SEN Information

“Everyday Matters”

Headteacher : Mr C Newman
SENCO : Mrs J Turner
SEN Governor : Mrs D Keen

St. Marys CE (A) Primary School
School Information Local Offer

Our aim is for all children to be safe and happy at school as well as enabling them
to meet their full potential. At St. Marys, we have an inclusive ethos and work in
partnership with children, parents and outside agencies to provide the best possible
educational outcomes for all our children. We have high expectations of all our
children and put support in place at the earliest possible stage where it is needed.
We aim to ensure all pupils achieve their full potential personally, socially,
emotionally and academically across all areas of the national curriculum.
A child or young person has a Special Educational Need (SEN) if he or she has a
learning difficulty or disability which calls for special educational provision to be
made for them. That is ‘additional’ or ‘different’ from support usually available to

children of the same age.

How does the School know if children need extra help and what should I do
if I think my child may have a special educational need?
If you have concerns about your child’s progress you should speak to your
child’s class teacher initially.
If you are not happy that the concerns are being managed and that your
child is still not making progress you should speak to the SENCO Mrs Turner.
If you are still not happy you can speak to the school SEN Governor, Mrs
Denise Keen
How will St. Marys support my child?
Each pupil’s education programme will be planned by the class teacher. It
will be differentiated accordingly to suit the pupil’s individual needs. This
may include additional general support by the teacher or teaching assistant.
If a pupil has needs related to more specific areas of their education, such as
spellings, handwriting, numeracy and literacy skill etc., then the pupil will be
placed in small focus group learning. This will be run by the teacher or
teaching assistant. The length of time of the intervention will vary according
to need but will generally be for a term. The interventions will be regularly
reviewed by all involved to ascertain the effectiveness of the provisions and
inform future planning,
How will the curriculum be matched to my child’s needs?
In 2015, OFSTED rated St. Mary’s as a ‘Good’ school which values all pupils
equally, both pastorally and academically. We believe that every child should
be supported to reach their full potential and that it is the duty of every

adult within school to enable this vision to be a reality. So that each child’s
individual learning needs are met and the best course of support and
intervention is planned. This may include 1:1 support, pair and group work
and the involvement of other agencies and specialists to provide structured
How will I know how my child is doing?
You will be able to discuss your child’s progress at Parents Evening.
You will also receive termly progress reports for your child.
Your child’s class teacher will be available at the end of each day if you wish
to raise a concern. Appointments can be made to speak in more detail to the
class teacher or SENCO by visiting the school office.
How will you help me to support my child’s learning?
The class teacher may suggest ways of how you can support your child with
their learning at home.
If outside agencies or the Educational Psychologist have been involved
suggestions and programmes of study are normally provided that can be used
at home. Speech and Language therapists also offer strategies to use at home
to support learning.
What support will there be for my Childs overall well being?
All information from outside professionals will be discussed with you with the
person involved directly, or where this is not possible, in a report.
The Headteacher or SENCO will also arrange to meet with you to discuss any
new assessments and ideas suggested by outside agencies for your child.
What specialist services and expertise are available at can be accessed by the
Speech and language therapist
Educational psychologist
Occupational therapists,
Physical disability support service,
Special educational needs support service,
Autism outreach team,
Behaviour support team,
School Nurse
What training are the staff supporting children and young people and
disability awareness?

Whole school training on SEN issues such as ASD, dyslexia awareness, speech
and language problems. Individual teachers and support staff attend training
courses run by outside agencies that are relevant to the needs of specific
children in their class, for example, from the AOT service and the SALT
How will my child be included in activities outside the classroom including
school trips?
All children are encouraged to fully participate in all activities in and out of
school and all reasonable adjustments are made, these include: care plans
followed, risk assessments, additional staff support and training.
How accessible is the school environment?
The school is fully wheelchair accessible; we have disabled parking spaces
and an accessibility ramp. All classrooms are on one level and easily
How will the school prepare and support my child to join school, transfer to a
new school?
For those moving to secondary school, there are opportunities for your child
to visit their new school, meet their teachers, form tutor and head of year
group. Additional transition sessions can be arranged along with working
alongside the secondary school SENCO to aid a smooth transition.
For those moving to primary school, there are opportunities for your child to
visit their new school and meet their new teachers. For those entering
Reception the class teacher will visit your child in their normal nursery
setting and discuss your child’s needs with their allocated keyworker, share
strategies used, and ensure provision is put in place before your child starts.
How are the schools 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 dependant on an individual’s needs.
The additional provision may be allocated after discussion with the class
teacher at pupil progress meeting or if a concern has been raised by them at
another time during the year.
Resources may include deployment of staff depending on individual
How is the decision made about what type and how much support my child
will receive?

These decisions are made in consultation with class teacher. Decisions are
based upon termly tracking of pupil progress and as a result of standardised
assessments or assessment by outside agencies.
How are parents involved in the school? How can I be involved?
All parents are encouraged to contribute to their child’s learning.
This may be through discussions with the class teacher.
This may be by attending parents’ evenings.
This may be by discussion with other professionals.
Our school use a child centred approach to termly reviews and ISP targets.
Who can I contact for further information?
Your first contact is Mrs Turner, SENCO, but visits to the school are always
I hope these have answered any queries you may have but do not hesitate to
contact the school if you have further questions.

There are many SEN terms that are abbreviated which can lead to confusion.
Below is a glossary of the most used SEN Terms.

SEN Special Educational Needs
SEN Code of

The legal document that sets out the requirements for

EHC plan Education, Health, Care Plan
SENCO Special Educational Needs Coordinator
ASD Autism Spectrum Disorder
AEN Additional Educational Needs
PLP Personal Learning Plan
IEP Individual Educational plan
AOT Autism Outreach Team
SALT Speech and Language Therapist service.
CAMHS Child and Adolescent Mental Health Service
Link to Staffordshire’s Local Offer:

St. Mary’s CE (A) Primary School
SEND Provision Map

The information below outlines the practice and range of support offered across the school in each area of need. At St. Mary’s CE (A) Primary
School we recognise that no two children and indeed no two classes are ever the same. Therefore, support is always tailored to the needs in
an individual class or for an individual pupil and the offering in each class will reflects this and may change accordingly.


Listed below are the strategies which may be employed in our school to
support children within the areas of need as categorised in the SEND Code of


If your child requires support in addition to the Universal Approach they may
receive the support listed below:


Universal Approach

•High expectations of children and appropriate challenge for all
•Clear learning objectives and differentiated outcomes, clear
•Clear feedback and next steps in their learning – children involved in
the process and given time to respond
•Dyslexia Friendly strategies to aid all pupils
•Behaviour for Learning at the heart of lessons/school ethos
•Learning walls to support key learning points
•Time to talk things through with a Talk Partner before feeding back
to class
•Access to ICT to help reduce barriers to learning
•Writing frames or alternatives to written recording when writing is
not the primary objective
•Variety of teaching styles and approaches using both open and
closed tasks matched to the needs of individuals
•Multisensory learning approach (visual, auditory and kinaesthetic
learning) making use of music, actions, graphics etc.
•Planning emphasises what children will learn based on an
assessment of what the child already knows, understands and can do,
‘Assessment for Learning’ principles in place
•Personalised and differentiated teaching, including questioning
•Learning presented in small chunks. Mini plenaries throughout
sessions to ensure pupils making good progress. Intervention given
to overcome misconceptions
•Differentiated curriculum planning, activities, delivery and outcome
•Visual timetables
•Illustrated dictionaries
•Use of writing frames
•TA in class support
•Use of symbols
•Structured school and class routines

SEND support

•1:1 reading
•Phonics (group and 1:1)
•Writing intervention groups
•Concrete maths activities
•Maths Catch Up Groups
•SOS Spelling approach
•English Small Group and 1:1 support interventions
•Additional Maths Support (1;1, 1;2 or small group)
•Support for word building and high frequency word recognition
•In class support from TA
•Spelling practice groups
•Additional individual reading
•Memory skills training – Turnabout Programme
•Computer programmes i.e. Dragon Speak


Universal Approach

•Differentiated curriculum planning, activities, delivery and outcome
e.g. simplified language
•Increased visual aids / modelling etc.
•Visual timetables – possibly including ‘Now and Next’ boards
•Use of symbols/visual prompts
•Structured school and class routines

SEND support

•In class support with focus on supporting speech and language
(daily, 1:4, TA)
•Speech and Language support; following a referral process, working
with SALT (a speech therapist from Staffordshire or Shropshire)
and/or TA delivering speech therapist devised support programme
•Input from Autism Outreach Team (AOT)
•ICT – Dragon Speak etc.
•Lego Therapy (provided by AOT)

Universal Approach
•Whole school positive behaviour policy
•Whole class Circle Time / P.S.H.E.
•House point reward system
•Celebration Assembly at the end of every term
•A ‘zero tolerance’ approach to bullying
•Year 6 transition support

SEND support

•Small group Circle Time
•Social Skills group work
•Referral to specialist counsellors, where appropriate
•Individual reward system – behaviour diaries
•Mentor support from a designated member of staff
•Home – school record (daily)
•Individual counselling – to be arranged with Family Support Services
•Year 6 additional transition support – liaising with Secondary School


Universal Approach

•Flexible teaching arrangements
•Staff aware of implications of physical impairment
•Writing slopes
•Pencil grips/adapted hand-writing pens
*Refer also to the school Accessibility Plan.

SEND support

•Fine Motor Skills group
•Gross Motor Skills group
•Additional handwriting practice
•Individual support in class during PE and lunch time
•Reasonable adjustments to environment to support access
•Referral to Occupational Therapy, where appropriate