Meeting Children's Needs
At St. Stephen’s we strive to ensure the needs of all children are met and that they are supported in becoming caring individuals and effective learners. Our school vision includes a commitment to ensuring we support and enable each person ‘to realise their full potential’.
At St Stephen’s Infant School we believe it is essential to provide a well-balanced, challenging curriculum for all children. Our vision demonstrates a commitment to ensuring all children, including those with special educational needs and disabilities (SEND), access a high quality, exciting and balanced curriculum.
We aim to support all children in realising their potential and in preparation for life-long learning. We believe it is important that children acquire skills, knowledge and confidence that can be applied to all future learning experiences, including social, physical and spiritual development.
We endeavour to raise aspirations and expectations for all children, including those with SEND by working in partnerships with parents/carers and listening to children.
Rose White is our SENCO (Special Educational Needs Coordinator) and can be contacted using the phone number and email address at the top of this page.
Identifying Special Educational Needs (SEN)
Children’s needs may be categorised into four areas, these include:
- Communication and interaction
- Cognition and learning
- Social, emotional and Mental Health – including behaviour
- Sensory and/or Physical – including gross and fine motor skills
We believe early identification of SEN is crucial to the well-being of all our children. To support us in our early intervention we:
- Carry out home visit for all Reception children
- Attend all transfer reviews for children with SEND transferring to St. Stephen’s Infant School
- Provide the appropriate intervention or seek external support
These allow us to meet the parents/carers and give us the opportunity to discuss the child’s strengths and needs. This allows for any additional resources, interventions or referrals to be made quickly.
Parents/carers are included at all stages of this process.
Assessment of our pupils continues throughout their time with us. We do this by:
- Analysing assessment data no less than termly to identify children who are not meeting age-related expectations.
- Classteachers and Teaching/Reading Assistants continually monitoring the children in their class through observations, discussions, marking and written feedback.
- Providing all adults with the opportunity to discuss concerns at any time
- Liaising with parents/carers.
Any child identified as SEND is placed the SEND register and receives additional support.
This support is outlined on the year group provision map, along with the children’s names. The provision maps are updated termly with the children’s needs, considered at ‘Intervention Year Group’ meetings (attended by Classteachers and Teaching Assistants, Reading Assistants and Learning Mentor). The additional support outlined in the provision map may consist of group work or individual target work. It is in addition to appropriate quality first teaching delivered within the class. e.g. all children in KS1 have a daily 35 minutes phonics session. Our SEND children are supported in their group by a classteacher, Teaching Assistant and/or Reading Assistant. SEND children experience the same range of learning opportunities as non-SEND children in line with our Equality and Teaching & Learning policies.
Whilst we run some group interventions (details given on the provision map), to reduce the times when children are withdrawn from class, we are trialling an individual pupil ‘Target Tracker’ system. These individual targets cover the child’s specific Maths and English targets (Starting 2015-16). TAs work with each child for approximately 3 x 10 minute sessions per week and targets are updated as required. If appropriate, all children with SEND also have daily access to individual reading support with our Reading Assistance programme.
At the end of an allocation of intervention (either group or individual) the impact on individual pupils will be considered at the ‘Intervention Year Group’ meeting.
The school’s Continued Professional Learning (CPL) programme links with the support staff’s appraisal cycle to ensure staff are trained and supported in meeting children’s needs. e.g. we have specialist HLTAs capable of delivering Speech and Language Support and Motor Skills support.
Parents/Carers are always welcome to review and discuss their child’s progress with the class teacher, Teaching Assistant and/or Special Educational Needs Coordinator (SENCO). We operate an ‘open door’ policy for parents/carers.
All SEND information is shared between year groups as part of the transition including liking with our partner Junior School when the children start Y3.
For more information on our SEND ’Local offer’ please visit the Policies section of our school website.
OR you contact school to arrange a meeting with our SENCO.
If you are unhappy about SEND arrangements or provision for your child the first thing you need to do is contact our SENCO.
For more information please click on the links below: