SEND Information Report 2018-2019

Overview of the school

St Bernard’s a joyful, aspirational community rooted in faith
Believe, Grow, Succeed

We are a Catholic Primary school in the heart of Burnage, Manchester.

We feel our role is to ensure all the children within our care achieve their very best and to do this we offer a broad and balanced curriculum, delivered through high quality teaching and learning.

We deliver high quality teaching to all of our pupils but for some, or all, of your child’s time here they may require additional help and support. This booklet will guide you through the types of support we can offer your child and who within the school will help you in this process.

Teaching and Learning

In all lessons we strive to provide our children with first quality teaching. We do this by using a broad range of teaching and learning styles to support the needs of all the children within our classes. Learning objectives are tailored to the children’s differing levels of ability and the achievement of our children is measured daily through pupil feedback and marking and half termly through more detailed assessment.

Our classes are supported by knowledgeable, experienced teaching assistants and we run a range of intervention programmes to support children when and where needed.

Our half termly assessments are reviewed by our senior leaders where adjustments can be made to the support classes, groups or individuals receive. You will be kept informed of your child’s progress through interim and end of year reports as well as twice yearly parents evenings. You are of course welcome to speak to your child’s teacher informally at any time should you have any concerns.

We seek additional support from medical and specialist services where needed to ensure our environment is adapted to support learning of all.

We adapt teaching, learning and the curriculum so that all pupils access the same experiences. This includes experiences both in and out of the classroom. This may be through additional support, through adaptation to the environment or by accessing support and advice from external agencies.

SEND Presentation

Identifying Difficulties

If we feel a child is still not making the kind of progress we would expect, despite support or if a child displays a higher than expected level of need, the child may be considered as having Special Educational Needs (SEN). If this is the case your child will be supported as they previously had been but we would begin to look more closely at what might be causing barriers to their learning. They will be placed on the schools SEND (Special Educational Needs and Disability) register and parents will be kept fully informed of this process.

Once a child has been placed on the SEND register this gives us an opportunity to look more closely at your child’s needs and what we can do as a school to support them. This may involve extra support within lessons, involvement in specific intervention groups or contacting an outside agency (such as the speech and language service) who can offer more targeted support and guidance to the school and the child.

Approximately 1/5 of children have some special educational need at some point in their school career and this is as different and unique as the child itself. Children can be moved on and off the register at any time in their school career. It may be the short term boost a child needs to catch them up to an expected level or it could mean a long term support to help a child make sense of the school curriculum.

Difficulties a child with SEN may have may include:

  • Accessing and understanding the curriculum
  • Specific difficulties with reading, writing or maths
  • Information processing
  • Concentration
  • Speech and language
  • Organisation and self-care
  • Physical/ mobility
  • Visual/ hearing
  • Making friends and managing relationships
  • Managing own behaviour.

Once a child’s specific area of need has been identified we will work alongside parents as you are the ones who know your child best. We will find the best way possible to support your child.

Involving Parents

At all stages of the identification and support of a child with SEND you will be kept fully informed. Your views and opinions are very important to us and will be recorded throughout the whole process. You will be invited into school for additional time at parent’s evenings and for review meetings throughout the year to keep you up to date with the extra support we have given your child and the outcomes we have found.

Involving Pupils

As parents you know your child best but we also listen to the views of your child in the best way to support them. Children are all invited to attend parent’s evenings where progress made and next steps are shared in a supportive way.

Child voice is a huge part of the review period for a SEND pupil. Depending on their level of understanding your child will help prepare their annual review and know what areas we will talk about in advance. Annual reviews are run in a child-centred way putting children at the very heart of their own learning and support.

Pupil portraits will be written to find the best ways to support your child and your child’s voice is key in this. Often their views are insightful and offer a real insight into the support that works best for them.

SEND terminology

Once a child has been placed onto the SEND register we will continually assess their level of need. If they need extra support, above most children their age, they may be considered to be ‘needing additional SEND support’. (In the past this was referred to as School Action and School Action plus)

This may involve extra support in class from a teaching assistant, small group or individual targeted support out of class, special resources within class to support learning or involvement from health care professionals such as speech and language service or an educational psychologist.

If your child has more complex or severe needs we may consider an assessment with an educational psychologist and contact the local education authority to ask for extra provision to fully support your child. This could mean extra money for staffing, special equipment or regular specialist input from healthcare professionals. Children who have this level of need will have an ‘Educational Health and Care plan (EHCP). (in the past these children had a ‘Statement’ of educational need).

How will I know what support my child has?

Once a child has been placed on the SEND register they will have an individual ‘Pupil Profile’ written for them by their teacher. This will highlight the strengths and difficulties your child has, the outcomes we have all agreed for your child, how the school is supporting your child to achieve these outcomes and we will monitor their progress on this. Your opinions and views and that of your child are incorporated into this profile making it a collaborative document.  You can read it again at parents evening and at any point you require. The first page of the pupil profile will be a one page ‘snap shot’ of your child and this will be shared with any adult who works with your child so they quickly understand their strengths and areas of need. If your child requires an EHCP you will be kept fully informed at all stages of its writing and your views and opinions are paramount.

Who may support my child?

    • Firstly, your child’s teacher will ensure your child receives first quality teaching which is set at a level appropriate for your child.
    • Each class has support at some time during the week from one or more of our experienced teaching assistants. They support individuals and groups with their learning both in classes and through targeted intervention groups.
    • We are lucky to have a play therapist; Nina Waters who works weekly within our school with small groups of children who may have emotional difficulties, difficulties with friendships or who may be experiencing some period of trauma.
    • We have a trained teaching assistant, Mrs Ryder who runs relaxation, meditation and movement breaks for those pupils who would benefit from them during the school day.
    • We have Rosie Shevlin who is our school parent support worker. She is a trained Social Worker and works with us through CARITAS one day a week. She can help support families during times of difficulty and can help be a bridge between home and school life.
    • Lynne Swindlehurst is a SEND specialist who works to support the teaching and learning of our SEND pupils. She most frequently works in classrooms to observe, assess and advise of how our SEND pupils can be best supported.
    • We have a Speech and Language Therapist who works with us one day a week. Yasmin Li is with us on a Thursday and delivers specific speech and language packages as well as assessing pupils.
    • Our inclusion lead in school is our Assistant Head, Mrs Thorley.
    • Our SENCO Mrs Williams will coordinate the teaching and learning of children on the SEND register and coordinate SEND provision in the school.
    • We have a designate SEND governor to work with Mrs Williams in SEN coordination in school; Geraldine Richmond
    • We will sometimes require specialist outside agencies to support certain children, these may include speech therapists, occupational therapists or educational psychologists. We have also worked closely with our local specialist schools for outreach support, The Grange, Ashgate, Bridgelea and Rodney House are our most frequently used.

    To enable our staff to have the most up to date SEND knowledge we will be accessing a programme of ongoing training both in school and from outside agencies. This may take the form of whole school training or individual training shared with staff. Our training needs will be in line with our school improvement plan.

How will the school manage transitions for my child?

Times of transition and change can be particularly distressing and stressful for children with SEND. We manage this process with care and sensitivity, as every child is different this process is different too. Teachers take part in transition meetings early in the summer term to share information regarding our SEND children and the children are offered extra time with their new teachers if needed. We have differing transition programmes to support children at key points in their school journey in addition to annual transition programmes to support children in their move to new classes. Pupils are always consulted with this to ensure we find the best ways to support them.

Who should I contact if I have any concerns about my child?