As Catholic Academies within the Our Lady of Lourdes Catholic Multi-Academy Company we recognise the gifts and needs of each individual as a valued part of our community. We are committed to ensure the best possible progress for all of our pupils whatever their needs and abilities. All children with SEND are valued, respected and equal members of the school. Every effort is made to ensure that pupils identified as having SEND are given the correct support, allowing them to have full access to the National Curriculum.

At St. Peter’s we strive to meet the needs of children with special educational needs and/or disabilities under the 4 main areas of the Code of Practice:

 Please click on the link below for further information.

Parent/Carer guide to the Code of Practice

High Quality Teaching

The effective inclusion of all children in daily and high quality lessons. Support may be provided by the class teacher or the Teaching Assistant. Activities are differentiated and the individual needs of the pupils are recognised in order for them to progress and achieve their potential.

Targeted Support

This level of support will involve small group interventions (maths, phonics, social skills),  personalised behaviour strategies e.g. behaviour charts, Pastoral Support Plan meeting with parents. Pupils receiving this level of support should have a group or individual support plan within the school which sets SMART targets. Pupil’s attainment and progression from receiving intervention should regularly be reviewed and assessed within school

 

Working with Outside Agencies

Some pupils may require assessment and support from Outside Agencies. These may include Educational Psychologists, Learning Support, Occupational Therapists and Speech and Language Therapists.

 

 Education and Health Care Plans

Despite a high level of individualised support some pupils still may present with long term and complex needs that require ongoing specialised services that are well coordinated.

The statutory assessment process takes 20 weeks from when the paperwork is first accepted by SEND Team at the Local Authority. If at the end of these 20 weeks the panel agrees that the pupil has long term and complex SEND needs then they will issue a pupil with a legal document called Education, Health and Care Plan (EHCP). These documents used to be Statements but are now all converted over to EHCPs.

All people working with pupils with an EHCP have a legal obligation to provide that pupil with the support listed. The EHCP is reviewed once a year; this is called an ‘Annual Review’.

Graduated Approach

Below explains the Graduated approach that is taken when assessing pupils and identifying the best ways of securing progress for the children in our care.

 

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The graduated approach is a four part cycle

 

  1. Assess Needs: All pre-school settings, schools and colleges should monitor and review the progress and development of all children and young people. High quality teaching, differentiated for each child or young person is the first step in meeting the needs of pupils who have or may have SEN. Most children and young people can make progress if they are taught in this way.
  2. Plan: Where a child or young persons progress in an educational setting or school gives cause for concern trained staff should work in partnership with parents/carers to develop a plan to ensure make sure that children or young people with SEN or disability receive the support they need for their future learning and development. Class and subject teachers, supported by the Senior Leadership Team should regularly assess progress for all children or young people. Where a child or young person is falling behind or making inadequate progress (given their age and starting point) they should be given extra support.
  3. Do: This graduated response should be led and coordinated by the SENCO (or named person at a college who has oversight of SEND). They will work with and support colleagues. Parents and carers should be included at each stage of this cycle, so that they can say what they think and make suggestions about assessment and planning. Parents and carers should be made aware of Intended outcomes; they should be included in any review of progress in achieving these outcomes.
  4. Review: A date should be agreed for reviewing the effectiveness of the support and the difference it has made to the child or young persons progress.

Where a child or young person continues to make little or no progress, although support has been provided, early years providers, schools and colleges should ask outside professionals to provide help and advice. They can also help in identifying those pupils whose need for long term support is at a level where an EHC Plan might be needed.


Useful Links for Parents and Carers

 Pastoral Support Summer holidays    NEW!

Pastoral support  in response to COVID-19    Lots of resources and links for parents and children supporting this difficult time.

SENDIASS  The SEND Information, Advice and Support Service covering Herefordshire and Worcestershire.

Triple P  Offers practical and flexible ways to develop skills, strategies and confidence to handle any parenting situation

Code of Practice – It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

Click here for the Worcestershire Parenting Groups Booklet


Speech and Language and Communication Needs

 

 Click  here

A new parent support site for children with speech and language difficulties.

Speech and Language development


Dyslexia

British Dyslexia Association

Empowered Parents Information pack for parents/carers from the British Dyslexia Association

Hereford and Worcester Parent Support Group  Local information and resources for parents


Autistic Spectrum

National Autistic Society  Lots of information and resources supporting families with children/adults on the Autistic Spectrum

Visual supports for home A link to information on how to use/make visual supports for children on the Autistic Spectrum


ADHD

ADHD FoundationAdvice and information for Parents/Carers

Young Minds   Information on supporting your child with ADHD


Documents and Policies

Information Report –  This explains what we, here at St. Peter’s offers for pupils with SEND

SEND Policy Our Lady of Lourdes Catholic Multi-Academy Company SEND Policy

Worcestershire Local Offer  –  The Local Offer provides information about provision families can expect to be available across education, health and social care for children and young people who have Special Educational Need (SEN) or are disabled, including those who do not have Education, Health and Care (EHC) plans.  You can find out about resources, services, support, activities and events here.