Special Educational Needs Provision

SEND Information Report

How does the school know if children need extra help?

We believe that the community of Twelve Apostles Primary School reflects and celebrates the diversity of God’s family. Our commitment is to the needs of every child and to ensure that every child, therefore, has equal access to a broad, balanced and relevant curriculum. Every child is included in all activities that make up the life and Catholic ethos of the school. At Twelve Apostles Catholic Primary School all children are valued as unique individuals and will be given the best opportunities to achieve their full potential, including those who may face barriers to learning. “Since every person of whatever race, condition and age is endowed with human dignity they have an inalienable right to an education corresponding to their proper destiny and suited to their talents” Gravissimum Educationis.

We are continually assessing and monitoring both the academic and social welfare of all children within our school to ensure that all children can access the National Curriculum and achieve their potential. School staff make continuous observations of all children in their care, both academically and in their wider school lives. These observations, along with various assessment data, may highlight issues or concerns for particular children. Where this is the case, in the first instance, teaching staff will have a conversation with parents, and with the SENCO (Mrs O’Boyle). If after that conversation and a sharing of concerns, we agree that further investigation or intervention is required, then and only then will we proceed –together.

How will the school let me know if they have any concerns about my child’s learning in school?

If your child is identified as not making progress the school will set up a meeting to discuss this with you in more detail and to:

  • listen to any concerns you may have too
  • plan any additional support your child may receive
  • discuss with you any referrals to outside professionals to support your child’s learning
Who are the best people to talk to at Twelve Apostles Catholic Primary school about my child’s learning difficulties / SEND, and how can I contact them?

The SENCO ( Miss. O’Boyle)

Responsible for:

  • Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children receive a consistent, high quality response to meeting their needs in school.
  • Ensuring that parents are: involved in supporting your child’s learning, kept informed about the support your child is getting and involved in reviewing how they are doing.
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc...
  • Updating the school’s SEND record (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are effective records of your child’s progress and needs.
  • Providing support for teachers and support staff in the school - so they can help children with SEND in the school achieve the best progress possible.

Class teacher

Responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and liaising with the SENCO.
  • Writing programmes of work, and sharing and reviewing these with parents
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

Headteacher ( Mrs. Newton)

Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • She will give responsibility to the SENCO and class teachers but is still responsible for ensuring that your child’s needs are met.
  • She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

Governor (Mrs J. O’Rourke)

Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.

If any parent has concerns about a child’s learning or development please arrange to meet with either the child’s class teacher or the SENCO (Miss. O’Boyle)

Both can be contacted via the school office or at 01942 674312.

What are the different types of support available for children with SEND at Twelve Apostles Catholic Primary School and how will expertise be accessed?

There are various different types of support at Twelve Apostles. These include:

Quality First Teaching

For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress.

All children in school will be getting this as a part of outstanding classroom practice.

Specific group work with in a smaller group of children: (Target Groups)

This group, often called Intervention/ target groups by schools

  • He/ She will engage in group sessions with specific targets to help him/her to make more progress.
  • A Learning Support Assistant/teacher or outside professional (like a Speech and Language Therapist) would run these small group sessions using the teacher’s specific plans
  • Planned , targeted support, delivered in the classroom or outside in the resource area, with work carefully planned by the teacher to meet the needs of the children
  • Delivered by a teacher or a Learning support assistant who has had training to run these groups.
    • Specialist groups run by outside agencies e.g Speech and Language therapy OR Occupational therapy groups
  • Local Authority central services such as the Targeted Support Service or Sensory Service ( for children with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

If outside expertise is needed, Miss. O’Boyle will arrange this, in consultation with you.

SEND Support

This means that the child has been identified by the class teacher as needing some extra support in school. This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

For your child this would mean:

Your child will have been identified by the class teacher/SENCO (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.

  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
  • The specialist professional may work with your child to understand their needs and make recommendations, which may include:
    • Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
    • Support to set better targets which will include their specific expertise
    • A group run by school staff under the guidance of the outside professional e.g a social skills group
    • A group or individual work with an outside professional
  • The school may suggest that your child needs some agreed individual support in school. This will be delivered by Miss. O’Boyle(SENCO). She will tell you how the support will be used and what strategies will be put in place.
  • This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and small intervention groups.

Specified Individual support

This is provided via an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher, SENCO as needing a particularly high level of individual or small group teaching), which cannot be wholly provided from the budget available to the school.

Usually your child will also need specialist support in school from a professional outside the school.

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the SEND support.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more than support in school to make good progress. If this is the case they will write an EHC Plan. If this is not the case, they will ask the school to continue with the support at School and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

    This type of support is available for children whose learning needs are:
  • More severe and complex so cannot be met by quality first teaching, SEN support in school or with small targeted intervention groups
How are the teachers in school helped to work with children with an SEND and what training do they have?

We firmly believe in the early identification of children with SEND and at Twelve Apostles we identify four broad areas of need: Communication and Interaction; Cognition and Learning; Social, Emotional and Mental Health Difficulties; Sensory and Physical Needs. (as outlined in the Code of Practice)However we give priority on assessing each child’s individual needs rather than placing them into specific categories.

  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. (teachers and teaching assistants) This includes whole school training on SEND issues such as ASD and Speech and language difficulties, and the categories of need outlined above
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
  • The SENCO contacts and liaises with outside agencies where necessary to support a child’s individual needs
Who are the other people providing services to children with an SEN in this school?

Depending on the needs of a child they may work with either or both an educational service or the health service. A child will have access to these services through school or through referral by parents. We buy extra time from agencies to support the specific needs of the children within our school. (this is not an exclusive list)

  • Learning Mentor ( Miss. Williams) As a school we believe that support should be provided for all children to improve their emotional and social development as well as having a strong approach to prevent bullying (please see the Anti-Bullying Policy). Within school the learning mentor is specifically trained to work with those children who have mental health difficulties or behavioural difficulties. This training enables her to offer opportunities for children to process their feelings and develop coping strategies.
  • Targeted Support Service – this is outside expertise from the Local authority that can provide support based on the child’s individual needs
  • Educational Psychology Service
  • Sensory Service for children with visual or hearing needs
  • Speech and Language Therapy
  • School Nurse / Health Visitor
  • Occupational Therapy
  • Physiotherapy
    • CAMHS (Child and Adolescent Mental health Services)
    • School Counsellor
How will the teaching / curriculum be adapted for my child with SEND?
  • The use of differentiated work, along with different and appropriate teaching style to meet the needs of the children. Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
  • The encouragement of peer support through mixed ability grouping and paired and group reading and writing activities
  • The development of pupils self esteem through praise, rewards, merits and a caring ethos in the class and throughout the school
  • The use of teaching assistants to provide extra individual or small group attention. Specific resources and strategies will be used to support your child individually and in groups, based on your child’s individual needs
  • The liaison with parents to share in the child’s learning and to plan the child’s work in partnership
  • The use of the identification and monitoring programme
  • The use of target setting and individual planning. Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
How will my child be included in activities outside the classroom including school trips?
  • Before school provision and extra- curricular activities are accessible to all children
  • Occasionally some conditions which lead to SEN can call for extra risk assessments on school trips, e.g. if a wheelchair is needed. If your child’s circumstances call for a teaching assistant or carer then they will also attend most trips with your child. The school endeavours to be as fully inclusive as is possible.
How will we measure the progress of your child in school?
  • Your child’s progress is continually monitored by his/her class teacher through ongoing assessments
  • His/her progress is reviewed formally every term and a National Curriculum level given in reading, writing, numeracy and science.
  • If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally. All other classes complete end of year assessments, these could be optional SATs, or other formal assessments , these are given to the next class teacher so there is a continuous understanding of the child’s level and areas of need.
  • Children at SEN support will have an individual plan which will be reviewed with your involvement, every half term and the plan for the next half term made.
  • The progress of children with a statement of EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The Head teacher (Mrs. Newton), Assistant Head teacher (Mrs. Whitton), Key Stage Leader (Mrs. Marsden) and SENCO (Miss. O’Boyle) will also check that your child is making good progress through monitoring the levels and in discussion with the class teachers every half term
How are the school’s resources allocated and matched to children’s needs?
  • The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
  • The Head Teacher and the SENCO, discuss all the information they have about SEND in the school, including: the children getting extra support already, the children needing extra support, the children who have been identified as not making as much progress as would be expected. They then decide what resources/training and support is needed.
  • All resources/training and support are reviewed regularly and changes made as needed.
What support do we have for you as a parent of child with an SEND?
  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at school so similar strategies can be used at home.
  • The SENCO will invite parents to an observation of strategies used with your child in school, so that these can then be used at home
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Planning will be reviewed with your involvement each half term.
  • Homework will be adjusted as needed to your child’s individual needs.
  • A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.

The SENCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have.

The learning mentor is available to meet with you to discuss any concerns/ worries you may have

How accessible is the school environment to children with SEND?
  • The building is accessible to children with physical disability via ramps. The infant area, junior area and hall can all be accessed without the use of stairs, using the ramps provided

    There is a disabled toilet for those children with physical disability
  • We ensure that equipment used is accessible to all children regardless of their needs.

    Provision is made for those children with hearing needs and equipment is provided for support through the sensory service.
  • Before school provision is accessible to all children including those with SEND.
  • Extra- curricular activities are accessible for children with SEND.

    For those parents whose first language is not English, every endeavour will be made to ensure all information is understood
What provision is there for my child’s overall well- being?

Our school has a comprehensive pastoral system which aids the holistic approach of the school.

This also includes:

  • Learning mentor support, focusing on social and emotional development, delivered 1:1, paired or in a group as appropriate, either in or out of class.
  • Tailored intervention programmes delivered by the school’s allocated educational psychologist to children and their parents/carers, as appropriate.
  • Intervention from Gateway (Local authority support ) for children and their parents/carers on referral, delivered both in school and in the home.
  • Intervention from the Child and Adolescent Mental Health Service (CAMHS) for children and their parents
  • Intervention from the school counsellor , based on the child’s individual needs
How will the school prepare and support my child to join the school, transfer to a new school or onto the next stage of education?
  • Pre-school meetings are held every Thursday afternoon for 7 weeks(May/June) prior to your child beginning school in the September – this enables staff to learn more about your child’s needs and for you to provide any information you would like to share
  • A home-school meeting is organised in the September of the new academic year, with your child and the reception teacher, so that there is a further opportunity for you to discuss your child’s needs
  • A transition meeting is held between the nursery staff, the reception teacher and the SENCO so that information can be passed on and discussed in detail before your child begins school
  • A meeting is held between the Local Authority Early Years Leader, the SENCO and the reception teacher, prior to your child beginning school so that any SEND information can be shared
  • As each child begins a new class, a pupil profile meeting is completed between the existing teacher and the next teacher so that SEND children can be discussed in detail, to ensure there is a smooth transition and that the child’s individual needs are shared
  • As each child progresses to secondary school, the Year 6 teacher shares all relevant information with the Head of Year and Learning Mentor of the chosen secondary school so that there is a smooth transition between schools and to ensure the child’s individual needs are given.
  • There are a number of occasions where the children visit their secondary school so that they are more confident when they begin the next stage of their education. The Learning Mentor also completes a number of activities with the children to prepare them for the next stage in their education
  • Further visits to the child’s secondary school can be arranged if needed, and meetings with the parent / teachers/ learning mentor/SENCO can be made to share all relevant information as required and for you to share any concerns/ worries you may have
What do I do if I am not happy with the provision for my child?
  • For any concerns about the provision or progress of your child please initially contact your child’s teacher who will be willing to discuss them with you
  • The SENCO or the Head teacher can then be contacted
  • If you are still not happy the SEND Governor can be contacted
  • All the above can be contacted through the school office
Is there any information about ‘Looked after Children’ with Special Educational Needs?
  • • The needs of all the pupils who may have special educational needs either throughout, or at any time during, their time at X11 Apostles will be met and provided for in the most suitable and appropriate way. Those children who are classed as ‘looked after’, because they are not living with their parents, will be monitored and tracked carefully. Their progress will be reported to the Head teacher, assessment manager and Governors
  • • A designated teacher will attend Local authority meetings where further information is given on how best to provide for this group of children
  • • All children who are’ Looked after’ with SEND working at SEN support, will have a Personal Education Plan
Is there any further information/ help available to me about supporting my child with SEND?

The Local authority have published further information as to the services they provide for families of children with SEND, these can be accessed here: