SEND 2018 – 2019

St Stephen’s CE Primary School is an inclusive school. WE ensure all pupils are included in all aspects of learning throughout their school life.

It is our aim to meet the needs of all children through quality first teaching with clear differentiation. Sometimes, children may require extra support that is different from or additional to what is provided to all children, in order to help meet their needs. Children and their families are updated and involved during all stages.

All teachers and teaching assistants understand and deal with the needs of our pupils. The following people have specific responsibilities in this area: –

  • Miss Emily Postill (SENDCo)
  • Mrs Sarah Costin (SEND Teaching Assistant and Learning Mentor)
  • Mrs Michele Peach ( SEND Teaching Assistant)
  • Mr Ollie Lindsay ( SEND Teaching Assistant and Behaviour for Learning Mentor)
  • Miss Charlie Evans (SEND Teaching Assistant)
  • Mrs Susan Edwards (SEND Governor)

Miss Postill (our SENDCO) is available for chats in the front playground on Tuesdays and Wednesdays before and after school. If you need to make a more formal appointment with Miss Postill, please either speak to her on the playground or make an appointment to see her with Mrs Bancroft at the office. Thank you.

A graduated response:


Identifying Special Educational Needs

When a pupil continues to show significantly greater difficulties in learning, even with Wave 1 and Wave 2 support, the class teacher will share concerns with the SENDCO, Inclusion Team and Parents / Carers. With consultations and discussions, it may be decided that a child may have ‘Special Educational Needs’.

The 2014 SEND Code of Practice explains that,

‘A child or young person has SEN is they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she has a significantly greater difficulty in learning from the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.’

There are some factors that will be considered to support our decision of whether a child has a Special Educational Need: –

  • The views of the child
  • The views of the parent / carer
  • The child’s progress and attainment
  • The recommendations of other professionals such as the Educational Psychologist, Advisory Teachers and Speech and Language Therapists.

A child can be identified as having an additional need in one or more areas:-

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Sensory and/or Physical Needs

Education, Health, Care Plans (EHCPs)

The 2014 SEND Code of Practice explains how ‘Statements’ have been replaced by an EHCP.

‘An EHC plan details the education, health and social care support that is to be provided to a child or young person who has SEN or a disability. It is drawn up by the local authority after an EHC needs assessment of the child or young person has determined that an EHC plan is necessary, and after consultation with relevant partner agencies.’

The purpose of an EHCP is to make special educational provision to meet the special educational needs of the child or young person, to secure the best possible outcomes for them to access education, health and social care, and as they get older, prepare them for adulthood.

Meeting Children’s Needs

Wave 1

It is our aim to meet the needs of all children through Quality First Teaching (Wave 1). However, we recognise that there are times when children may need additional support and / or intervention. The aim of these interventions is to support children with a view to them making accelerated progress in the targeted area.

Wave 2

If a child has been identified as requiring additional support, the first step is a consultation between the class teacher and the Inclusion Team. This may result in an intervention being put in place and the child being placed on a ‘Causing Concern Register’. The majority of these interventions are carried out by the class teaching assistant in small groups and will be additional to whole class teaching. Wave 2 support may also require additional resources to be made available. These can included (but are not limited to):-

  • Reading overlays
  • Access to Computing
  • Sticker / Reward charts
  • Pencil grips or writing support
  • Phonics resources

Wave 3

If it is felt that the Wave 2 support is still not meeting the needs of the child, then a Wave 3 intervention may be put into place. The Inclusion Team may carry out an assessment to identify the child’s main area of need. This may result in a 1:1 programme carried out by a member of the Inclusion Team. If a child is receiving a Wave 3 Intervention, they will be placed on the SEND Register to allow us to closely monitor the impact of the intervention.

Sometimes, it may be necessary for an external agency to complete an assessment to further support us in identifying a particular need. Any involvement from external agencies will be done with full consultation of the child’s parent/carers. In addition, we have close links with our:

  • Educational Psychologist, (EP)
  • Pupil Support Services (PSS): Behaviour and Learning Inclusion Support (BLIS), Specific Learning Difficulties (SpLD)
  • Communication Language Autistic Spectrum Support (CLASS)
  • Healthy Young Minds (HYM)
  • Speech and Language Therapy (SALT)
  • Occupational and Physiotherapy

We share reports with parents and follow the recommendations made within the classroom and within Inclusion support.

Social, Emotional and Mental Health Needs

We also support children’s social, emotional and mental health development through the use of our Learning Mentor and SEN Teaching Assistants. Our Learning Mentor provides support and guidance to help our pupils who experience barriers to learning due to social, emotional and behavioural difficulties. As a school, we promote positive mental well-being in the classroom and, if necessary, work 1:1 with children to listen to their views in order to promote high self-esteem and emotional health.

Parent / Carers and Child Involvement

Parent/carers and children are involved at every stage of the SEN Support process. This starts when the initial concern has been raised and will continue throughout the ‘Plan, Do, Review’ process. Children receiving Wave 3 Interventions will complete a ‘Person Centered Review’ with a member of the Inclusion Team or class teaching assistant. This enables us to understand what the child likes and dislikes, what makes a good or bad day and what the child’s hopes and aspirations are.

Parent/carers should be consulted before any external agencies are contacted and should be aware of any concerns from the class teacher. Parent / carers will be regularly updates on the progress of their child as well as being invited to formal Parents Evening Consultations. Parent / Carers are welcome to make an appointment with Miss Postill (SENCo) on a Tuesday or Wednesday should they wish to discuss something further.

Assessment and Reviews

At St. Stephen’s, all children are assessed half-termly in Reading, Writing and Maths. This allows class teachers to form a clear picture of what children are able to do independently and ensures children are making good progress. A record of the progress your child is making will be sent home half-termly alongside their new targets on their Assertive Mentoring Sheets. We recognise that some pupils may require additional support when completing these assessments or may make less progress due to their additional needs. It is therefore important to provide these children will smaller, more manageable targets.

Regular assessment allows us to monitor the effectiveness of the support a child receives and allows us to decide whether this support needs to be modified to best meet their needs.

All pupils have a meeting half-termly with their class teacher to discuss tracking points and new targets. Children also get to review and assess the success of previous targets. Learning Objectives and Success Criteria are shared during each lesson. Marking and feedback show pupils what they need to do next to improve.

We appreciate that parent / carers will have an excellent knowledge of their child’s strengths and areas for development. Parent / Carers are invited to share any information which may further support their child with the class teacher / SENDCO if they feel it is necessary.

The Role of Parents / Carers

At St. Stephen’s we highly value parent / carer contributions in their childs learning so we will:-

  • Listen to your concerns, opinions and ideas.
  • Inform you about what we are doing to meet your child’s needs
  • Inform you about your child’s targets and progress
  • Suggest how you can support your child at home – e.g. listen to them read, practise spelling and times tables / counting skills, encourage and support them with homework

If you have any concerns about your child’s needs you can:-

  • Speak to the class teacher
  • Speak to Miss Postill (SENDCO)
  • Speak to Mr Shelton (Headteacher)
  • Speak to Mrs Edwards (SEND Governor)

More information about Special Educational Needs and the support available can be found on:-

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