Upton St James Primary School
Upton St James is a Christian school, serving the needs of the community. Our school has been described as a ‘beacon of hope’ for children and families; developing confident, caring children who are independent, creative learners and who work hard to achieve their best.
We are a Rights Respecting School and the children’s rights, as written in the United Nations Convention on the Rights of the Child, form the core values of our school and are aligned with the Church of England Vision for Education.
We have the highest expectations for our children’s learning, social and emotional aspirations. We want them to have a strong self-belief, self-respect and emotional resilience which will empower them. We work to provide quality learning that develops and extends their skills, ensuring that the school is a fully inclusive, supportive and equal environment where all children know they can achieve success.
We believe ‘every child is an able child’.
Education must develop every child’s character, potential and ability to the full (Article 29, United Nations Convention on the Rights of the Child). All staff and governors have the responsibility to make sure this right is accomplished. This defines the purpose of our school.
Upton St James Primary School is a member of St Christopher's Multi Academy Trust (MAT)
Church of England Primary School
Headteacher: Mrs Claire Prynn
DfEE No: 3120
Number on Roll: 100
Type of School: Voluntary Controlled
Who to contact
Where to go
St. James Road
- TQ1 4AZ
- Age Ranges
- From 5 years to 11 years
- Age Ranges
- From 5 years to 11 years
- Local Offer Age Bands
- Primary (4-10 years)
- SEN Provision Type
SEN InformationA printable version of this form is available in the downloads section.
What special education provision is available at our setting?
Here at St Upton St Jame CofE Primary School we believe in meeting the needs of every child and have a very inclusive approach.
Our school Vision statement is: ‘Rising to our best’ This is supported by our scripture ‘Love your neighbour as yourself’ (taken from Mark 12 v30 – 31).
This means we want every child at our school to be the very best that they can be and reach their full potential. This may look very different for every child. This document demonstrates what this might look like.
All children receive Quality First Teaching from the class teacher.
For your child this would mean:
- That the teacher, through strong subject knowledge, has high expectations for your child and all pupils in their class.
- That all teaching is based on building on what your child already knows, can do and can understand.
- Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve more practical ways of learning.
- Our graduated approach to meeting every child’s needs is through the use of the Graduated Response Tool.
In addition to this, facilities and support include:
- Specific strategies suggested by the SENDCo (Special Educational Needs Co-ordinator) or outside agencies involved with the child.
- Specific group work with a smaller group of children (often referred to as intervention groups).
- Designated areas for 1:1 interventions or small group support.
- Boxall approach throughout the school to support emotional and social development.
- Group work led by our pupil engagement officer
- iPads access technology.
- Specific Learning Difficulties interventions
- Advice and support from School Nurse.
- Family Support Worker and Welfare and Attendance Officer.
- Close liaison between health visitors and social workers.
- Speech and Language Therapist.
- Access to Mayfield, Combe Pafford, Visual Impairment and Chestnut outreach.
- A range of Literacy and Maths interventions
What criteria must be satisfied before children and young people can access this provision/service?
We are an inclusive school and consider placements for any child aged 4-11.
We follow the guidance as laid out in the latest Equalities Act.
We work in close partnership with parents/carers and other parties/agencies to meet children’s needs.
Having established the child’s needs we access training and/or resources to make every reasonable effort to enable the child to access our provision.
For admissions criteria please visit our website
How do we identify the particular special educational needs of a child or young person?
At Upton St James, we continually assess and observe every child and record their progress. Through this and dialogue with parents/carers any concerns are identified. The class teacher will initially put in place support, such as pre-teaching. If this level of intervention does not achieve the required support at this point we would look to put in measures which are additional to and different from the mainstream support. At this point, it will be considered if the child’s needs should be added to the SEND register. Through discussions with parents/carers, if we feel a child needs to be added to the SEND register a letter will be sent to inform you.
- We may approach other specialists and agencies for support with permission from parents/carers.
- We regularly involve your child in decisions about their needs through conferencing and through discussions with their class teacher and the SENDCo.
- We follow the guidance set out in the SEND Code of Practice.
- We gather information from families, children and other agencies and liaise closely with any other settings.
- We liaise with previous schools and settings.
- We may use some diagnostic tools and assessments to understand your child’s needs in more depth.
- SENDCo will observe and offer support and guidance.
- We may seek advice from educational outreach providers, health professionals, educational psychologist and other experts.
- We will always endeavour to make reasonable adjustments to meet need. These may include physical adjustments to space for example, or taking a particular pedagogical approach.
How do we consult with parents and/or children and young people about their needs?
At Upton St James consultation takes the following form:
- Prospective families are very welcome to visit us and have a tour of the school.
- Your child’s class teacher will make an appointment to discuss any concerns you have and is available for brief updates at the beginning and end of the day.
- The SENDCo is available to discuss your child’s progress and any concerns you have.
- Parents Evenings are held in the Autumn, Spring and Summer terms and a more detailed report is given in the Summer Term.
- We share information with parents/carers in a variety of ways including verbal exchanges and home/school books and reports three times a year.
- We consult with parents/carers to ensure we are meeting their needs – through annual questionnaires.
- For children with Education and Health Care Plans (EHCPs), annual reviews take place to monitor and evaluate the continued effectiveness of the provision outlined in the EHCP.
- We have good liaison with pre-schools and other settings to ensure smooth transitions into school.
- We also liaise closely with secondary schools and other schools to ensure smooth transitions for children leaving us.
There are a lot of paths for children to express concerns about their happiness at school including conferencing with class teachers, Worry Box, trained Year 5/6 friendship monitors, Circle Times and PSHE in all classes and an embedded collaborative approach to learning in all classes.
- We consult with children to ensure they are happy through annual questionnaires.
- All questionnaires are analysed with results fed back to the Headteacher, Governors and families. From this, actions are identified within the School Improvement Plan (SIP)
What is our approach to teaching children and young people with special educational needs?
At Upton St James, we have an approach of quality first teaching which means we know all of our children regardless of any special educational need.
- Use a wide range of teaching strategies including collaborative and ability groupings to ensure that all children are appropriately supported without limiting their opportunities.
- Plan a curriculum which is engaging, inspirational and relevant
- Are aware of children’s different learning styles and ensure lessons cater for a wide range of these across any day.
- Ensure there are Equal Opportunities for all which is enshrined in our Inclusion Policy and Procedure.
- Teach children with special education needs alongside their peers and our collaborative approach to learning ensures that they work with children of all abilities. However, when necessary class teachers and LSAs will personalise the tasks and curriculum to ensure that all children’s needs are met.
- Treat all children equally and with respect. However, where Special Educational Needs have been identified we ensure that we provide appropriate resources and approaches to meet their needs.
- Work with other professionals and follow their advice in creating Individual Education Plans (IEPs).
How can we adapt our curriculum for children and young people with special educational needs?
At Upton St James, all children receive a broad and balanced curriculum which meets their needs as learners in the 21st Century living in Torbay.
- We want children to leave us as well-balanced young people equipped with the skills and attitudes to enable them to succeed at secondary school and beyond.
- We believe that every child should be able to join in with all activities and make every effort to adapt resources and activities in accordance with our knowledge of children’s needs to ensure that this happens.
- Class teachers plan lessons with due regard for the specific needs of all children in their class to ensure all needs are met.
- All teachers and Learning Support Assistants (LSAs) are aware of children’s Individual Education Plans and differentiate accordingly.
How will we ensure we get the services, provision and equipment that children and young people need?
At Upton St James, we make every effort possible to obtain the services, equipment and resources that all our children require to let them be successful at school. We call upon the support of professionals and work closely with them.
They include but are not limited to:
- Specific equipment which may address a specific need for example:
- Wobble cushions
- Individual iPads
- Individual apps
- Ear defenders
- Educational Psychologist
- School Nurse and other Health Professionals
- Outreach from Mayfield and Combe Pafford
- Other outreach specialists
- Torbay Safeguarding Hub – Social Workers and Family Support Workers
There may be times when, despite our best efforts, we are unable to provide resources and facilities to meet a child’s specific needs. Please see our accessibility plan to see what we are aspiring to. (School website – key information – SEND & Inclusion). Transition for all children needs to be given careful planning and consideration. However, for children with special educational needs extra thought needs to be given. We ensure that all children with identified needs carry out a personal enhanced transition this includes:
- extra visits
- extra time with new/relevant staff
- meetings with parent/carer and relevant professionals
How is this provision funded?
The following are all funded by the school:
- All teaching staff and some levels of LSAs.
- Full-time SENDCo.
- Family Support Worker through South West Family Values
- Additional 1:1 LSA support for children where appropriate and this may include those with EHCPs.
- Educational psychologist (Funded by our school buy-back to the LA)
We also have access to various outside agencies including:
- School nurse (Funded by NHS).
- Speech therapist (Funded by NHS).
- Outreach support from the Chestnut Centre (Funded by LA).
What additional learning support is available for children and young people with special educational needs and how do they access it?
We aim to meet every child’s needs within our school but when additional learning support is required we look for support from other professionals such as:
- Speech and Language specialists.
- Health Visitors and Social Workers.
- Mayfield and Coombe Pafford outreach.
- Outreach staff from the Chestnut Centre.
- Support Groups for families.
We signpost, encourage and support parents/carers to engage with these services.
How do we support and improve the emotional and social development of children and young people with special educational needs?
At Upton St James, we have an inclusive, positive mental health and wellbeing-centred approach. We believe that every child needs to be supported with their Social and Emotional development and value every child for their unique qualities.
- Weekly PSHE (Personal, Social, Health Education).
- Weekly Jigsaw Worship.
- Daily Check Ins various Social Skills groups as required
- Family Support Worker who supports parents, carers and children through home visits.
We run and signpost various Parenting Courses which are available to all parents and carers.
- We have a positive Behaviour Management approach with clear protocols and expectations. We have a range of positive behaviour management structures and approaches.
How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?
We recognise that transitions can be difficult for many children with SEND and take steps to ensure that any transition is as smooth as possible. If your child is moving to another school:
- We will contact the school SENDCo to pass on information about any support that your child will need.
- If the school is local, we can arrange for staff to visit your child before transition or the SENDCo or our Pastoral LSAs can take your child for a visit to their new school if this is felt necessary.
- We will make sure that all records about your child are passed on as soon as possible. When moving classes in school:
- Information will be passed on to the new teacher in advance of the move (usually in July for a move to a new class).
- At least one class visit will be arranged to meet the new class teacher, and more if needed.
- Where it is felt necessary, the SENDCo will hold a transition meeting for the child. Parents/carers and class teachers will be invited. Where it is felt appropriate other professionals and the child will also be invited to this meeting.
- SEND meetings are held in October between SENDCo, class teacher and LSAs to discuss the support needed for all children with SEND.
- If more support needs to be provided for your child’s transition such as a photo book, this can be completed in the term before the transition takes place.
In year 6:
- SEND staff from local secondary schools usually visit USJ in the summer term to gather information about the children before transition takes place. They meet with the class teacher and SENDCo to ensure information is passed on.
- We request extra visits from secondary schools for vulnerable pupils before transition where this is necessary.
- Children will visit their new school for Induction Day in July (1 or 2 days).
- We publicise open days which are held by most secondary schools in the Summer/Autumn term prior to transition. These are usually for parents and pupils to attend and are the parents’ responsibility.
- Good liaison with pre-school and other settings are in place to ensure smooth transitions into school.
- Staff aim to visit pre-schools and nursery settings prior to children transferring to us; where they have not attended another setting, home-visits will be carried out.
- Children are invited to ‘taster’ sessions where they attend the reception classes and meet staff prior to starting in nursery or reception.
What other support is available for children and young people with special educational needs and how can they access it?
We signpost parents/carers to the Torbay Directory.
When a child has an identified need we will provide leaflets, events and services to the best of our ability.
We signpost to GP/support groups/courses where available.
What extra-curricular activities are available for children and young people with special educational needs?
Extra-curricular activities are fully inclusive and wherever possible all children are encouraged to take part. We try and enhance a child’s experience in school by offering a range of things including:
- Wrap around care including Breakfast Club and After-School Club.
- All children are invited to go on residentials in Year 3/4 and Year 5/6.
- Visits and visitors are all considered to ensure they also are as fully inclusive as possible.
How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?
We assess and review progress regularly as detailed below. Our approach to each of these strategies will be amended to meet the needs of the individual and the assessment type. For example, a child with visual impairment may be given a reader or scribe for a test, a child may need extra time on a test or exam – we try and use the same guidelines used in statutory tests throughout the school. All assessments are made relevant to the curriculum the child is working with not necessarily age linked.
- Class teachers monitor progress continually/daily and use this to base next learning upon.
- Each term teachers record and track attainment against national expectations.
- This progress is monitored by the Headteacher and SENDCo termly. Children not making expected levels of progress are identified and measures are put in place to address this.
- At the end of each key stage all children are currently assessed using formal SATs (Standard Attainment Tests) This is a government requirement with results being published.
- Children in Year 1 are assessed through the national statutory phonics screening tests.
If your child has an Individual Education Plan (IEP), which identifies specific activities and learning, this will be reviewed at least twice a year (October and March). Children are partners in the writing of these. All IEPs will have ‘SMART’ targets with are – specific, measurable, achievable, relevant and time bound. These will be considered when assessments are being made or set.
How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?
- We regularly reflect upon our practice and use the Ofsted self-evaluation document.
- We regularly observe teaching and learning and carry out regular work scrutiny and pupil interviews.
- Appraisal, self-reflection and CPD processes enable teachers to constantly review and develop their practise.
- We work collaboratively with other schools, with the Multi Academy Trust (MAT) and locally within Torbay.
- We consult parents and children about our provision in different ways.
- The SENDCo attends regular training and keeps abreast of new developments.
- We share good practice with other local providers.
- Annual report to governors is made by SENDCo.
- Annual parent and child questionnaires are used.
- Parent and child are asked to make contributions to annual reviews.
- SENDCo’s annual action plan is reviewed regularly.
- IEPs are monitored termly (October, February and June) by class teacher and SENDCo. Where progress is measured against the SMART targets and the Graduated Response Tool.
- The SEND Governor meets with SENDCo once a term and then reports back to the Local Governing Body.
- Processes are checked through self-evaluation, external audits and multi-academy trust audits.
How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?
Class teachers have a handover meeting to familiarise themselves with the children coming into their class. This includes checking if relevant training is in place to meet needs. The SENDCo attends local training and organises regular training for staff. We arrange training from other professionals to meet particular children’s needs. Recently these have included:
- Epi-pen training.
- Language Link training for Reception teachers and LSA.
- Attachment and Trauma training.
Through regular monitoring and during professional discussions with staff we are able to identify any training needs or utilise strengths teachers have.
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?
All information from outside agencies is discussed either directly or through a report with parents.
- Home learning can be adjusted to suit your child’s needs. Please see the class teacher if this is an issue.
- Regular parent consultations are also held, one each term usually following the half term break. When we are concerned about your child’s progress or behaviour we will raise a concern with you verbally and arrange to meet with you to discuss ways forward.
- When necessary, we use other methods to liaise more regularly. These could be regular meetings/daily diaries or other appropriate formats.
- Our school website gives information about our setting.
- New parents’ meetings are arranged for children joining us in EYFS. Class teachers hold a welcome meeting at the start of each school year.
- You can contact us directly by phone or email.
- The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at school and at home so that strategies can be shared.
- Parents are invited in at least once a term to view children’s work. The SENDCo is always available to discuss your child’s progress and any concerns you may have. Appointments can be made through the school office.
- The Family Support Worker works out of school hours. Her appointments are managed by the Head teacher and SENDCo. This is usually a home visit.
How can parents, children and young people make a complaint about our provision?
If you have concerns about our provision you can speak to your child’s class teacher to try to find a way forward. Further support can sought from:
- The SENDCo who will liaise with the class teacher and yourself to find the best way forward for your child.
- The Headteacher.
- The SEND Governor.
- We believe in empowering children to express their concerns and feelings. We have regular Class Councils which feed into a well-managed School Council.
- We also have a wide variety of methods in which children can express their concerns including: Class Worry Box
We also encourage parents to contact SENDIASS Torbay for further independent information, advice and support.
Our complaints policy is also on our website.
How can parents, children and young people get more information about the setting?
- You can ring us or email us.
- You can see our school record on the Torbay Local Offer.
- You can read about us on our website.
- We welcome visits from prospective parents/carers and will arrange tours of the school and arrange an appointment with Headteacher or SENDCo when required.
- You can read our OFSTED and SIAMS reports
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 peopleâs SEN and supporting their families?
Staff at Upton St James School liaise with health and social care bodies, local authority support services and voluntary sector organisations through regular scheduled meetings, alongside further consultations, emails, telephone conversations and staff training as and when required. This in turn allows a varied and flexible approach towards supporting our pupils with SEND and their families according to the child’s needs. The SENDCO holds scheduled meetings (usually termly) with the:
- School nurse.
- Educational Psychologist.
- Local Authority advisory teacher
- Speech therapist.
- School SEND governor.
Involvement of other bodies including local authority support services, health and social care also take place through:
- Multi-agency meetings.
- Staff training e.g. school nurse epi-pen training.
- Referrals to/reports from Occupational Therapy support.
- Referrals to and reports/goal summaries from Speech & Language Therapy services.
- Liaisons with/reports from paediatricians and GPs.
- Telephone consultations.
- In school consultations e.g. ADHD consultation meetings with specialists.
- Outreach support from Mayfield, Combe Pafford and Chestnut schools.
- ICT outreach support.
What arrangements are in place for supporting children who are looked after by the local authority and have SEN?
Our Headteacher is the designated lead for looked after children, who liaises with the child’s carers, social worker and family (if appropriate), to ensure that any additional needs are identified and met. Advice and training from a range of support services, including the Virtual School, may be accessed as appropriate. Each looked after child has a PEP (Personal Education Plan), identifying academic and social & emotional targets, and these are monitored and reviewed termly in the PEP meeting; any additional provision is identified and costed within the plan.