St. Mary's Prittlewell C of E Primary School - Early years and education

At St. Mary’s Church of England Primary School, we seek to provide the best possible education for each child within a safe, caring, Christian community promoting ambition, belonging, courage and discovery.

Breakfast Club

Runs from 7.45–8.50am each morning.

office@st-marysprittlewell.southend.sch.uk

https://www.st-marysprittlewell.com/

Access our website and the School Offer at SEND at St. Mary's C of E Primary School

At St. Mary’s Church of England Primary School we strive to support all children to enable them to achieve their best academically, socially or emotionally at school.

We are an inclusive school that welcomes and celebrates diversity. All staff members believe that having high self-esteem is crucial to a child’s emotional well-being and academic progress. We have a caring, understanding team who are trained to look after all of our children and we use our best endeavours to meet their needs in order to support them on their learning journey. 

Quality differentiated teaching lies at the heart of provision for each child; however, for some children there are occasions when further more individualised support may be needed to help them to achieve their targets, be they academic, social or emotional.

Miss H Jones (SENDCo) and Ms M Brewer (Inclusion Manager). Call 01702 354 012. Email office@st-marysprittlewell.southend.sch.uk

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

We have a number of methods that help us to identify if a child needs extra help. Included in these are:

• Information from your child’s pre-school or previous school.
• Home visits by the class teacher before children join the school for their Reception year.
• Class teacher visits to feeder pre-schools to observe your child and speak to their key worker.
• Observations made during transition visits from pre-schools or other schools.
• Information from other services who have worked with your child, e.g. a speech and language therapist.

This information will be used to ensure that, within our capabilities, we try our best to meet any additional needs your child may have.

Once your child is in our care we will monitor their progress through:

• Routine observations within the classroom.
• Careful monitoring of their work and contribution to lessons.
• Conversations with the child on their view of their progress.
• Routine tracking of progress and changes in their rate of progress.

If we have concerns we discuss them with parents and may ask other professionals to give advice and support.

If you have concerns about your child, in the first instance, speak to your child’s teacher as your concerns are always taken seriously. Your views will provide us with another viewpoint and may provide us with the extra information that we require. Your knowledge of your child is invaluable to the overall assessment of needs.

How will early years setting/school/college staff support my child/young person? How will the teaching be adapted for my child with SEND?

• Your child’s needs are met within the classroom through high quality differentiated teaching which includes well planned lessons aimed at meeting the needs of each child.
• Progress is reviewed on a regular basis.
• If your child requires further additional support small group work may be provided.
• If your child requires an even more individualised programme of work, an Individual Support Plan (ISP) will be developed for your child by the class teacher, with support provided by the SENCO or the Inclusion Manager. Appropriate targets will be set and reviewed three times a year to ensure that the support is appropriate to your child’s needs.
• Your child’s opinion is sought and included in the plan. They also have an opportunity to suggest a subject or area that they would like to improve and are helped to devise a target of their own.
• Additional support may be provided through a Learning Support Assistant.
• Where necessary, the school may seek support from outside services. This will be discussed with you and referrals made. You may be required to provide detailed information as part of the referral process.
• The governing body is responsible for ensuring that funding is used appropriately, and for monitoring teaching and accessibility.    
• There is a designated Special Educational Needs Governor who works with the SENCO / Inclusion Manager.

How will the curriculum be matched to my child's/young persons needs?

Your child’s needs are met within the classroom through high quality differentiated teaching which includes well planned lessons aimed at meeting the needs of each child.

Teachers take account of the needs of each individual child and plan tasks appropriately.

Learning Support Assistants (LSAs) may be allocated to work with a pupil in a 1:1 or small focus group to target more specific needs.

Progress is reviewed on a regular basis then analysed and tracked carefully to identify that progress continues to be made.

Class teachers participate in Pupil Progress Meetings on a routine basis with the Head Teacher, Deputy Head Teacher, Assistant Head Teacher, Inclusion Manager and Literacy and Numeracy Leaders to discuss strategies and suitable teaching programmes for each child.

Children who have been identified as having a special need will be given an individual Support Plan, with targets set that are appropriate to their needs.

Teaching is adapted to the needs of your child’s learning style or to incorporate specialist’s advice. This might include pre-learning of key vocabulary, a multi-sensory approach, visual aids, overlearning etc.

If appropriate specialised equipment is required we will endeavour to do our best to provide it.

Reviews of the Individual Support Plans (ISPs) are held three times a year with the class teacher. At that point a new programme of support will have been devised to support the individual needs of your child. Your views are sought and valued.

Targets are reviewed routinely and regularly updated.

Children work in a variety of ways, such as small groups of similar ability, small supported groups, mixed ability groups, on a 1:1 basis with an adult or by distanced support (hover) to develop independence.

Children with special needs have the same right of access to all clubs and groups as those children who do not have special needs.

How will both you and I know how my child/young person is doing and how will you help me support my child's/young person's learning?

Reviews of the Individual Support Plans (ISPs) are held three times a year with the class teacher. At that point a new programme of support will have been devised to support the individual needs of your child. Your views are sought through the One Page Pupil Profile, which is a part of the ISP, and they are included in the Individual Support Plan. You have an opportunity to tell us how you support your child at home and draw our attention to what you feel are areas of concern or causes for celebration. You also have an opportunity to voice your opinion about the plan and your input is recorded on the plan.

At St. Mary’s School we have an ‘Open Door’ Policy whereby you are welcome to talk to the class teacher at appropriate times. Every class teacher is present on the playground at the end of each working day for you to approach and discuss your concerns with. The class teacher may suggest that you arrange a meeting with them to discuss issues in greater detail should that be necessary. Additionally, you can contact the school office and request to talk to the class teacher. Teachers will do their best to discuss your concerns with you outside of lesson time. Appointments can be arranged for before or after school hours. (Dependent upon current COVID restrictions.)

Strategies will be suggested as part of the Support Plan and you may well be expected to reinforce work at home.

If outside agencies or the Educational Psychologist have been involved they may have provided suggestions and programmes of study that can be used at home.

What support will there be for my child's/young person's overall wellbeing?

At St. Mary’s School we believe that the social and emotional well-being of a child is of equal importance to their academic progress. As such the support that we offer your child may include:

Nurture support through group, paired or 1:1 support

Social skills group or individual support

Self-esteem groups (Stars Group)

Behaviour programmes including individual, class and whole school rewards and sanction systems

Volcano Club – learning to moderate behaviours and manage emotions

‘Pupil Voice’ – having their opinions heard through our Family Groups

Playground Friends – providing support with play and friendships

‘Worry Boxes’ can be found in each classroom in which children are able to write their concern onto a piece of paper and post it in the box for the class teacher to read.

Counselling

Nurture LSAs to support your child emotionally and in achieving their targets.

Critical need medication administration, e.g. for pupils with diabetes and a Medical Protocol (Health Care Plan). If your child has significant medical needs you will need to speak to the Inclusion Manager to discuss how we can best support you and your child.

We are a ‘telling school’ and encourage children to tell someone if they are unhappy with a situation or how they are being treated. This can be through: face-to-face discussion with a class teacher, LSA, Inclusion Manager or any adult in the school; the ‘Worry Box’; through a friend or through your, their parent. We urge all parents to inform a member of staff if they become aware of any incidences or behaviours that are making their child unhappy. The class teacher has responsibility for the overall well-being of every child in their class. If you have any worries speak to the class teacher first. If further support is needed the class-teacher will speak to the Inclusion Manager.

What specialist services and expertise are available at or accessed by the school/setting/college?

Subject to the outcomes of various assessments, focused observations, professional discussions and discussions with child and parents, your child might be eligible for:

Communication and Interaction (Including ASD)

ASD - Referral to St. Christopher’s Special School provisions -Key Learning Support Assistant (LSA) -Referral via the Early Support - Assessment form to the Educational Psychologist - Visual timetables -Use of social stories

Speech and Language Communication -Screening process in Reception -Dedicated ELCAN trained Speech and Language LSA -ELCAN trained LSAs -Use of PECS (Picture Exchange Communication System) -Referral to specialist teachers -Referral via the Early Support Assessment form to Speech and Language Therapist -Referral to Specialist teacher linked to Fairways Speech and Language unit - Specialist LSA support for those with English as an Additional Language (EAL)

Cognition and Learning Including: SLD – severe learning difficulties PMLD – profound multiple learning difficulties SpLD – specific learning difficulties.

Moderate Learning Needs -Interventions: individual, paired and group.

Specific Learning Needs -Assessment to devise bespoke programme of study -Referral to specialist teachers in education -Referral via the Early Help Assessment (EHA) form to the Educational Psychologist if supported by school - Dyslexia support – individual support and strategies to support in class -Daily sessions of computer based intervention programmes for dyslexia and dyscalculia -Programmes to develop gross and fine motor skills - Touch typing programme - Reading support: Catch Up Literacy - Dragon Speak: audio to type programme.

Social, Mental and Emotional Health Including: ADHD – Attention deficit hyperactive disorder Range of mental health issues and recognised disorders:

Behavioural -Learning Mentors -Behaviour planning -Referral to Counsellor -Nurture Provision / Base -Support from The Nurture Network certified Nurture Mentors Emotional Mental Wellbeing -Nurture Provision / Base -Support from The Nurture Network certified Nurture Mentors - Referral through the EHFSA form for parental support / courses relating to behaviour management strategies - Referral for support from the Behaviour Outreach Team at Victory Park Academy - Referral to the Educational Psychologist.

Emotional Mental Wellbeing - Nurture Provision / Base -Mentors - Bereavement Support - Referral to Counsellor - Referral to EWMHS through the Early Help Assessment - Anger Management Programme -Self-Esteem Programme -Referral to the Educational Psychologist.

Social Needs - Social Skills focused support through Nurture LSAs -Transition programmes prior to secondary education - Referral to the Educational Psychologist.

Sensory and / or Physical Hearing Impairment -Referral to Hearing Impairment specialist teacher Visual Impairment - Referral to Visual Impairment specialist teacher via Kingsdown School -Physical Environment Audit -Reasonable physical adaptation of the school environment -Touch Typing programme Multi-sensory Impairment -Risk assessment of individual needs and individualised support. Lift access / ramps - Reasonable physical adaptation of the school environment -Individualised programmes of exercise following medical suggestions (if reasonable).

Medical Needs -Diabetes trained LSAs -All staff routinely trained to administer epi-pens for anaphylaxis reactions -Referral to specialist support -Referral to the Schools Nursing team -Care Plans -Medical Room -Secure storage for medicines

What training are the staff supporting the children and young people with SEND have had or are having?

All staff members participate in our Continuing Professional Development (CPD) programme within the school. 

This is led by the SLT for teachers and Learning Support Assistants. The SLT endeavour to ensure that all staff members are given the opportunity to acquire the skills they require to support the pupils.

Skills audits are carried out and identification of needs identified and training provided by the Inclusion Manager or outside agencies.

Shadowing of skilled practitioners take place.

Nurture Network, Safe to Learn and Learning Mentor qualifications have been completed.

Medical training to support pupils with Protocols (medical care plans) such as epi-pen training, asthma support take place on an annual or biannual basis.

Annual Diabetes training for staff working with identified children. Annual training with medical professionals and parents for identified children with severe medical needs.

How will my child/young person be included in activities outside this classroom including school trips?

Your child’s needs are met within the classroom through high quality differentiated teaching which includes well planned lessons aimed at meeting the needs of each child.

Teachers take account of the needs of each individual child and plan tasks appropriately.

Activities outside the classroom and school trips are planned with the needs of all children in mind.

Risk assessments are carried for each trip and a suitable number of supporting adults are made available to accompany the pupils. Any identified 1:1 provision for specific pupils is provided.

If a child has complex needs additional advice from parents will be sought and parents or carers may be invited to accompany their child.

After school clubs are available to all pupils. Manageable adjustments will be made to support the participation of more vulnerable pupils.

Health and Safety audits are conducted as and when appropriate.

How accessible is the setting/school/college environment?

The school site is wheelchair accessible.

We have disabled toilets that are large enough to accommodate changing and suitable for wheelchair users. There is a shower located within the First Aid area.

We have a lift large enough to accommodate a wheelchair and accompanying adult for access to the upper classrooms.

Door handles and kick plates are of contrasting colours, to aid visually challenged pupils.

Visual time-tables are used in all classrooms.

We have an accessibility plan which is available to view.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Induction programmes take place each summer term for all pupils joining the Foundation classes in September, with additional visits organised for those pupils who may require it.

Meeting with parents of children who already have an Individual Support Plan or Education Health Care Plan.

Flexible entry to Early Years Foundation Stage classes.

Transition to new classes facilitated by sessions with new class teachers are held during the summer term.

Induction programmes take place each summer term for all pupils transferring to Key Stage 3 in September with additional visits arranged if required (reliant upon current COVID restrictions). 

In-house transition programme carried out during the summer term to prepare pupils with greater need (academic or social and emotional).

New school SENCOs are invited to attend reviews for children with Education Health Care Plans who will be transitioning to their school.

Close liaison between the Inclusion Manager, teachers in Early Years and Key Stage 3 takes place. This may involve multi-agency meetings to support transitions.

Secure transfer of all SEN information undertaken.

Previous schools are contacted for information sharing.

Children transferring mid-term can visit school a number of times prior to starting.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The SEN budget is managed by the Head Teacher, Inclusion Manager, SENCO, SEN Governor and the Finance Officer.

Resources are identified and we endeavour to purchase appropriate and necessary equipment to support each pupil’s learning and update current equipment or materials.

Regular meetings are held to monitor the impact of the extra support.

The governing body is kept informed of funding decisions.

How is the decision made about what type and how much support my child/young person will receive?

Each child is assessed individually according to the SEN Code of Practice and the LEA’s guidance and personalised or group learning support programme (s) will be developed dependent upon the needs of the child.

Additional assessments from outside services will provide further information, advising or signposting to the alternative or additional types of support and/or resources required.

Regular review meetings with appropriate staff are carried out to discuss your child’s progress and any additional needs that require support.

Pupil progress meetings are held with the Head Teacher, Deputy Head, Assistant Head / Inclusion Manager and the class teacher to track progress and decide upon further support.

School based plans are discussed with parents and staff up to three times a year.

How are parents involved in the setting/school/college? How can I be involved?

All parents and carers are encouraged to contribute to their children’s education. This may be through:

Discussions with the class teacher

Attending parent evenings to discuss your child’s work with the class teacher

During discussions with the Inclusion Manager and any other professionals working with your child

Parents are able to discuss their child’s progress at Individual Support Plan meetings and record their views / strategies for support on the One Page Pupil Profile. Their suggestions are incorporated into the plan.

Parents are invited to add a written comment on their child’s Individual Support Plan.

If your child is ‘Looked After’, in addition to the above, routine meetings relating to the Personal Education Plan (PEP) will take place.