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SEN School Offer

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Special Education Needs Information Report

At St Augustine’s Catholic Primary School Christ is central and evident in everything that we attempt to do, our first task is to ensure that we recognise and respect the gifts and needs of every individual. In the bible we are reminded that “Children are a gift from the lord; they are a real blessing.” (Psalm 127: 3-5) and with this in mind we are committed to the inclusion of all pupils and provide a broad and balanced creative curriculum that is made accessible to all.  Our pupils have a variety of needs and aspirations, and we recognise that any learner may at some time during their educational journey have special educational needs. At St Augustine’s Catholic Primary School our mission states that “The Purpose of our school is to educate each child to develop and achieve their potential within a caring, Catholic community, governed by Gospel values.” Our mission statement reflects very simply what we hope to achieve, we want to raise the aspirations and expectations for all pupils with SEND and enable them to overcome difficulties that they may have. In order to do this we need parents as partners in their child’s education journey.  We have high expectations for all our children and as such want to provide for them a happy and holy school where care and respect is evident in all that we do.


What are Special Educational Needs and Disabilities?

There are four areas stated in the SEND Code of Practice 2014:

  • Communication and Interaction - Difficulty with different aspects of speech, language or social communication.
  • Cognition and Learning - Moderate and severe learning difficulties including specific learning difficulties such as dyslexia and dyscalculia.
  • Social, Emotional and Mental Health Difficulties - Difficulties such as anxiety, depression or self-harming etc.
  • Sensory and/or Physical - Difficulties such as visual or hearing impairment. Provision is made for pupils whose needs fall into one or more of these categories.

Although behaviour is not a category in itself, at St Augustine’s we feel poor behaviour can often be an indicator to an unidentified SEN in one or more of these areas.

How does the school know if children need extra help and what should I do if I think my child may have special educational needs?


All our children are taught through effective Quality First Teaching.  Our teachers have high expectations for our children and are constantly taking in to account the different learning styles of each child in their class.  Learning is differentiated in all areas of the curriculum to help children achieve their full potential. Within school, a child’s progress; both academically and holistically is closely monitored by both teachers and management. There are rigorous systems and processes in place which allow us to quickly identify children who may require additional support. Children may be identified for the following reasons:

  • They are performing below age related expectations
  • They are not making expected levels of progress.
  • Concerns have been raised by parents/carers of the child.
  • Concerns have been raised by staff.
  • Liaison with external agencies.
  • A health diagnosis that is impacting on learning
  • We are alerted to or identify concerns around social, emotional or mental health issues.

When children with SEND need more than Quality First Teaching interventions are delivered in a variety of ways to meet the needs of the individual. These may be small group or individual time limited interventions that will either be delivered by a teacher, school teaching assistant or an adult from an outside agency. This type of support is also available for any child who has specific gaps in their understanding of a subject/area of learning.

If your child has been identified by the class teacher and SENCo (or you have raised concerns) as needing more specialist input instead of, or in addition to, Quality First Teaching and class based intervention groups then further support is often sought from external agencies such as Speech and Language therapists or the Special Educational Needs Inclusions Team. Specialist professionals from external agencies may help by assessing children and offering specific targets and resources to help support SEND children better. This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

The first point of contact for parents will always be the class teacher who will then liaise with the SENCO.  A variety of strategies will be considered at this point and implemented to support your child.  After an agreed period of time, we will follow the ‘Assess, Plan, Do, Review’ cycle and if these strategies fail to address the concerns and we see no progress then the pupil will be added to the SEND register and an individual plan will be made for child. As a result of this we will consider accessing further support from external agencies and if a child presents with complex needs and significant SEND then school will consider whether and pursuing an Education, Health and Care Plan is appropriate in partnership with parents. The decisions to provide support for children with additional needs is always made through collaboration with parents and external agencies.


What additional resources/interventions are offered at St Augustine’s relating to the areas of SEN?

Communication and Interaction

Cognition and learning

-      Effective creative classroom teaching with the use of visual cues and support (Quality First Teaching).

-      Small group targeted interventions to develop skills in language and social interaction.

-      1:1 targeted intervention.

-      Access to our traded speech therapist who works in school 1 day a week.

-      Access to advice and support from autistic spectrum disorder specialist teachers (STARS).

Use of boardmaker to support communication and understanding.

-      Access to NHS speech therapists.

-      Visual timetables.  

-      Use of visual aids and modelling.

-      Structured routines.

-      Simplified language

-      Question symbols displayed in class.  

-      Whole school training on Talk for Writing.

-      Effective creative classroom teaching with the use of visual cues and support (Quality First Teaching).

-      Small group targeted interventions and teaching.

-      Differentiated planning/activities.

-      Use of visual aids and modelling.

-      Visual timetable.

-      In class support from a TA where appropriate..

-      Systematic and effective teaching of phonics in the early years and across the school as appropriate.

-      Clear visual/physical supports and displays.

-      Access to specialist support from Educational Psychologist.

-      Work station within classroom where appropriate.

-      Start and finish boxes.

-      Steps to success

-      Sandtimers

Social, Mental and Emotional Health

Sensory and Physical Needs

-      Access to specialist support from Educational Psychologist.

-      Access to learning mentor (Mentor

-      Pastoral support.

-      Small group targeted interventions to develop skills in language, social interaction and emotional development.

-      Access to cluster support (inc behaviour support workers, therapists, councillors, family support workers etc.)

-      PSHE teaching and activities.

-      Healthy schools agenda.

-      Class rewards and behaviour chart.

-      Whole school behaviour policy

-      Catholic Care Support Worker.

-      Access to specialist teachers and TAs e.g. Hearing Impaired Team.

-      Access to specialist equipment and resources.

-      Accessible school building.

-      Access to advice and support from NHS practitioners (e.g. Occupational Therapy).

-      Trained staff to support medical needs.

-      Support accessing toilets and adapting to new environment. Use of New School Booklet to aid transition.

-      Access to sensory area within school.


Who is responsible for SEND at St Augustine’s?

Special Educational Needs is the responsibility of all teachers at St Augustine’s with Mrs Joyce overseeing provision as our Inclusion Leader and Special Educational Needs Co-ordinator.  The senior leadership team are continually monitoring, reviewing and evaluating SEN provision throughout the year.  In accordance with the Code of Practice the Governing Body of St Augustine’s has appointment Mr Butcher as the governor responsible for Special Educational Needs.  Termly meetings will be held where possible between SEN Governor and SENCO to evaluate progress and provision.  An annual report will be produced for the governors and presented to them by the school SENCO.


What expertise and staff training is available to support pupils with SEND?

Where appropriate staff will be given opportunities for training whether this is internal or external that will be based upon the needs of the children within their class.  Due to the level of pupils with speech and language needs we have employed a speech and language therapist to work one day a week in school to support all staff in the development of their language skills and the delivery of individual programmes. All of our staff have received Autism tier 1 training and we have also received whole school training on Talk Matters and Talk for writing.

Our learning mentor is highly skilled and has extensive knowledge in supporting children with SEMH needs. Our learning mentor works alongside both KS1 and KS2 children to provide social, emotional and behavioural support where appropriate. Through in house training and input from outside providers, we also have expertise in understanding behavioural difficulties and have put robust systems in place to support these children.

Below is an example of some of the training accessed by staff: 

  • Autism Spectrum Support for pupils (tiers 1,2 and 3)
  • Managing Conflict and Confrontation
  • Diagnostic Assessment
  • Dyslexia
  • Every Child Count Intervention
  • Targeted Emotional Literacy
  • Behaviour Management
  • Every Child A Talker
  • Intensive Interaction
  • Makaton
  • Supporting Children’s Speech
  • Numicon
  • Phonics
  • Memory Matters
  • Supporting Children with Literacy Difficulties
  • Picture Exchange Communications System
  • Talk Matters.

In addition to this we also work closely with the following agencies:


  • Educational Psychologist
  • Specialist Teachers for hearing or visually impaired children
  • Specialist Teachers for children with learning or behavioural needs.
  • Speech and Language Therapist
  • Occupational Therapist
  • Physiotherapist
  • School Nursing Services
  • Specialist Teachers for Autism
  • Cluster services – Attendance Officer, Behaviour Support Worker, Play Therapist, etc.
  • Early Years Support Team
  • Social Services
  • Complex Needs Team
  • Child and Mental Health Services


The advice and support of personnel from other agencies is sometimes called upon in order to assist teachers to provide more effective teaching and support for children.  Parental consent will always be requested before such advice is sought.



How are resources allocated for SEND children within school?

Resources within the school are allocated based upon the needs of the individual child. In collaboration with parents school will decide how to use additional funds to put appropriate support in place to meet the specific needs of a child.  This could be in the form of specialist resources, equipment or training and does not always mean that a teaching assistant will be assigned to a child.


How is progress monitored?

The SEN Code of Practice outlines the need for schools to take action where there is evidence of a substantial difference in the performance of the pupil compared with the average expected performance of pupils within the same year group.  When this difference is identified teachers/parents (whoever raises the concern) will follow the graduated response of assess, plan, do, review as depicted in the flow chart below:

At St Augustine’s all of our children are treated as individuals and quality first teaching is always the first form of intervention for any child. Class teachers together with support staff plan appropriately differentiated work for all children to ensure that they receive high quality teaching and learn with effective support and resources. Teachers use a range of strategies to meet Children’s Special Needs and lessons always have a clear objective and success criteria.  Work is differentiated and assessment is used to inform next steps.

Assessment of Special Educational Needs will be diagnostic in nature and constructive in practice with feedback given to the relevant members of staff, parents and guardians. At all stages of the graduated response we will endeavour to ensure that parents are involved in the cycle. Children’s progress both academically and holistically is closely monitored by both teachers and management. 


How do we involve pupils and parents?

As mentioned previously school will endeavour to keep parents involved in all stages of the Graduated Response. In addition to this progress will also be discussed at Parent Consultation Evenings and any additional meetings that are requested by parents. Annual Reviews will occur for any child who has an Education Health and Care Plan and parents are encouraged to attend and contribute to these meetings. As well as this, children with additional needs will have review meetings, the frequency of these will depend upon the individual needs of the child.  At St Augustine’s we encourage our parents to communicate through any means they find most appropriate whether this be by email, phone or at the door when dropping off or collecting their child.  For some of our children we use a home school communication book to share any events that may have happened during the day.   Shared information and knowledge is vital in helping to meet the needs of each individual child.  Their progress will be reviewed by the class teacher with parents and overseen by the Special Educational Needs Co-ordinator. 

Children will be met with to discuss their strengths and difficulties and the things they enjoy. This all contributes towards review meetings and the formation of their pupil passports.  Where appropriate children will also be involved in creating their own targets so that they have a sense of ownership over them.


What are the accessibility arrangements at St Augustine’s Catholic Primary School?

The whole building is accessible to children with physical disabilities, and we endeavour to ensure that the equipment used in class is accessible to all. After school provision is open to all children including those with SEND. It may be necessary that an individual risk assessment may need to completed for some children for some activities. If this is necessary we will discuss this with parents.

For pupils or adults who have a disability we have two designated parking spaces close to the main entrance of the school.  Access to the school building is possible through all entrance doors and we have a hygiene suite available in the main school building.  This provides accessible toilet and changing facilities.


What are the admission arrangements for SEND children?

Children with an Educational Health and Care Plan that names the school must be admitted.  This will reduce the number of places available to applicants.  This is not an oversubscription criteria.  The admission of children with an Educational Health and Care Plan is dealt with by a completely separate procedure and will be sorted through the local authority and SENSAP.

September and in year admissions for children with SEND needs but no EHCP will follow the criteria as highlighted in our admissions policy.  


How do St Augustine’s support transition?

We can recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.

September/In year admissions

  • The SENCO and class teacher through arranged meetings will discuss the needs of your child with the SENCO of their nursery. If the pupil has not attended school or nursery then parents will meet with school to talk about their child needs.   
  • Where possible your child will visit school.
  • If a transition book would help your child then this alongside a transition timetable will be established. This may include a phased entry in to school to enable them to have the best start to school.


If your child is moving to another school:

  • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
  • We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

  • Information will be passed on to the new class teacher at the new teacher meetings. If additional time needs to be arranged for more complex children then further meetings will be arranged. 
  • If a transition book would help your child (to support them understanding moving on) then this will be arranged. When necessary a transition timetable will be put in place to enable the child to become familiar with the new class room environment and the new members of staff.

In year 6

  • The SENCO and class teacher through arranged meetings will discuss the needs of your child with the SENCO of their secondary school.
  • Where possible your child will visit their new school.
  • If a transition book would help your child then this alongside a transition timetable will be established.
  • Your child will complete focused tasks about aspects of transition to support their understanding of the changes ahead.


What complaints procedures are in place for parents and pupils with SEND?

If you have any concerns about your child’s progress, you should speak to your child’s class teacher initially.  If you are not happy that hey concerns are managed and that your child is still not making progress you should speak to the SENCO or head teacher. If you are still not happy, you can speak to the school SEND governor, Mr Butcher.


Other relevant information and school policies include:

On our school website you will find a range of policies including SEND, Accessibility Plan and Inclusion, Learning and Teaching Policy, Complaints Procedure.  These policies reflect our commitment to educate each child to develop and achieve their full potential. 



This SEND Information Report was reviewed 28.1.22 and will be reviewed again in July 2023