School Information Report

Mrs Tammie Bickle

SENDCo

Mrs Bickle is our school SENCo as well as being an Early Years specialist. She is currently completing the National Award for Special Educational Needs Co-ordination through Edge Hill University.

You can contact Mrs Bickle on telephone : 0191 2852553

School Information Report

 

This document is intended to provide parents, carers and families with information on how we support pupils identified with a special educational needs or disability.

 

The SEN Information Report should be read in consultation with the SEN policy, Accessibility Plan and Annual SEN Report. Together they include details of:

  • The school’s admission arrangements for pupils with SEN or disabilities

  • The steps school have taken to prevent pupils with SEN or disabilities from being treated less favourably than other pupils

  • The facilities provided to assist access to the school by pupils with SEN and disabilities.

(Children and Families Act 2014, Part 3)

 

Rationale:

At St Charles’ RC School every child is equal, valued and unique. We aim to provide an environment where all pupils feel safe and can flourish. We will respond to individuals in ways which take into account their varied life experiences and particular needs. St Charles’ is committed to providing an education that enables all pupils to make progress so that they achieve their best, become confident individuals living fulfilling lives and make a successful transition into adulthood.

 

We support our children with Special Educational Needs (SEN) to achieve their potential. The strategies, resources and support explained in this document are continually developed and provision modified to meet the needs of individual pupils. As a team we regularly liaise with each other, with our families, and other professionals so we can achieve the best for our children.

 

We are a dedicated whole school team with a variety of skills and knowledge. We have an SEND Coordinator (SENCO) Mrs Bickle, Special Education Needs Governor Mrs Barber and teaching staff and learning support staff with a diverse range of skills and training.

 

St Charles is a fully inclusive school. We ensure that all pupils are supported to reach their potential personally, socially, emotionally and academically regardless of their gender, ethnicity, social background, religion, physical ability or educational needs.

 

Children with SEN and disabilities may require additional behaviour support which will be provided with individualised strategies depending on the child’s needs. Children are supported with behaviour with their best interests in mind. Children with additional needs may be vulnerable and can be disproportionally impacted by things e.g. bullying without showing any outward signs due to communication difficulties. All staff are vigilant for this. For further information relating to bullying please see our behaviour and anti-bullying policies. If you have any concerns please do not hesitate to contact your child’s teacher.

 

The information here is general; each child is an individual and will receive unique provision and resources where necessary. The teaching team continually assess and monitor the progress of all our pupils and all provision focuses on achieving the best possible outcomes for every child.

 

If you have any concerns about your child the first point of contact is their class teacher in the first instance, who can pass information to the school SENCO. If your concern is not resolved and you would like to make a complaint please see our complaints procedure for more information.

 

Other useful information such as our Inclusion and SEND policy are available on the school website. If you would like further information about what we can offer then please do not hesitate to contact our SENCO Mrs T Bickle.

 

Email: admin@stcharles.newcastle.sch.uk or telephone on 0191 2852553.

 

Newcastle City Council has a ‘Local Offer’ of information and guidance for people with SEN or disabilities, their families and those who support them. This describes and has links to what is available in Newcastle and other nearby local authorities. You can find out more about this Local offer at:

http://www.newcastlefis.org.uk/kb5/newcastle/fsd/home.page

 

For all pupils with SEN:

We use pupil friendly individual provision maps which clearly state the pupil’s area(s) of need, their targets and the provision and resources to be implemented to support them in meeting the targets set for them.

 

  • We involve the pupil, parents or carers and key staff members in the writing, implementing and reviewing of individual education plans.
  • We deliver high quality teaching, differentiating the curriculum and our resources to meet the needs of individual pupils and to promote pupil progress.
  • We seek support and advice from a range of outside agencies to ensure barriers to success are fully identified and responded to.
  • We operate a graduated response based upon need; assess, plan, do, review which is monitored by the SENCO.
  • All school-related activities are evaluated in terms of their positive impact on the learning success and inclusion of pupils with SEN.
  • We use strategies to reduce anxiety/ promote emotional well-being.
  • We ensure that our school activities and trips are accessible to all our SEN pupils.
  • Support staff are placed where they are needed throughout the school to ensure pupil progress and independence.
  • All staff have completed and continued to receive, on-going training in relation to meeting pupils’ needs in the classroom.
  • Support is offered to families and they are signposted to services and organisations which may offer appropriate support or advice via the Newcastle Local Offer.
  • We offer support to all pupils and parents during all periods of transition
  • We liaise closely with other schools at transition times to ensure that SEN pupil information is clearly communicated so that the move to the next school is as smooth as possible.
  • We work in partnership with parents and carers to meet the needs of individual pupils.

We support the four broad areas identified in the Code of Practice (2014). by:

Communication and Interaction

This may include;

Autistic Spectrum Disorders (ASD)

Speech, Language and Communication Needs (SLCN)

  • Visual timetables to support pupils to understand what will happen and when
  • Areas of classroom are clearly defined and labelled
  • Support during times of stress or anxiety
  • Areas of low distraction / individual workstation
  • Social skills support through small group intervention e.g. social stories
  • Use of ICT where possible to reduce barriers to learning
  • Support or supervision at unstructured times of the day e.g. break time and lunchtime where appropriate
  • Resources to support pupils with speech and language difficulties e.g. word banks, visual prompts
  • Opportunity to communicate in various ways e.g. communication books, Makaton, PECS
  • Small group or one-to-one support for developing pupils speech, language and communication following programmes of work provided by outside specialists such as speech and language therapists
  • Resources to reduce anxiety and promote emotional wellbeing e.g. fiddle toy, stress ball
  • Use of individualised reward systems to promote learning and enhance self-esteem
  • Strategies to reduce anxiety e.g. 5 point scale
  • Relevant staff qualification
  • Advice / training from outside agencies
     

Social, Emotional and Mental Health Difficulties

This may include;

Social difficulties

Mental health conditions

Emotional difficulties

  • Clear sanctions and rewards are followed to offer pupils structure and routines (See Behaviour Policy)
  • Risk assessments are carried out to ensure the safety and inclusion of all pupils in all activities
  • Referrals to specialists outside of the school where appropriate (Educational Psychology Service, CYPS)
  • Small group or one-to-one targeted programmes are delivered to pupils to improve social skills and emotional resilience e.g. rainbows, counselling service, key member of staff for support/ mentoring
  • Additional assessments that focus on emotional development
  • Strategies to reduce anxiety e.g. 5 point scale
  • Residential trips which help to develop social, emotional and behavioural resilience and promote independence
  • Support and additional preparation for examinations
  • Staff trained in positive handling
  • Relevant staff qualifications
  • Advice / training from outside agencies

 

Cognition and Learning Needs

This may include;

Learning Difficulties (Moderate – MLD)

Specific Learning Difficulties (Dyslexia, Dyscalculia, Dyspraxia)

  • Strategies to promote and develop literacy and mathematical skills with increasing independence
  • Additional small group support in class from the class teacher and teaching assistant
  • Small group or one-to-one intervention programmes are delivered to improve skills in reading, writing and maths e.g. Numicon, Accelerated Reader, , Read Write Inc.
  • Small group daily phonics teaching for lower Key Stage 2 pupils at their level of phonic acquisition
  • Use of ICT where possible to reduce barriers to learning e.g. Reading, Nessy
  • Use of support materials and resources e.g. Numicon
  • Provision of table top resources to promote independence and ensure that learning is multi-sensory and practical
  • Strategies and resources to support dyslexic pupils e.g. coloured overlays for reading, word banks to support spelling of key words
  • Alternative approaches to recording promoted.
  • Opportunities for repetition of key learning.
  • Additional processing/thinking time for responding to questions, completing tasks, sharing ideas
  • Strategies to reduce anxiety e.g. 5 point scale
  • Multi-agency involvement with the family as required
  • Advice and support from outside agencies.
  • Differentiated and, where applicable, individually personalised homework.
  • Relevant staff qualifications
  • Advice / training from outside agencies

Sensory and/or Physical Needs

This may include:

Hearing impairment (HI)

Visual impairment (VI)

Multi-sensory impairment

Physical Disabilities

Medical Needs

  • Staff work with specialists such as ‘The Hearing Impairment Service’ or a member of the ‘Visually Impaired team’ to seek advice and guidance on meeting the needs of individual pupils
  • Staff work with specialists from outside the school during relevant training and professional development to support pupils with significant medical needs
  • Strategies and programmes of work from the Occupational Therapy Service are followed for pupils with physical difficulties to support the development of gross and fine motor skills in the classroom and around school
  • Physical aids or resources where necessary or where advised by specialists e.g. posture cushion, pencil grips, spring scissors, therapy putty
  • We provide support with personal and intimate care, if and when needed
  • We make every effort to be as accessible as possible, for example, disabled toilet facilities, (See Accessibility Plan)
  • Our staff understand and apply the medicine administration policy. Designated first aid trained staff are assigned to break, lunchtimes, trips or visits, etc. (See Administering Medicines Policy)
  • Additional handwriting support through targeted intervention programmes e.g. Speed up
  • One-to-one support for gross and fine motor skills in the classroom as and when required
  • Movement breaks for pupils with motor coordination difficulties as and when required
  • Alternative ways of recording ideas/writing/investigations
  • Relevant staff qualifications
  • Advice / training from outside agencies
  • Relevant staff qualifications
  • Advice / training from outside agencies

 

Useful Contact details:

Parents can also contact their local Newcastle Special Educational Needs and Disabilities Information, Advice and Support Service for impartial information, advice and support in relation to their pupil’s SEN and/or disability.

 

The Newcastle Special Educational Needs and Disabilities Information, Advice and Support Service officer is Judith Lane. She can be contacted on 0191 284 0480 or by email: judith.lane@newcastle.gov.uk

 

Family, Advice and support team supports families with disabled children/young people from birth to 25 years.

Contact details:

01912818737

information@skillsfor people.org.uk

 

Centre for National Autistic Society

Thomas Bewick School

Linhope Road

West Denton

Newcastle upon Tyne

NE5 2LW

0191 2296020

admin@thomasbewick.newcastle.sch.uk

 

Contact a Family

Contact a Family is the only national charity that exists to support the families of disabled children whatever their condition or disability.

Contact a Family Head Office

209-211 City Road, London, EC1V 1JN, 020 7608 8700, fax: 020 7608 8701

www.cafamily.org.uk/

T. 0191 285 2553 E. admin@stcharles.newcastle.sch.uk A.Regent Farm Road, Gosforth, Newcastle upon Tyne, NE3 3HE