupils in years 5 and 6 with additional needs secondary transition is discussed at parent/carer consultations or Education Health Care plan reviews.  Parents/carers are advised to visit their preferred secondary schools and speak to the SENCO. During the summer term of year 6 staff from feeder secondary schools visits to discuss the needs of pupils and extra transition arrangements are put into place for children who may be vulnerable.

When a relocation happens outside normal transition points, special arrangements are made, where possible, to help ensure a smooth transition.

What other support is available for children and young people with special educational needs and how can they access it?

Support is offered to children whose emotional difficulties are proving a barrier to moving forward in learning. The school’s sanction and reward policy is consistently used balanced with the Thrive and Attachment Aware techniques to de-escalate certain behaviours.

Vulnerable children are able to access a lunch club whenever they need to, lego therapy is offered to them during this time also.

Some children have communication books to ensure daily contact between home and school. There is close collaboration between parent/carers. 

The school nurse team offers meetings by appointment.

For pupils with additional physical needs, assessment by and intervention from an Occupational Therapist may be needed. Implementation of recommendations by an occupational or physiotherapist is made by an allocated member of staff. Some children may need additional resources which we try to provide wherever possible.

Some children need extra support from the speech and language service. Referrals are made from school. Where a more specialist assessment is needed a referral is made to the outreach service for speech and language. Where extra support is needed, the strategies recommended are implemented by TAs or class teachers under the direction of the SENDCO.

For pupils who require extra support in the form of medical intervention they may require an individual healthcare plan.  Staff members are trained as needs arise for particular pupils e.g the delivery of Epipen medication, gastrostomy feeding, managing epilepsy etc. Some pupils may require intimate care for a toileting issue, this would be agreed by and signed by the parent and staff implementing the plan.

What extra-curricular activities are available for children and young people with special educational needs?

Some of our children attend breakfast and after school provision, at our main feeder pre-school Holy Angels, which is on the school site.

There are many after school or lunchtime clubs run by school staff and some run by outside agencies. The after school activities vary, depending on the age of your child. This extra curricular provision is fully inclusive and any child can attend. For example, choir and drama club.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

Parents/carers are invited to discuss Individual and Learning Plan reviews. These provide opportunities for all involved in supporting a child with special educational needs to assess and review a child’s progress.

Parents will also have regular opportunities to meet with their child’s teacher and/ or SENCO.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources:

• Individual Learning Plan reviews
• Progress meetings
• Parental and external agency views
• Local Authority monitoring
• Supervision and Appraisals
• Inspections and Complaints. 

Continued professional development for all staff is highly valued at Our Lady of the Angels. Areas for development are highlighted and discussed at the annual performance management reviews for every member of staff.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

We ensure that staff training is current and up to date. We liaise closely with other agencies using their knowledge and expertise to provide the best support we can.

If possible, prior to a child with special educational needs starting we would ensure that all staff have appropriate training to meet the individual needs of a child e.g. Gastro tube feeding, epi-pen, standing frame, epilepsy medication

We source and buy in training for staff as required e.g. Makaton

The SENCO has gained the NASENCO award (national award for special needs coordinators) and is an active member of Torbay SEND network.

We have an annual staff training plan delivered by the Educational Psychology service.

New members of staff are introduced to policies and practices as they start work at Our Lady of the Angels.

The SEND governor is an active participant in decision making, policy and procedure as well attending regular training to update knowledge.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Termly ILP meetings with the SENDCO and parents/carers are offered via drop in sessions.

Half termly ‘family cafe’ is provided by our Educational Psychologist for parents to drop in and discuss any issues they may have.

Should parents/carers have a need to speak to teachers and or the SENDCO about progress or provision appointments are made as soon as possible. This would be in addition to parent/carer consultations.

How can parents, children and young people make a complaint about our provision?

If any parent/carer has a concern or complaint they should meet with the class teacher, SENDCO or the Headteacher to solve difficulties or address complaints. In the event of a dispute the Governing Body, LA and Headteacher work closely with parents/carers to resolve the matter.

A complaints procedure can be downloaded from the school website. Contact can also be made with OFSTED the number for this is displayed on the poster in the school reception area.

How can parents, children and young people get more information about the setting?

• Please call 01803 613095 and ask to speak to the Special Educational Needs co-ordinator (SENco) to arrange a visit or request a prospectus
• Visit our website https://ourladyoftheangels.eschools.co.uk/ or email us at admin@olota.uk

 Head Teacher Amelia Harding

 SENDCo Tamsin Corline

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

We complete Early Help referrals which are discussed at a panel meeting and relevant support is allocated. We also host Team around the Family (TAF) and Team around the Child meetings. 

We also work closely with SENDIAS when necessary.

Other agencies we work closely with include:

• Educational Psychologist
• SEN Advisory Team
• Chestnut behaviour outreach
• Eden Park ASC outreach
• Speech and Language Therapy
• Child & Adolescent Mental Health(CAMHs)
• Visual & Hearing Impairment Advisory Teachers
• Physiotherapist/ Occupational Therapy
• School Nurse Team

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

For children looked after by Torbay Council a Personal Education Plan (PEP) is completed.

This is carefully matched to the child’s needs with smart targets. We work closely with the other agencies involved to ensure the children have every opportunity to meet their potential.