St. George’s SEND Information Report: September 2017
Special Educational Needs and Disability Co-ordinator: Mrs Amy Rowley
Contact via the school office: 01562 824206
At St. George’s, we believe in the importance of every child achieving their ‘best’, making good progress and enjoying their learning experience through Quality First Inclusive Teaching. As a school when we plan any learning opportunity, our learners and their needs are the central focus.
St. George’s Primary School upholds children’s rights to education and recognises the diverse educational needs within its community. We acknowledge those needs may change and require a range of provision. We believe we have a duty to offer that provision where we can, to foster inclusion and provide full educational access. Parents will always be informed, included and supported throughout such periods of provision.
At St. George’s School, teaching and learning opportunities are adapted and continually evaluated (with the support of external agencies when required) to ensure the needs of all of our learners are met.
Changes in support for children with Special Educational Needs: The New Code of Practice 2014
The changes in the Children and Families Bill affect the way children with special educational needs (SEN) are supported in schools. The new approach began in September 2014 and places pupils at the centre of planning. The key principles of the new legislation are:
1. Young people and their families should be involved in discussions about the support they need, so they can share their knowledge and feed back to the school on the young person’s progress.
2. Education, Health and Care Plans (EHCP) will replace Statements of Special Educational Needs. New assessments for additional educational needs will follow the EHC guidelines from September 2014. (Existing Statements will remain in force until all children and young people have completed the transition, which will be within three years).
3. School Action and School Action Plus will cease and be replaced by a single school-based category of SEN Support.
St. George’s embraces these changes and looks forward to working with pupils and parents/carers to ensure that children receive fully inclusive access to their education.
We work closely with the SEND team at Worcester County Council. More information can be found by clicking on the local offer link:
We hope the following information explains how we provide support at St. George’s Primary School. If you need any further information or have any concerns please contact our SENDCo.
If a learner’s needs are significantly greater than the majority of children of the same age, or they have a disability, which requires additional support, then they are considered to have Special Educational Needs.
St George’s provides for the four key areas of SEND:
• Communication and Interaction, including Speech and Language and Autism
Spectrum Disorder (ASD)
• Cognition and Learning
• Social, Mental and Emotional Health
• Physical or Sensory difficulties.
How are children identified and assessed for SEND needs?
At St. George’s we identify any child’s SEND needs as soon as possible. Some examples of how we identify SEND are listed below:
• Information gathering upon starting Nursery and Reception through Nursery and Home visits and liaison with Pre-school Forum.
• When a child joins at a different point in their education, we will have a dialogue with their previous educational setting to obtain information about the educational needs.
• Discussions with parents and/ or staff where concerns are expressed.
• Assessment which shows a widening gap between the child and age related expectations.
• Day to day observations of the child in their learning environment.
• Phonics Screening checks in KS1.
• Parents will always be consulted if outside professional support is required.
What types of support will be available to my child? How will teaching be adapted?
Support for all children begins in the classroom with Quality First Teaching. The class teacher is responsible for planning differentiated activities to ensure all children can access learning and make the next steps to enable progress to be made. If a teacher feels that a child needs more support, they will share this information with the parent of the child and outline and deliver initial provision. If progress remains a concern (despite initial intervention), the class teacher and SENDCo will follow the process outlined in the stages of SEND Code of Practice. We will then work alongside parents/ carers and relevant outside agencies and services to make sure that all pupils receive the support that they need. Services that we work alongside include:
• Speech and Language Team (SALT)
• Behaviour Support Team (BST)
• Educational Psychologist (EP)
• Autism/ Complex Communication Difficulties Team (CCD/ ISSS)
• Hearing Impairment Team
• Early Help
• School Nurse
We aim for all children to be taught together as a class. At times, it may be necessary for a child with SEND to access intervention, either as part of a small group or 1:1.
Speech and Language Therapy
At St George’s we have support from the Speech and Language Team. This enables us to address areas of need quickly and have access to specialised intervention programmes and training.
Evaluation of Effectiveness of Provision
Class teachers, the Senior Leadership Team and SENDCo, review the progress and attainment of all pupils frequently, at which time provision may be adjusted to meet identified needs.
Provision maps provide targets for pupils with SEND, which are reviewed regularly by class teachers and monitored by the SENDCo.
St. George’s adopts a Graduated Approach in which we assess, plan, do and review on a regular basis to ensure that the right level of support is provided.
Who should parents talk to if they think their child may have SEND?
Your child’s class teacher is always best placed to answer any queries you may have relating to any aspect of school life.
You can also talk to the SENDCo by making an appointment with the main office.
How can parents find out about their child’s progress?
To keep parents involved in the progress of their child:
• Structured conversations are held with parents in the Autumn term and parent discussion evenings are held in the Spring term.
• Parents are informed of their child’s current attainment and next step targets.
• Children with SEND have personalised targets which are formally reviewed with parents at the end of each term.
• Parents are encouraged to be involved in supporting a child’s progress at home through liaison with the class teacher and SENDCo.
• Parents can request a meeting with the class teacher at any point and are encouraged to discuss issues quickly if the need arises.
At St. George’s we feel that it is important for the pupils to be involved in their SEND education and include their thoughts and opinions. We make sure that they know what their next steps of learning and targets are. We involve them in the target setting process whenever possible.
We make sure every effort is taken to ensure transition times are successfully managed so that children settle down well in their new school. Some children complete transition journals about themselves to inform their next teacher/ school. Additional visits can also be arranged to re-assure pupils and parents.
We have an effective transition programme for pupils with SEND and vulnerable pupils in Year 6 for the transition to local High Schools.
Staff training and expertise
All staff will have access to training, advice and resources to enable them to contribute to effective fully inclusive practice.
The school’s complaints policy is available on the website or at the School Office. In the first instance, we would advise voicing any concerns to the class teacher and SENDCo. Following this, if issues are still not resolved, please make an appointment to see the headteacher.
For more information on Worcestershire’s local offer or additional SEND information please go to: