Provision

There are a number of reasons why a learner may be identified as having SEND;

The learner may have significant difficulty with their learning and making far less progress than would be expected.

• They have a specific learning difficulty, for example dyslexia.
• They have social, emotional or mental health difficulties.
• They have difficulties with social communication and interaction.
• They have sensory and /or physical needs, for example a hearing impairment.

For all learners who have additional needs, St Paul's ensures:

• We value and recognise the expert role families play in their children’s lives and we work closely in partnership with them.
• We deliver high quality teaching, adapting the curriculum and resources to ensure children to meet the needs of individual children and to promote pupil progress.
• We employ a fully qualified SENDCo (Special Educational Needs and Disabilities Co-ordinator) to lead SEND provision across the school.
• We adopt an 'open door' approach and are willing to host formal and informal meetings.
• We ensure families are also advised of other services and organisations which may offer further advice and support.
• We use Individual Education Plans which clearly state the learner’s area(s) of need, specific targets related to their area of need and evaluates the progress.
• We involve the child, parents or carers and key staff members in the writing, implementing and reviewing of Individual Education Plans during termly reviews.
• Hold termly review meetings for parents/ carers with the class teacher/ SENDCo to discuss progress and evaluate the learning of all children with SEND, using this information to inform and adapt future planning and teaching.
• We operate a graduated response based upon need; assess, plan, do, review.
• We seek support and advice from a range of outside agencies to ensure barriers to success are fully identified and responded to. Agencies include: CYPS, Education Psychology Service, SEND OS, Social Communication Team and Speech and Language Therapists and.
• We put all recommendations into practise from outside professionals into daily practice. All information is carefully explained and shared with families.
• That there is access to teaching and learning for learners with SEND which is monitored through the school’s self-evaluation process. Lessons include adjustments made depending on need.
• That teaching resources are routinely evaluated to ensure they are accessible to all pupils.
• All school-related activities are evaluated in terms of their positive impact on the learning success and inclusion of pupils with SEND.
• Our school activities, clubs and trips are accessible to all our children with SEND.
• We work hard to ensure that families are able to work in partnership with them to support their children.
• All teaching staff fully support children with SEND, where needed, in lessons to ensure accelerated progress.
• We provide on-going training to all staff to constantly improve practise.
• We offer support to all learners and parents during periods of transition.
• We liaise closely with secondary schools at transition times to ensure that SEND information is clearly communicated and recommendations are heard so that the move to secondary school is as smooth as possible.
• All teachers, teaching assistants and governors aim to work together to ensure all children with SEND have their needs met.
• Risk assessments are used and action is taken to increase the safety and inclusion of all learners in all activities.
• Support is offered to families and they are introduced to services and organisations which may offer support and advice where appropriate.
• Whole school policies such as those for Behaviour, Anti-bullying and SEND are evaluated on a regular basis.

 Please read our SEND Policy on the website.

For Learners with a higher level of need or for learners with AN Education Health and Care Plan (EHCP), we provide:

• Detailed planning and monitoring of progress.
• Annual reviews of EHC Plan with recommendations submitted to the Local Authority.
• Multi-agency meeting to plan and assess of targets at interim reviews

Updated August 2022