Menu
Home Page

St Richard's

Church of England First School

Working Together

Working Together

Additional support for learning that is available for pupils with SEND

All school staff have a good awareness of SEND through regular staff meetings and training. Class teachers and teaching assistants receive targeted relevant training for specific pupil needs as they arise.

 

We work with the following support services and outside agencies to provide support for pupils with SEND:

 

  • Educational Psychologist Team
  • Autism Outreach Team
  • Educational Psychology Service
  • Behaviour Support Team including PRU
  • Learning Support Team
  • Speech & Language Therapist (SALT)
  • Integrated Service for Looked after Children.
  • Educational Welfare Office.
  • School Nurse.
  • CAMHS (Child and Adolescent Mental Health Service)
  • Occupational Therapist
  • Teacher Of the Deaf (TOD)
  • Visually Impairment Team
  • Vale outreach team

Expertise and training of staff to support pupils with SEND, including how specialist expertise will be secured

  • Our SENCo team have many years’ experience and hold the National Award for SEND coordination, or are working towards the NPQ SEND award.
  • Support from external agencies up-skilling staff.
  • Bespoke training e.g. Speech and Language, Emotion coaching, Lego Therapy Training etc by sourcing appropriate training to meet the needs of the children.
  • Continuous in-house training e.g. up-skilling new and experienced staff through visits to other schools, staff meetings and designated inset days
  • Support from other experienced SENCOs to improve practices in school.
  • Through Performance Management of both teachers and teaching assistants we identify CPD requirements to all staff
  • Though employing specialist staff to work with our SEND children

 

How equipment and facilities to support children with SEND will be secured

The type of support, equipment and facilities needed to support children with SEN is led by the child’s individual need.

Children with an Education, Health and Care plans (EHCP) will have an amount of time to be given as a minimum, to ensure that they are able to meet their targets. Their EHCP clearly lays out the type of support needed as a recommendation.

 

Other children will also receive support linked to their needs as indicated on their ILP. This support may take various forms:

  • In class support from teaching assistants
  • Small group support
  • One to one support
  • Support from external agencies
  • Tracking of progress and analysing individual pupil data highlights children who are not making expected progress.

How the effectiveness of the provision made for pupils with SEND is evaluated

We evaluate the effectiveness of provision for pupils with SEND by:

  • Termly ILP reviews with class teacher and parents/carers to discuss progress against targets
  • Reviewing the impact of interventions. Once a child has achieved their target, they then have a new one set.
  • Tracking data and other assessment tools are used to carefully track the progress of children with SEND
  • Half termly pupil performance meetings track the progress with all children
  • Regular lesson observations are carried out by the Head teacher, deputy and assistant head.
  • Monitoring by the SENCo team
  • Holding annual review for pupils of EHC plans

For pupils with SEND, parents can also discuss progress at parents’ evenings, though appointments to see either the class teacher or SENCo can be made at any time by contacting the school office. Parents Evenings are also times when discussions can take place about how best to support a child at home.

 

Support for Improving Emotional and Social Development

We endeavour to support all children in their personal, social and emotional development. All children follow a structured Personal, Social, Health and Education (PSHE) which looks at helping them understand how they are developing personally and socially, tackling many of the social and cultural issues that are part of growing up. Learning opportunities take place in specific lessons as well as in assemblies, special school projects and other activities that enrich pupils’ experiences.

 

Pastoral Care

We do run interventions that can be used to support pupils experiencing difficulties with their social and emotional development such as Socially Speaking. We are working with outside agencies to use a range of assessment materials to determine the support needed such as PIVATS which will be introduced in January 2025.

 

Our school also helps promote and develop self-esteem and confidence by having reward systems in place, a weekly awards assembly and weekly dojo leaders..

 

How St Richard’s CE First School works with other agencies in meeting pupils’ SEND needs and supporting their families

We have access to a wide range of professionals and outside agencies to work with and support children and their families. If we feel that your child or family would benefit from a referral to an outside agency, then we would always contact you to discuss this. Parents/Carers consent for these services will always be sought. 

Educational Services:

  • Educational Psychologist
  • Behaviour Support Team
  • Learning and Language Support

 

Outreach Services:

  • Pupil Referral Units
  • Autism Support

 Health Services:

  • Speech and Language Therapy (SALT)
  • Physical & Sensory Support Services (PSSS), this includes Hearing Impaired Services (HI) & Visually Impaired Service (VI)
  • Occupational Therapy (OT)
  • Physio-therapy (PT)
  • Child and Adolescent Mental Health Service (CAMHS)


We also work with:

  • School Nurse
  • The Early Help Hub
  • Social Services
  • Community Police
  • Reach4Wellbeing

How the Governors are involved and what their responsibilities are

  • The Head teacher, Deputy Head teacher and/or SENCo team report to the Governors to inform them about the progress of children with special educational need or disabilities; this report does not refer to individual children and confidentiality is maintained at all times.
  • The Governors agree priorities for spending within the special educational needs budget with the overall aim that all children receive the support they need in order to make progress.
Top