Special Educational Need

Like most schools, we have a number of pupils who have some additional needs. That means they may need a little more help and support from us. The support we provide to these pupils is coordinated by Mrs Walker. She liaises with a range of agencies such as Speech & Language Therapy Services, Occupational Therapy and the Community Paediatrician. We do our best to provide work that meets the needs of each child, but sometimes we see that, despite our best efforts, they are not making the progress we anticipate.

Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children the same age b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children in schools c) are under compulsory school age and fall within the definition of a or b (A child MUST NOT be regarded as having a learning difficulty solely because the language of their home is different from the language in which they will be taught.)

What to do if you feel your child has a problem Speak to your child’s class Teacher. The Teacher may then refer you to the SENCO who will explain the procedures in place in school to address your child’s needs.

Designated person for SEN Mrs S Walker – (SENCO) Mrs Walker has recently completed the National Award for SEN qualification. Please feel free to make an appointment if you wish to discuss anything with her. There is also an opportunity to meet Mrs Walker during our SEN parents evenings held twice a year. TEL: 01706 873123

Special Educational Needs At St. Mary’s we are working in line with the new SEN Code of Practice, 2014. The school has a special needs register which records children who receive SEN Support and children who may require an EHC Plan (Education, Health and Care Plan). In addition, the school has a focus group of children who receive additional support to enable them to ‘catch up’.

Catch Up Programmes A child may access Catch Up interventions if evidence collected by the class Teacher suggests that the pupil is not making progress and additional provision is needed. Interventions are reviewed termly and progress measured. All classes have a Provision Map that is reviewed half termly. This will detail what provision is to be made, the time taken to carry it out and the person responsible for managing the programme.

SEN Support If the child is placed in SEN Support, following discussion with parents after Catch Up interventions have been accessed, and it is felt that further provision is needed (over and above that of the Quality First Teaching taking place in each class) this will often include the involvement of outside specialists e.g. Educational Psychologist, Speech and Language Therapist or Child Psychologist.

Education, Health and Care Plan (My Plan) previously known as Statements A Statutory Assessment can only be requested if the child demonstrates a significant cause for concern eg exceptionality or complex needs and if Quality First Teaching and SEN Support does not meet their needs. This would be in agreement between outside agencies involved as well as parents and School. If you would like any further information about Statutory Assessment, please do not hesitate to contact our SENCo, Mrs Walker. At all stages, the SENCO will discuss the individual needs of the child with the parents.

What the school may do to support and help your child There are many Intervention Programmes that the school can put in place to help your child. The interventions fall into 3 Waves:

WAVE ONE – Quality First Teaching Pupils are offered an inclusive and differentiated experience in everyday lessons, with the majority of pupils making good progress without additional support.


WAVE TWO – ‘Catch up’ or Booster Programmes Pupils are offered additional help to accelerate learning. This may be a small group, targeted intervention, timetabled to ensure children benefit from the experience.


WAVE THREE - Intensive Targeted Support Individual support, linked to specific personal targets. Pupils receiving this level of support will often require additional input/advice from outside agencies. Care Plans can be implemented for intervention for specific/medical needs.


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