For Special Educational Needs and Disability (SEND)
At The Catholic School of St Gregory The Great we aim for all children to ‘Believe and Achieve’ in line with our Mission Statement.
To fulfil our Mission Statement, we will:
Provide a secure, stimulating Catholic environment where both children and adults can learn, grow and develop to their full potential.
Ensure that each child is valued and respected.
Develop faith in Jesus Christ through our teaching and the way we live and worship in our school.
Develop the ability of both children and adults to deal responsibly with social, spiritual and moral issues.
Encourage everyone to value and respect people from all cultures and communities.
Establish open and respectful communication between pupils, teachers, parents and the wider community.
To ensure that all pupils:
Special Educational Needs and Disability
The changes in the Children and Families Act 2014 affect the way children with special educational needs and/or Disability (SEND) are supported in schools. The new approach begins in September 2014 and places pupils at the centre of planning. The key principles of the new legislation are:
1. Young people and their families should be involved in discussions about the support they need, so they can share their knowledge and liaise with the school on the young person’s progress.
2. Education, Health and Care plans (EHC) will replace statements of special educational needs. New assessments for additional educational needs will follow the EHC guidelines from September 2014. (Existing statements will remain in force until all children and young people have completed the transition, which will be within three years).
3. School Action and School Action Plus will cease and will be replaced by a single school-based category for children who need additional specialist support.
We are well placed to adopt these changes and looks forward to working with pupils and parents/carers to ensure fully inclusive access to our education.
What we offer at St Gregory's:
Here is the Catholic School of St Gregory The Great’s Offer for children with Special Educational Needs and Disability:
The Catholic School of St Gregory The Great uphold children’s right to education and recognise the diverse educational needs within its communities. We acknowledge those needs may change and require a range of provision. We believe we have a duty to offer that provision where we can, to foster inclusion and provide full educational access.
Some children need increased support to access learning because:
From the SEND Code
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 him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
We will try to ensure that all barriers to equal access in our schools are reduced or overcome in line with the Equality Act 2010. We monitor and track progress of all children so that the support provided is as effective as possible. We welcome the full engagement of parents and carers and where necessary seek support and advice from specialists outside school to ensure we develop and maintain a range of flexible resources to meet the needs of all children.
The new ‘Code of Practice’ states that there are four main areas which cover Special Educational Needs or Disability. These areas and their meanings are as follows:
Area of Special Educational Need
Relating to difficulties with
Communication and Interaction
Children may have a delay or disorder in one or more of the following areas:
Attention / Interaction skills:
Understanding / Receptive Language:
Speech / Expressive Language:
Cognition and Learning
May have difficulties with the skills needed for effective learning such as use
Children may have a specific learning disability such as dyslexia, dyscalculia,
dyspraxia or dysgraphia
Social, Emotional and Mental Health
May have difficulties with social and emotional development which may lead
to or stem from:
• Social isolation
• Behaviour difficulties
• Attention difficulties (ADHD, ADD)
• Anxiety and depression
• Attachment disorders
• Low self esteem
• Issues with self-image
Sensory and /or Physical
These pupils may have a medical or genetic condition that could lead to
• Gross/fine motor skills
• Visual / hearing
• Accessing the curriculum without adaptation
• Physically accessing the building(s) or equipment.
• Over sensitivity to noise / smells / light / touch / taste.
• Toileting / self-care.
The school provides a graduated response to each child dependent on the level of need. These are often referred to as waves of intervention.
Wave 1: Quality first teaching through differentiation in all curriculum areas.
Wave 2: Small group support for those pupils who are achieving below age expected levels
Wave 3: Focused, individualised programmes for pupils working well below age expectation
Whole School Approach (Quality First Teaching)
See school policy
Wave 1 Intervention
Targeted Support For Individuals or Small Groups
Wave 2 Intervention
Specialised Intervention for those with Additional Needs
Wave 3 Intervention
•Access to a varied and stimulating curriculum. Quality First teaching multisensory approach is used
•Use of different
according to needs
•Hands on learning
•Good use of visual
and practical learning
•Address all potential
barriers to learning
• Access to a range of technology to support and aid
Quality First Teaching
differing culture and
• Small guided groups
•Opportunity for guided and independent work
• A curriculum
to the level of ability and
•Access to a full and
•Consideration of background, home, cultural,
language and heritage
•Modification of organisation, routine
•Opportunities for children to work with others of differing abilities
•1:1 reading (targeted)
• Handwriting groups
• Homework group
•1:1 Tuition where
• Booster Groups for English and maths
• Comprehension group
•In class literacy support
• In class maths support
•Early Literacy Support
•Further Literacy Support
•Spring board Maths
•EAL Grammar groups
•Letters and Sounds groups
•Alpha to Omega
•SEAL Silver Set groups
•Targeted small group / to address specific needs such as: self-help skills and
•Apples and Pears
• Dancing Bears
•Language for Thinking
•Toe by Toe
•Power of 2
•Personalised Speech and Language programme
•5 minute Box
•Fine motor programme
•Pre Teaching Vocabulary
•Reading for Meaning
•Thinking for Meaning
•Listen & Do
•Completion of a CAF
•Education Health Care Plan/ Statement of SEN
•Sand Play Therapy
•Drawing & Talking •Therapy
•Self-help targeted skills
•Use of specific ICT programmes to meet individual needs
•Physical aids where necessary or where advised by specialists
•Phonological Awareness Training
Co-ordinated Offer of Early Help
At the Catholic School of St Gregory The Great, we aim to improve the outcomes of all children. Provision to address any social and emotional needs is essential to enable them to reach their full potential. In order to do this we provide Co-ordinated Early Help to support children and families, working in partnership with them to increase independence and build resilience in order to have a positive impact on their wellbeing.
How will the school identify if my child has Special Educational Needs or Disability?
Children may be identified as having Special Educational Needs and/or Disability (SEND) through a variety of ways including the following:
Liaison with Pre-school group/ nursery/ previous school
Child performing below age expected levels
Concerns raised by Parent/Carer
Through termly Pupil Progress Meetings held between the Teachers/Head teacher/Deputy Head
Concerns raised by the teacher that behaviour or self-esteem is affecting performance
Liaison with external agencies e.g. Speech & Language Therapist/ Health Services
Health diagnosis through paediatrician/doctor
Discussion through Parent/Teacher reviews
As a school we measure children’s progress in learning against national expectations and age related expectations. The class teacher continually assesses each child and records areas where they are improving and where further support is needed. As a school, we track children’s progress from entry in Early Years Foundation Stage through to Year 6, using a variety of different methods to ensure at least expected progress is being made.
Children who are not making expected progress are identified through our termly Pupil Progress Review meetings with the Class teacher, Head teacher, and Deputy Head. In these meetings a discussion takes place concerning individual children’s progress and next steps needed to ensure they are on track.
What should I do if I think my child may have Special Educational Needs and/or Disabilities?
Talk to us – firstly contact your child’s class teacher. If you require more information contact our Inclusion Lead or Head teacher/Deputy Head. We pride ourselves on building positive relationships with Parents/Carers. We are open and honest with Parents/Carers and through this mutual respect and communication we are able to better support your child.
How will the school staff support my child?
Our Inclusion Lead will closely monitor all provision and progress of any child requiring additional support across the school. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that the expected progress in every area is made. There may be a Teaching Assistant (TA) working with your child either individually or as part of a group, if this is deemed necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts and reviewed regularly and during Parent /Teacher reviews and SEN Reviews.
How will the curriculum be matched to my child’s needs?
All work within the class is differentiated so that all children are able to access objectives according to their specific needs. Typically this might mean that in a lesson there would be different levels of work set for the class; however on occasions, this can be individually differentiated for a child with a Statement of Special Educational Needs or an Educational Health Care Plan. Teachers are aware that children have different learning styles and incorporate multisensory approach into their Quality First Teaching, including the use of visuals, demonstrations, practical activities in lessons, interactive elements using ICT where appropriate. The benefit of this type of differentiation is that all children can access a lesson and learn at their level.
How do we know if the support or strategies used have had an impact?
In school we will set individual targets for English and Mathematics termly which are reviewed regularly during target getting sessions, examples of their targets are provided so that all pupils know what they are aiming for. We use Assessment for Learning (AfL) and Assessing Pupil Progress to monitor knowledge and progress. We use these targets to monitor pupils’ progress academically against national/age expected levels and update or adjust the targets. This may involve updating into smaller steps or using a different approach to ensure progress is made. In addition, we track all interventions to measure the impact of the intervention for your child. Children may move off of the SEN register when they have made sufficient progress. Parents/Carers are always informed and are able to discuss any issues they unsure of, so that we can work in partnership.
How will I know how my child is doing and how will you help me to support my child’s learning?
The school uses Parent/Teacher Reviews which are organised to suit Parents/Carers needs, where possible. These conversations emphasise the need for a listening approach between Parents/Carers and school where Parents/Carers can share their child’s interests and experiences allowing us to incorporate this into the classroom. Individual targets are agreed with Parents/Carers to support their child and given strategies that will help them. This is then reviewed at the following meeting. Levels of attainments and details of any interventions and targets are shared with parents. We offer an open door policy where you are welcome any time to make an appointment to meet with either the class teacher, Inclusion Lead, Head teacher or Deputy Head to discuss any your concerns you have about your child’s progress . We can offer advice and practical ways to support you in helping your child at home.
We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.
• Your child may have individual targets which are detailed on their learning passport and are reviewed termly.
• If your child has complex SEND they may have a Statement of Special Educational Needs or Disability or an EHC Plan (Education, Health Care Plan) which means that a formal Annual Review will take place to discuss your child’s progress and a report will be written.
How will my child be able to contribute their views?
We value and celebrate each child expressing their views on all aspects of school life. One of the ways we do this is through the School Council which has an open forum for any pupil issues or viewpoints to be raised. There is also an annual pupil questionnaire where we actively seek the viewpoints of children and we regularly undertake pupil conferencing across the curriculum. If your child has a Statement of SEN or an EHC Plan then their views will be obtained before any meetings and they are encouraged to participate in their Annual Review.
What support will there be for my child’s overall well-being?
We are an inclusive school and we welcome and celebrate diversity. All staff appreciate the importance of children having high self-esteem and emotional well -being. Central to the Catholic ethos is our commitment to ensuring all pupils are able to develop in a caring, fair and understanding environment where every child feels valued and respected.
The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, and should be contacted via the school Office. If further pastoral support is required the class teacher can make a referral to the Child and Family Action Worker (CAFAW) who will devise a programme to meet their needs in liaison with the class teacher and the Inclusion Lead. All classes follow the SEAL programme and some pupils have additional small group support
Family Action Worker (CAFAW) who will devise a programme to meet their needs in liaison with the class teacher and the Inclusion Lead. All classes follow the SEAL programme and some pupils have additional small group support.
Will school administer medicines for my child?
• The school has a policy regarding the administration and managing of medicines on the school site. Parents need to contact the School Office to discuss this and if agreed complete a form: ‘Parental Agreement for School to Administer Medicines’. This may include medicines for life threatening conditions or required for a long term illness such as asthma or diabetes. In such cases a ‘Care Plan’ may be put in place in liaison with the School Nurse.
• No medication can be brought onto the school premises without prior consent from the School Office.
• The School may agree to administer prescribed medicines which will be considered on a case by case basis following discussions with Parents/Carers and with written consent.
What specialist services and expertise are available at or accessed by The Catholic School of St Gregory The Great?
We have well established EAL department which is managed by the Inclusion Lead with three dedicated teaching assistants, who work closely with class teachers to produce individualised programmes of support to ensure that the needs of pupils with English as An Additional Language are met. The needs of these pupils are reviewed through Inclusion meetings with teachers and Parents/Carers. Specific meetings are arranged to support parents such as ‘Welcome to school, Secondary Transfer Meeting and Helping your child with SATs’, in addition to workshops to increase parents’ awareness of the English and Mathematics curriculum, where appropriate.
We are fortunate to employ two bi-lingual teaching assistants whose first language is Polish.
We have an experienced CAFAW department who have undertaken training in emotional well-being including Attachment Disorder and Trauma, Bereavement Therapy, Anger Management, Solution Focused Training, Outdoor Learning and Sand and Play Therapy. They have developed good links with all relevant agencies. They can make a referral to the School Nurse and give advice on strategies such as sleeping and toileting. They will support individual pupils with social emotional and mental well-being issues as well as child Safeguarding. They will work closely liaising with parents, teachers, Head teacher and Inclusion Lead. Parents will always be consulted and involved in any decisions and referrals made.
How do we support children’s social emotional health and mental well-being?
Emotional health and well-being is supported by making sure that children who find “change” difficult are prepared for any transition. A range of strategies will be put into place depending on the needs of the pupils including being part of a transition group or making their own transition book, which they can revisit during the summer holidays. To promote positive friendships, we use a ‘circle of friends’ or ‘circle time’ involving the whole class. Children are referred to the Child and Family Action Worker if there are concerns and specific support is personalised to meet their needs.
The SEAL and Silver SEAL programme is delivered to target children to support with topics such as ‘Good to be me’ to develop self-esteem, and social skills.
We are developing an ‘Outdoor Learning’ programme to support children’s emotional well-being and social and emotional needs.
How do we Support pupils with physical needs?
We work closely with Physiotherapists and Occupational Therapists for the children with physical needs. Through our/regular liaison we obtain advice and guidance to support individual pupils. They also provide training for staff.
We liaise closely with medical agencies, Physiotherapists and Occupational Therapists and other health professionals to ensure that we effectively meet the needs of pupils with physical needs.
Teachers and Teaching assistants supporting individual pupils follow up any recommendations and provide interventions recommended by outside agencies, including handwriting or fine motor skills such as Pindora’s Box, or the Fizzy Programme, to develop gross motor skills, either individually or in small groups.
The school building is being adapted to increase access for disabled pupils including the installation of lifts and accessible toilets.
Our open door policy encourages partnership working with parents/ carers. We ensure that Parent/ Teacher Reviews and multi-agency meetings are arranged at times which allow parents and carers to attend. We value what parents/ carers tell us about their children and use that information to make sure everyone who works with a child understands their needs, setting individual targets and recommending strategies to support their child.
How do we support children with social communication and interaction needs?
Training has been provided for staff at the school on supporting pupils with social interaction and communication difficulties including children with Autistic Spectrum Difficulties. We work closely with the Advisory Service for Social Interaction and Communication and their strategies and recommendations are implemented such as the use of visual timetables in every classroom. Social stories are used to support pupils to understand social rules and enable them to develop social skills and understand social conventions. We have experience of using work stations, ‘Pre-Teaching vocabulary’, the use of visuals to aid language skills, timers, stress toys and special seating to support pupils. Transition plans are used to support changing classrooms and pupils are supported to manage any changes in their daily routines. We have regular liaison with the speech and language therapist to implement personalised language development programmes for individual children.
What recent training have staff had?
Our Inclusion Lead is currently undertaking the National Award for Special Needs Co-ordinators.
The staff have had training supporting pupils with Autistic Spectrum Difficulties, Cerebral Palsy.
Some teachers have had training on supporting children with Dyslexia, Dyscalculia, and Dyspraxia.
Our TAs have had training in delivering reading and spelling reading, writing and maths interventions such as Dancing Bears, Bearing Away, Catch Up, Numicon Intervention, Precision Teaching, Supporting Reading and comprehension, Letters and Sounds, Plus 1, Power of 2 and Time. They have all had training on supporting children with Attachment Difficulties, Managing Pupils with Behavioural Difficulties, Supporting pupils on Autism Spectrum Difficulties.
All staff have had training on Safeguarding and The Equality Policy.
We have a number of staff who are trained in First Aid, and have had training on administering EpiPen and Anaphylaxis. As a staff we have regular training and updates of SEND.
What are the Governors responsibilities?
We currently have two Governors responsible for SEND, Inclusion and Looked after Children. Both Governors meet with the Inclusion Lead and will update on changes, needs in school, current concerns and budget. We also have a governor responsible for Safeguarding and Child Protection.
How will my child be included in activities outside the classroom including school trips?
All children are included in all parts of the school curriculum and all children are included on school trips. We will provide the necessary support to ensure that this is successful. A risk assessment is carried out prior to any off site activity to ensure all health & safety are addressed.
How accessible is the school environment?
How will the school prepare and support my child to join the school and then transfer to secondary school?
We encourage all new children and parents to visit the school prior to starting when they will be shown around the school and any concerns can be addressed. There will be a meeting prior to starting school outlining key information and dates. A home visit is conducted prior to starting in Early Years Foundation Stage to ensure that there is a smooth transition into school. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings and devise a transition plan to specifically meet their needs. We will also liaise with any outside agencies and ensure that all recommendations are carried out.
Many of our ‘feeder’ secondary schools run a programme specifically tailored to aid transition for the more vulnerable pupils. We liaise closely with Secondary school staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood. If your child has complex needs then an Education, Health Care Plan review may be used as a transition meeting during which we will invite staff from both schools to attend with parents and develop an effective transition plan.
How is the decision made about what type and how much support my child will receive?
The class teacher alongside the Inclusion Lead will discuss the child’s needs and the most appropriate support to meet their needs. Different children will require different levels of support to enable them to achieve age expected levels. This will be through on-going discussions with Parents/Carers who will be fully informed of any decisions.
What support is there for improving behaviour, attendance and Punctuality?
Link to Behaviour Policy
As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. If a child has behavioural difficulties we will identify the specific issues, put relevant support in place and set targets. After any behaviour incident we support children to reflect on their behaviour. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour. A clear structure of sanctions is consistently used by all staff so all pupils know and understand their boundaries. Parents/Carers are informed of any incidents, how the incident has been resolved and any additional support that has been put into place.
Attendance of every child is monitored on a daily basis. Lateness and absence are recorded, reported and letters sent home to inform parents/carers. Good attendance and punctuality is actively encouraged throughout the school and rewarded on a termly basis, using the Cool Cats structure. Parents/Carers are made aware of the impact of absence on their child’s learning.
Who can I contact for further information?
Your main point of contact would always be the class teacher, but you are welcome to speak to the Headteacher, Deputy Head or Inclusion Lead, by contacting the office and making an appointment. You can also get further information by looking at our Policies.
Who should I contact if I am considering whether my child should join The Catholic School of St Gregory The Great?
In this instance you can contact the school Admin Office to arrange a visit and a meeting to discuss how the school could meet your child’s needs.
Who should I contact if you have any concerns about the support provided?
Please come into school to discuss any issues with;
The class teacher
The Inclusion Lead
The Deputy Head
How is the Local Offer reviewed?
This local offer will be reviewed annually to reflect the changing needs of the children who join and are developing in our school. Part of this review process will involve contributions from parents.
Inclusion Lead : Mrs Rachel Biddle
The Inclusion Lead works closely with the Senior Leadership Team working closely with all staff in school, parents, outside agencies. They have the responsibility of co-ordinating the provision made for individual children with: Special Educational Needs and or Disability, Social and Emotional Needs, English as an Additional Language and Gifted and Talented pupils. Support is available through:
• Giving advice on issues related to the above
• Meeting with Parents/Carers to discuss any concerns they may have about their child’s development or learning difficulties
• Assessments of individual pupils to identify need
• Referrals to a range of other professionals such as: Educational Psychologist, Speech and Language and Specialist Teacher Advisors in the Local Authority
Child and Family Action Worker
Child and Family Action Worker: Mrs Penelope Oliver (assisted by Miss Philly Roberts)
Our Child and Family Action Workers are here to support parents/carers and their children with any pastoral difficulties that they are experiencing in a friendly and non-judgemental way.
We have established good links with a number of specialised outside agencies such as: