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Westminster Cathedral

Roman Catholic Primary School

Founded by
The Jesuit Fathers circa 1849

Special Educational Needs and Disabilities

School’s Local Offer

Responsibilities and resources

The SENCo (Special Educational Needs Co-ordinator), along with the Headteacher and Governing Body, take responsibility for the implementation of the school’s SEND policy and the co-ordination of special educational needs provision within our school.

Mrs Alexandra Stacey is SENCo and Acting Headteacher. She has her NPQH and has achieved her National Qualification for SEN provision (November 2015). She has the day to day responsibility for the operation of the SEN policy and provision within the school with the support of Mrs Sandra Brierley. They provide professional guidance to colleagues and work closely with staff, parents and other agencies.The SENCo is TEACCH trained.

We currently have a member of staff who is Speech and Language trained. She provides, where necessary, specialist teaching for our pupils. We are part of Westminster Local Authority ELKLAN programme training a specialist Communication Champion within our school to offer universal level of Speech and Language support. Please see http://www.elklan.co.uk/

The SEN Governor is Mrs Mary-Therese Fardon.

The School Leadership Team along with the Governors are committed to regularly reviewing how expertise and the use of resources are used to address SEN to continue to improve the quality of whole school provision.

In regard to The Children and Families Act 2014, the Equality Act 2010 and the SEND Code of Practice 2014, our school is committed to make arrangements to support pupils with medical or physical needs. We have disabled access throughout the ground level of the school. There is a disabled toilet at the entrance of the school building. Three classrooms, the school hall, the ICT suite, the inclusion office and medical room can be accessed by a wheelchair.

All members of the school community, including pupils, are invited to inform the school of any disability they may have.

The Equality Policy and Medical Conditions Policy should be read in conjunction with this policy.

Identification of SEN within Westminster Cathedral RC Primary School

Description: http://www.teachhandwriting.co.uk/Graduated%20Approach%20SEND.jpg

The Graduated Approach underpins the identification and provisions given to pupils with SEN at Westminster Cathedral RC Primary School. We are committed to taking action to remove barriers to learning and put effective educational provision in place.

We believe in the importance of early identification and assessment of pupils who are falling behind their academic potential. The Senior Leadership Team, class teachers and learning support staff regularly meet to monitor and review the progress of all pupils. We use summative and formative assessments and the data analysed to inform teachers of priority areas for learning. Interventions and additional support sessions are allocated using the latest available data. The school’s monitoring and assessments include:

  • Baseline assessments on entry into Reception
  • Pupil Target meetings at the beginning of the academic year
  • Termly Pupil Progress meetings
  • Termly Learning Profile meetings
  • Termly writing assessments
  • Termly Core Curriculum Assessments in Maths and reading
  • Termly pupil work scrutiny
  • Baseline assessments linked to the intervention
  • Ongoing assessments linked to the interventions
  • Pupil/ parent questionnaire
  • Lesson observations and book scrutinies

    Once a child has been identified as making less than expected progress we discuss the possible reasons why. We believe the first response to such progress should be high quality teaching targeted at their areas of weakness and in close communication with the parents. (Initial Concerns)

    Where progress continues to be less than expected the child is assessed to identify a possible barrier to their learning. The assessments used are:

  • WRIT
  • WRAT
  • TAPs
  • YORK Reading Assessment
  • SWST - Spellings

     

    The findings of these assessments are always communicated to the parents and when needed an individual Learning Profile is written and targets set. (Supported Concerns)

    If the pupil requires support or assessments from outside agencies e.g. CAHMS or an Educational Psychologist, then the pupil must have an individual Learning Profile and targets written and set. (Continued Concern)

    There can be other contributing factors that can lead to learning difficulties or wider mental health difficulties. These do not always lead to children having SEN but can have an impact on the pupils’ well-being. We at Westminster Cathedral RC Primary School are committed to providing provision for a child’s short-term needs in order to prevent problems escalating. We therefore provide for these pupils under supported concern.

     

    Provision for pupils with SEN

Initial concerns

Supported concerns

Continued concerns

EHCP

Pupils making less than expected progress (CoP 6.17)

  • Class teachers’ initial concerns.
  • Identified during summative assessments and pupil progress meetings

Receiving additional intervention

  • Mrs Beth
  • Mr Beach
  • Mrs Hughes
  • SALT
  • OT
  • Therapy

 

Outside professional assessments/ interventions

  • CAHMS
  • Designated Educational Psychologist
  • Psychologist or psychotherapist
  • Diagnosed medical condition

Pupils with specific learning, emotional or health difficulty

Any emotional events impacting on learning

  • Informed by the class teacher
  • Informed by the family
  • Informed by Social Services

Snap shot assessments made

  • WRIT
  • WRAT
  • TAPS

 

Likely to require special Educational provision to access the curriculum

Quality first teaching – pupils being provided for in class

  • Differentiation
  • Support from TA

When needed individual Learning profile targets

Input and agreed by the class teacher, parents, the child using assessment made.

Reviewed three times a year.

Parents and pupils informed

Must have Individual Learning profile targets

Input and agreed by the class teacher, parents, the child using assessment made.

Reviewed three times a year.

Parents and pupils informed.

Must have Individual Learning profile targets

Input and agreed by the class teacher, parents, the child using assessment made.

Reviewed three times a year.

Parents and pupils informed.

 

 

 

EHCP reviewed annually with all agencies involved

 

Areas of need

1. Communication and Interaction, including:

  • SLCN (Speech, Language and Communication Needs)
  • ASD

    2. Cognition and Learning; when children learn at a slower pace than their peers, even with appropriate differentiation. They include:

  • MLD (Moderate Learning Difficulties)
  • SLD (Severe Learning Difficulties) - where pupils are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication.
  • PMLD (Profound and Multiple Learning Difficulties – where children are likely
  • to have severe and complex learning difficulties as well as a physical disability
  • or sensory impairment.)
  • SpLD (Specific learning Difficulties affecting one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.)

    3. Social, Emotional and Mental Health Difficulties. They include:

  • Wide range of difficulties that manifest themselves in many ways e.g. becoming isolated, withdrawn, displaying challenging, disruptive behaviour.
  • They may reflect underlying mental health conditions such as anxiety, depression, self-harming, substance misuse, eating disorders or other physical symptoms that are medically unexplained.
  • ADD (Attention Deficit)
  • ADHD (Attention Deficit Hyperactive Disorder)
  • Attachment Disorder

    4. Sensory and/or Physical Needs, including:

  • Vision Impairment
  • Hearing Impairment
  • Multi-Sensory Impairment
  • Physical Disability

 

Working with outside agencies/ specialists and in school interventions

Agencies include:

  • The Educational Psychology Service
  • Speech and language Service
  • Occupational Therapy
  • Sensory and Language Impairment Team (including Dyscalculia and Dyslexia)
  • Autistic Spectrum Outreach Team from QEII school
  • The Cheyne Child Development Centre
  • The School Nurse
  • Westminster Early Help Service
  • Specialist Inclusion Services (e.g. ASD Team)
  • Parent Partnership
  • St Vincent’s Family Project (drama and art therapy)
  • Volunteer Readers (Random House)
  • Each class has at least one additional adult to work alongside the class teacher:

We make use of many interventions including:

  • Numicon
  • Read Write Inc
  • Rapid Reading
  • Power of 2
  • Syllable Analysis
  • Word Families
  • Word Aware
  • Talkabout
  • Visual timetables
  • Additional rooms provided for 1:1 and small group work
  • Multi-sensory tent within the school library
  • All required OT resources e.g. seats, cushions, weighted bag

     

 

 

Education Health and Care Plans

If parents, the school or outside agencies perceive a greater need a child may be put forward for an Education, Health and Care Plan (EHCP), replacing Statements of Special Educational Needs.

The EHCP is designed to put the child at the centre of the EHCP and draw together all necessary professionals around the child. A lead professional, nominated by the child and their family will guide the process of applying for an EHCP, which is designed to encompass all aspects of the child’s educational, physical, social and emotional needs

Formal annual and interim reviews will be held with pupils and parents/cares to review a child’s progress and plan for future steps in their learning journey. This process is designed to put the child at the centre of his/her learning and look at progress and potential for development.

 

Pupil voice

When a pupil has been identified as having special educational needs because special educational provision is being made for him or her, the pupil will be consulted about and involved in the arrangements made for them as part of person-centred planning.

At Westminster Cathedral RC Primary School, children are clearly at the centre of the learning and teaching process.

Throughout the school strategies include;

  • All children know their academic targets and their next steps in learning.
  • All children take part in ongoing dialogue with teachers about their progress.
  • Clear learning objectives set for each lesson and reviewed using self and peer assessment.
  • Teachers will adapt activities to suit different styles of learning.
  • Parent/Pupil/Teacher meetings to ensure consistency and understanding.

 

Parent viewpoint

It is important that we hear parents’/carers’ and pupils’ views to inform our support for pupils, particularly in relation to those with SEND.

At Westminster Cathedral RC Primary School we have several ways that views can be shared, including;

  • Open Door policy for parents to come in and talk to teaching staff/ Headteacher/ SENCo/Leadership Team.
  • Teachers accompany pupils onto the playground, or are present within the classroom in Key Stage 1, at the end of the day to meet parents/carers.

Parent feedback forms following parent/teacher consultations.

 

For children with special educational needs their and their families’, involvement in their learning is key.

Whilst important for all children, for those with special educational needs, teachers and support staff will focus on certain procedures and additional strategies to promote consultation and maintain the child’s continuous and positive involvement in their learning, including;

  • Daily / weekly discussions with children to discuss their learning
  • Communication Book between the class and home
  • Regular planning and reviewing with the child’s LSA/Intervention teachers.
  • Prompts to help children develop organisational skills
  • Regular updates with the parent and child to ensure they know their learning targets and next steps
  • In addition to parents evening, when required, class teachers and SENCo are available to parents to allow for sufficient time to explore parents views.
  • Parent and pupil questionnaire

     

Assessing and reviewing pupil progress and data/ record-keeping

We at Westminster Cathedral RC Primary School are committed to the provision made for pupils with SEN and D being recorded accurately and kept up to date. This is done through;

  • SIMS
  • Record of the notes made at Pupil Progress meetings
  • Connecting Steps – BSquared
  • Rapid reading assessments
  • Termly summary of planning and evaluations of interventions

We record details of additional or different provisions made within each pupil’s own Learning Profile and this forms part of the regular discussions with parents about their child’s progress, expected outcomes from the support and planned next steps.

The school also has a SEN and D provision map which is managed by the SENCo which maintains an overview of the programmes and interventions used with different groups of pupils and provide a basis for monitoring the levels of intervention.

 

 

Expenditure forecast for 2016/17

Service

Level of Provision

Termly Price

Speech and Language Therapy

0.1w.t.e Speech and Language Therapist per week, term time only plus supervision and CPD

 

 

Sept – Dec 2016

£2, 166

 

Jan – March 2017

£2, 166

 

April-May 2017

£2, 166

 

 

£6, 498

 

Service

Level of Provision

Termly Price

Educational Psychologist

Tier 1: statutory work (EHC needs assessment, draft plans, next steps etc.) is commissioned by LA SEN team.

 

Tier 2: Up to 3 visits (18 hrs total) for SEN support functions including: planning, EHC application discussion, advice over email, INSET/training, systemic work, teacher /parent drop ins, Consultation Outcome Reviews (CORS) –, Informal consultation about vulnerable pupils, liaison with Key worker of school, not individual casework

 

Tier 3: Number of Visits commissioned by school:  6

1 visit = 3 hrs in school, 3 hrs write up time = 1 day = 2 sessions

Hrs in school / office may be used flexibly.

 

 

 

Other important documentation

  • SEN and D Code of Practice published 2014

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

  • SEN and D Guide for Schools

https://www.gov.uk/government/publications/send-guide-for-schools-and-alternative-provision-settings

  • SEN and D Guidance for Parents and carers

https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

  • Equalities Act 2010

https://www.gov.uk/equality-act-2010-guidance

  • Children’s and families Act 2014

http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted

  • Westminster Local Offer

https://www.westminster.gov.uk/local-offer

  • Westminster Cathedral RC primary School SEND offer
  • Role of the SENCO

    Learning and Teaching Policy

http://www.westminstercathedralprimary.org.uk/policies.htm

  • Behaviour Policy

http://www.westminstercathedralprimary.org.uk/policies.htm

  • Medical Conditions Policy

http://www.westminstercathedralprimary.org.uk/policies.htm

  • Equality Policy

http://www.westminstercathedralprimary.org.uk/policies.htm