At St Augustine’s Catholic Voluntary Primary Academy we strive to support all children to enable them to achieve at school and reach their full potential.

In order to do this many steps are taken to support them through their learning journey.

Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve success in all areas of their lives.

Our SEND Local Offer:

1.) Identification Of Needs

How does St Augustine’s know if children need extra help?
We know if pupils need extra help if:

  • The parents/carers, teachers or child raise concerns
  • Limited progress is being made
  • There is a change in the pupil’s behaviour or progress

What should I do if I think my child may have Special Educational Needs?

  • The class teacher is the initial point of contact for responding to parental concerns.
  • If you have concerns you can also contact Mrs Cole who is the SENCo of the school.

Will I have to provide any information?

  • The parent/carer will be asked meet the teacher and SENDco to voice their concerns.
  • This conversation will be recorded and a copy sent to the parent/carer.

Will any other agency be involved in the early identification process?

  • Agencies will be used in the early identification process if school needs further input

2.) Support

How will I know how St Augustine’s will support my child?

  • Each child’s educational plan will be devised by the class teacher. It will be differentiated accordingly to suit the child’s individual needs. At times they will be closely supported by teaching support staff.
  • If a pupil has needs relating to a specific area of the curriculum such as spelling, maths, handwriting etc, the pupil may be placed in a small focus group which may be run by the class teacher or a support assistant. The length of these interventions will vary but will usually last a term when they will be reviewed by all involved to ascertain their effectiveness and to inform future planning.
  • These interventions will be recorded on an intervention sheet as well as an IEP which is later transferred to a Provision Map. This is a record of the interventions, cost, timings and impact of the intervention). Any queries you may have regarding the interventions, don’t hesitate to contact the class teacher or SENCo.
  • STANDARDS Meetings (to monitor Pupil Progress) are held each term. In this meeting class teachers discuss the progress of all children in their care. This shared discussion may highlight any problems in order for further support to be planned
  • Special Educational Needs information is regularly updated at team meetings.

Who is involved with making decisions regarding the support my child receives?

Decisions are made about the amount of support/provision required for an individual by the class teachers with support from the SENCo.

  • Parents are informed about interventions and support put into place when they share the IEP/Provision Map at Parent/Teacher Consultation.
  • The school will make use of progression data to help inform whether the support has had an impact on a child.
  • Occasionally a pupil may require more expert support from an outside agency such as an Educational Psychologist, Speech Therapist etc. A referral will be made with your consent and forwarded to the most appropriate agency. After a series of assessments a programme of support is usually provided to the school and parents/carers.

3.) Curriculum

How will the curriculum be matched to my children’s needs?

  • All lessons will be appropriately differentiated and on occasion the children will work within small learning groups.
  • Teaching Assistants may be deployed to work either as 1-1s or with a small focus group.
  • Any specifics relating to curriculum delivery will be outlined on the individual’s Provision Map.
  • Children are ability grouped for basic skills sessions and may work in a year group below if this is deemed appropriate. (Again this will be detailed on the Provision Map)
    How will I know how my child is doing?
  • You will be able to discuss your child’s progress at Parents Consulation when IEP’s and Provision Maps will be shared.
  • Your child’s class teacher will be available at the end of the day should you wish to raise a concern.
  • A home School link book is sometimes established to aid communication.
  • Appointments can be made through the office to speak to a class-teacher or the SEN Co in more detail.

How will you help me to support my child in their learning?

  • The class teachers will provide strategies you can try at home.
  • An outside agency will often provide you with a programme of ideas following an assessment.

4.) Accessibility

Will my child be able to access all areas of the school?

  • The school is wheel chair friendly throughout and disabled toilet and changing/washing facilities are available in two areas of school. (Entrance).
  • There are wide doors in some parts of the building.

5.) Parental Involvement

How will I be involved in discussions about and planning for my child’s education?

All parents are encouraged to contribute to their child’s education. This may be through:

  • Discussions with the class teacher.
  • Progression data is analysed half-termly and a Standards meeting takes place termly.
  • Parents’ Consultation Evenings
  • Structured Conversations – a more in depth discussion with a parent regarding a child who may have learning, behavioural or attendance issues with the aim of supporting to help develop the child’s progress and attainment.
  • Discussions with SENCo
  • Parental point of view taken into consideration regarding progress of their child through discussion with class teacher and SENDCo
  • There is one written report scheduled in the school year.
  • The parents are invited to share the IEP and Provision Map for their child and
    comment upon it.

6.) Overall Well Being

What support will there be for my child’s overall wellbeing?
The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include:

  • Nurture (KS1) (KS2) – Lunchtime Group
  • Counselling Service
  • Pupil voice is highly regarded. There is an opportunity for the children to comment upon their provision and this is also added to the inclusion passport as they move through school.

7.) Specialist Services

What specialist services are available/accessed by the school?
At times it may be important to liaise with outside agencies to receive their more specialised support.

The following Specialist Services are currently accessed by the school:

  • Educational Psychologist
  • Time for You Counselling Service
  • The Bungalow Partnership
  • CAMHS (Child Mental Health Service) /The Link
  • Learning Support Services
  • EOTAS
  • Occupational/Physiotherapist
  • Speech and Language Team

8.) Staff Training

What training are the staff supporting children with SEND receiving/have received?

  • Staff are First Aid Trained.
  • During this year have received a staff training session on the use of the Epi Pen.
  • All members of the school are regularly updated on Child protection. This includes Governors.
  • Several staff are qualified to administer medication.

9.) Activities Outside School

How will my child be included in activities outside the classroom including school trips?

  • Trips/outings/residentials are planned inclusively and when necessary a parent will be invited in to discuss at the earliest planning stage.
  • Risk Assessments are carried out and procedures are put in place to enable all children to participate.
  • If it was deemed that an intense level of 1-1 support may be required a parent may be invited to accompany their child during the activity.

10.) Transition

How will St. Augustine’s Catholic Primary Academy support my children on joining or transferring from their school?

Many strategies are in place to enable the pupil’s transition to be as smooth as possible.
These include:

  • Home Visits FS1.
  • FS2 transition visits to school
  • Stay and Play sessions.
  • New starter meeting.
  • Assigned buddies to support new starters.
  • Transition week, support staff to accompany children as they move through school.
  • Discussions between previous or receiving schools prior to the pupil joining/leaving.
  • Secondary school staff visit the school to talk to pupils prior to them joining their school.
  • Some children have extended secondary transition and are accompanied by a staff member to ensure a smooth transition into KS3.
  • Year Six Teacher liaises with secondary SENCos passing over valuable information prior to transfer.
  • If appropriate a bespoke plan may be arranged between the two schools and involve a planning meeting with the parents.

11.) SEND Resources

How are school’s resources allocated and matched to children’s special educational needs?

  • The SEN budget is allocated each financial year. The money is used to provide additional support or resources depending upon the individual’s needs.
  • The additional provision may be allocated after discussion with class teacher at pupil progress meetings or if a concern has been raised by them at another time of the year.
  • Resources may include deployment of staff depending on individual circumstances.
  • How is the decision made about how much support my child receives?
  • These decisions are made in consultation with the class teacher and senior leadership team. Decisions are made based upon termly tracking of pupil progress and assessments performed by outside agencies.
  • During their school life if further concerns are identified due to pupil’s lack of progress, other interventions will be arranged.

12.) Further Information

Who can I contact for further information?

  • If you wish to discuss your child’s education please contact the schools SENCo
  • Home/School Liaison Officer
  • Council Local Offer