‘You are loved beyond measure.’
Romans 8:38 -39
Our Special Needs and Disability Coordinator (SENCO) is Mrs Ruddy.
This is what she says about SEND.
As part of the Inclusion team, SENCOs work specifically with children who find learning more difficult than others.
As SENCO I am always considering what is best for those who need the most support in our school. With an inclusive approach it is possible to make a real difference and improve outcomes for all.
I enjoy supporting children and families and aim to work with positivity, compassion and empathy. Parents need to have the right information to make decisions about their child and access the right support. Teachers need a supportive colleague to help plan, deliver and assess children with additional needs.
I try to "fly the flag" for inclusion and SEND at a whole school level and will always be an advocate for those most vulnerable.
Mrs Ruddy works on a Monday and Thursday. She is contactable via the school's main office (0161 764 3788 firstname.lastname@example.org)
Support for your Child
At St Paul's CE Primary School we believe excellent teaching gives children the life chances they deserve. We work hard to provide a caring, stimulating and inclusive environment to ensure that every child reaches their full potential. we recognize that you know you child best and yo may feel that they need additional help or support for some or all of his/her time at our school.
Not all children will need extra support with their learning but the progress of all children at St Paul's is monitored closely to ensure support is provided where necessary. Support can be given for a variety of reasons.
This information is to inform you of all the types of support available for your child at St Paul's. it will help you to understand who can help and how this support can be accessed.
Here at St Paul's we have an experienced team of staff who work together and may be involved in supporting your child in school.
- Your child's teacher who will always make sure that learning is differentiated and appropriate. Through our curriculum design of SeeIt! Say It! Learn It1 Use It!, we have an inclusive approach to learning and overcoming as many barriers to learning as possible. You can contact your child's class teacher via the school office (0161 764 3788) or by email. Click here to visit school email page. Please talk to you child's class teacher if you have any concerns regarding your child in school.
- Our school SENDCO is Mrs Ruddy and she is responsible for leading and coordinating SEND provision in school.
- Our school nurse is
Teaching and Learning
Children learn and develop in different ways. Teachers know and understand this and use different teaching styles to plan work at different levels in order to meet the needs of all of the children in his/her class. Our curriculum has also be planned to be inclusive and offer different levels of scaffolding so that children can access the work at their own level. This is called Quality First Teaching and all pupils at St Paul's receive this on a daily basis from their class teacher. our aim is to provide the highest quality learning environment for our children and for them to achieve their full potential. All of our classes are supported by teaching assistants and pupils are offered additional support or intervention programmes where needed.
At St Paul's we monitor the progress and attainment of all pupils on a half termly basis by the School Leadership and Data Team. these half termly meetings help us, as a school, to identify children who may need additional support.
If a child continues to have difficulty after intervention or haas a high level of difficulty when they join St Paul's, they may be considered to have Special Needs and/or disability and would be put on the SEND Code of Practice.
Children with SEND have learning difficulties and/or physical disabilities which make it harder for them to learn than most children of the same age. They will need extra support or different help.
Our school and other agencies can help the majority of children overcome their difficulties quickly and easily. A few children will need extra help for some or all of their time in school.
At St Paul's teaching and learning opportunities are adapted and continually evaluated (with support from external agencies when required) to ensure the needs of all of our learners are met.
Parent and carers should not feel unduly anxious about such additional support as it allows children to receive the specific help that they need to make the next steps in their learning journey.
Children may receive additional support and/or adaptations with some of the following aspects of their learning (this is not an exhaustive list):
- Some or all of the work in class which is Age Related
- Understanding and processing information
- Expressing themselves
- Understanding others
- Organising themselves
- Sensory Perception
- Physical mobility
- Managing their behaviour or emotions
- Making friends
- Relating to adults.
Definitions of Special Educational Needs and Disabilities
Definitions of Special Educational Needs (SEN) taken from section 20 of the Children and Families Act 2014.
A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child of compulsory school age or a young person has a learning difficulty or disability if they:
- Have a significantly greater difficulty in learning than the majority of others of the same age;
- Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post16 institutions.
Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.
Types of Need
There are 4 primary areas of special educational needs:
- Communication and Interaction
- Cognition and Learning
- Social, Mental & Emotional Health
- Sensory and/or Physical Development.
We should not ‘fit’ a pupil into a category, but rather provide support based on their particular area/s of need.
Please see information below regarding these four areas, taken from the Code of Practice 2015
As stated in the Code of Practice:
“These four broad areas give an overview of the range of needs that should be planned for. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time. For instance speech, language and communication needs can also be a feature of a number of other areas of SEN, and children and young people with an Autistic Spectrum Disorder (ASD) may have needs across all areas, including particular sensory requirements. The support provided to an individual should always be based on a full understanding of their particular strengths and needs and seek to address them all using well-evidenced interventions targeted at their areas of difficulty and where necessary specialist equipment or software.
Communication and Interaction
6.28 Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
6.29 Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Cognition and Learning
6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social, Emotional and Mental Health Difficulties
6.32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Sensory and/or Physical Needs
6.34 Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. “
Code of Practice 2015 Pg 97
The Special Educational Needs Code of Practice gives guidance to schools in meeting the needs of pupils. It sets out how help should be given in a graduated approach.
The process is as follows:
Wave 1 (Quality First Teaching)
All children in school receive quality first teaching which is also known as Wave 1.
Wave 1 is the effective inclusion of all pupils in high quality, every day personalised learning.
Wave 2 Intervention is when a pupil is identified as having a more specific need with their learning, this maybe a specific areas in which a pupil is having difficulties, such as handwriting, spelling or number facts.
Wave 2 Intervention is a targeted provision to ensure that the identified pupil, has the teaching input to be able to catch up. This intervention will be led by a teacher or a teaching assistant in a focused teaching group. interventions at Wave 2 will be planned and reviewed by the class teacher in a pupil progress meeting.
if an identified pupil continues to have difficulty with their learning after Wave 2 intervention or if a pupil arrives at St Paul's with a high level of need, the pupil and school may require support from an outside agency. This support maybe from a Speech and Language Specialist or an Educational Psychologist. After an assessment of the pupil's need from the outside agency, a programme of specialist support would be recommended for the school. Permission is always sought from the parents or carers of a child who is being referred to an outside agency. All reports, support programmes and advice are also shared with parents or carers.
School may seek professional from a range of agencies including:
- Speech and Language
- Visual and Hearing Impairment
- Health Professionals
- Educational Psychologists
- School Nurse
- Behavioural Support
Wave 3 Interventions are a deeper intervention, offering a more personalised solution. These intervention will be delivered in either a small group or on a 1:1 basis.
Education, Health and Care Plan (EHC Plan)
If we identify a pupil who has complex or severe needs, along with the parent or carer, we may decide to apply for an EHC Agreement with Bury Local Authority. This document will describe a pupil's SEND and the special help that the pupil will receive.. EHC Plans involve the Local Authority providing extra resources to help with a pupil's learning. tis could include funding (money), special equipment or attendance at a specialist school. This additional provision will be reviewed annually or sooner if required and would include, parents/carers, class teacher, SENDCO and pupil.
Click here for more details about the SEND Code of Practice on the Department for Education’s website:
Our SEND Approach
Click on our documents below:
Our SEND Strategies
- Our approach to children with Speech, Language and Communication Needs (SLC)
- Our approach to children with Social, Emotional and Mental Health Needs (SEMH)
- Our approach to children with Attention Deficit Hyperactive Disorder (ADHD)
- Our approach to children with Moderate Learning Difficulties (MLD)
- Our approach to children with Specific Learning Difficulties (SpLD)