SEN Information Report for St Paul’s Church of England Primary School – in accordance with the section 65 (3) of the Children and Families Act 2014
St Paul’s Church of England Primary School
Our school is a happy, unified, secure and inclusive Christian community in which children and adults work hard together as a team to care for each other and the world and to learn, grow and achieve success.
1. What kind of special educational needs provision is accessible for pupils at St Paul’s CE Primary School?
St Paul’s Church of England Primary School is a fully inclusive school, catering for children from 4-11 years of age, which ensures that all pupils achieve their potential; personally, socially, emotionally and academically in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational need.
Our current Ofsted rating is Outstanding
2. How do we identify pupils who may have SEN?
• In the first instance children entering our Reception classes are screened through baseline assessment.
• Consistent and continuous measurable assessment takes place across the school from which we track and identify children who are not making expected national progress or for whom we have a concern. Interventions/support programmes are then implemented and monitored to ensure that the child meets the targets to address any area of difficulty.
3. How can a parent raise any concerns they have?
If a parent is concerned about their child they should speak to their child’s class teacher who is responsible for the progress and development of the children in his/her class.
4. What provision is made for pupils with SEN in respect of:
a) How is the intervention/support monitored as to its effectiveness?
Those children identified with SEN and benefiting from intervention/support are monitored against the progress they are making through the school’s data tracking system.
b) What are the school’s arrangements for assessing and reviewing progress of pupils with SEN?
Those children identified with SEN have a termly review meeting with the class teacher and parents where progress is reviewed and achievable, measurable targets set.
c) What is the school’s approach to teaching pupils with SEN?
We are an inclusive school. Teachers plan lessons according to the specific needs of the children in their class and ensure that tasks are adjusted to facilitate learning; this may be through differentiation, small group work or through 1 to 1 teaching. Marking supports next steps in learning and teachers use different grouping methods and activities carefully matched to pupils’ abilities
d) How does the school adapt the curriculum and learning environment for pupils with SEN?
The curriculum and teaching sequences are adapted to meet the needs of every child. The school takes all reasonable steps to modify/adapt the learning environment (including educational visits) to meet the individual needs of the children.
e) What additional support is available for pupils with SEN?
The school provides various interventions/support that meet the individual needs of the children. Those who may require higher levels of support have additional access to support staff.
f) What support is available for supporting the emotional and social development of pupils with SEN and those pupils with specific medical needs?
Children can access additional support for their social and emotional needs through 1 to 1 or small group activities, directed by the class teacher and the school’s Learning Mentor. The school’s welfare officer oversees all specialist medical issues and needs.
5) Who is the named SEN contact?
Mrs C Cresswell
St Paul’s CE Primary School
London N21 2RA
6) What specific expertise is available to pupils with SEN?
Delivery of Cognitive Behaviour Training in specified year group – where needed
7) What specialist equipment and facilities are there for children with SEN?
Classrooms are equipped with a range of resources to support children with SEN. The school has toilet facilities for disabled pupils/adults.
8) What arrangements are there for consulting and involving parents of children with SEN?
Parents are actively encouraged to be partners in their child’s education through informal discussions, telephone contact, home/school book, Individual Education Plan, support plans, SEN review meetings, parent consultation meetings, mid-term and annual written reports.
9) What are the arrangements for consulting children with SEN about, and involving them, in their education?
All children, regardless of SEN, are aware of the next steps in their learning. Children with SEN have targets that are shared, discussed and worked upon with all members of staff who are providing their additional support.
10) What are the arrangements for parents of children with SEN who may wish to complain about the provision?
Parents who wish to complain are encouraged to initially speak to the Head Teacher or Deputy Head Teacher or the SENCO regarding their complaint. If the issue cannot be resolved at this level or the complaint is about the Head Teacher/Deputy Head Teacher the parent would be directed to the school’s complaints procedure.
11) How does the school/governing body involve health, social services, LA Support Services and others in meeting the needs of children with SEN and supporting their families?
In order to meet the individual needs of a child the school will work with and seek advice from an educational psychologist, speech and language therapist or health colleague to support the child’s academic and social progress.
Of support services or the parents of children with SEN.
12) What are the contact details of support services of pupils with SEN?
Speech and Language
Parent Support Services
The above agencies details can be found on the Enfield Local Offer.
13) What are the school’s arrangements for supporting children with SEN in transferring between phases of education?
• Consultation with parents/carers in how we best meet the emotional needs of the child.
• Consultation with teaching staff, support staff and there lead professionals as to how we can best support the academic, medical and social needs of the child.
• Opportunities for the child and parent to have supported visits to the new situation.
14) Where is the Local Authorities Local Offer published?
Accessibility Plan – Click to view/download