St Ambrose Barlow Catholic Primary School

SEN Information Report

St Ambrose Barlow Catholic Primary as a voluntary aided school have signed up to school provision as outlined in Birmingham’s School Offer.

Under the new Special Educational Needs and Disability Code of Practice (September 2014) our school is expected to provide SEN information with reference to:

  • Appropriate and Effective Teaching and Learning
  • Open and Honest Communication
  • A Partnership Approach

Click on the questions below to find out more:

Q1: Who are the best people to talk to in this school about my child’s difficulties with learning/Special Educational Needs or disability (SEND)?

Our school has a SPECIAL EDUCATIONAL NEEDS Coordinator, we usually call them the SENDCo. Her name is Miss Traynor. You may contact her by telephone or email via the school, as shown on our Contact Us page.

The best time to contact our SENDCo is during normal school hours.

Q2: What kinds of different SEN does our school provide for?

Cognition and Learning - Children and young people who find learning, thinking and understanding harder than most other pupils. Some of the things children and young people with these difficulties might find difficult are:

  • Take longer to learn important skills.
  • Find it difficult to remember things such as the important words for reading and times tables.
  • Find it hard to understand how to use letter sounds to read and spell words.
  • May need more time to think about their answers.

Communication and Interaction - Children and young people who find it difficult with interacting with the people and world around them. Some of the things children and young people with these difficulties might find difficult are:

  • Talking to other adults and or children and young people, especially when in a group.
  • Talking about a topic they haven’t chosen to talk about.
  • Making friends or keep friend for a long time.
  • Following rules made by someone else.
  • Dealing with changes in the way they usually do things.
  • Dealing with noises, smells or other sensations around them.
  • Saying the things they are thinking.
  • Understand what other people mean when they are talking.

Social, emotional and mental health difficulties - Children and young people who find it difficult to manage their emotions and behaviour in a way that affects their daily life. Some of the things children and young people with these difficulties might find difficult are:

  • Following rules set by others.
  • Sitting still for very long.
  • Listening to and follow instructions.
  • Understanding how they are feeling.
  • Making friends.
  • Dealing with their difficulties in a way that does not cause harm to themselves or others.
  • Taking responsibility for the things they do.

Sensory and/or physical needs - Children and young people who have a disability that may make it difficult for them to manage their everyday life without changed or support This may be because of hearing or visual difficulties, physical disabilities or other medical needs. Some of the things children and young people with these difficulties might find difficult are:

  • Hearing what others in the classroom or school setting are saying.
  • Reading words on books, worksheets or whiteboards that are not made bigger or changed to help them.
  • Moving around without the aid of a walking aid or wheelchair.
  • Using pencils, scissors, knives and forks and other things that we need to use without changes or support.
  • Taking medication without adults helping them.

Q3: What are the different types of support available for children with SEND at St Ambrose Barlow?

  • Teachers change what they are teaching or the way to help the child or young people learn more with the rest of the class.
  • Extra support can be given in a small group by an adult to help the child or young person learn the things they are finding difficult.
  • Extra support can be given to the child or young person by an adult for short time during the day to support them learn skills.
  • Individual targets set to help show what the child or young person needs help with.
  • Advice from a specialist support teacher or other professional will be called upon if required.

Q4: How can I be involved with my child’s learning and progress?

Our school has an open door policy, ensuring we are always approachable so parents feel involved in the education of their child. This is done in a variety of ways including:

  • Regular meetings with class teacher, (support staff where relevant) and the SENCo.
  • Target setting so parents can see what their child is working on next.
  • Home/school books to inform parents of important information.
  • Regular curriculum letter to inform parents of what will be going on during the term.
  • Curriculum overview published termly on our school website.
  • Home reading logs.
  • Information on the school website.
  • Parents’ evenings.
  • INSPIRE workshops.
  • Signposting to parent groups.
  • Parents’ views on IEP/Annual Review documents.

Q5: How will the school let me know if they have any concerns about my child’s learning in school?

  • Liaison with class teacher in the first instance.
  • Scheduled Parents’ Evenings.
  • Termly and Annual Reviews.
  • Graduated response to audit continuum.
  • Open Door Policy of School.
  • SENCO advice and coordination.

All children’s progress, including those children or young people with special educational need, is tracked using the school’s assessment tracking system. Pupils are assessed regularly using teacher marking, observations and questioning as well as more formal assessments such as curriculum tests and standardised test.

In Birmingham we also have access to the Birmingham Language and Literacy and Maths toolkits which support assessment when a child or young person is making small steps of progress. In addition for children or young people with special educational needs we also set individual targets that are reviewed at least three times a year. This helps the school to monitor how well interventions are working. The progress each child is making is discussed at pupil progress meetings with the class teacher, head teacher, deputy head teacher, phase leaders and SENCo.

Q6: What examples of provision are available at St. Ambrose Barlow for pupils with SEND?

In our school we make provision for pupils with cognition and learning needs, children with social, emotional and mental health difficulties and children with sensory and/or physical needs.

We know that some pupils will have difficulties in more than one of these areas and we will always do our best to meet their needs. All children in school have support within lessons through differentiation and quality first teaching strategies. This means that activities are planned according to the level the child or young person is working at. This can include a variety of adaptions including reasonable changes to the physical environment, changes to teaching styles as well as levels of adult support.

Q7: Who are the other people providing services to children with SEN in this school?

In our school if we feel a pupil needs more specialist help we can work with the following people:

Agency How they support parents How to contact them
PSS Helps children and young people with cognition and learning difficulties to progress and achieve to the best of their abilities. Through the school
CAT Specialist support to children and young people with an Autistic Spectrum Disorder. Through the school
SLT Links with the NHS and helps children and young people with speech and language difficulties to progress and achieve to the best of their abilities. Through the school
Special Educational Needs Parent Partnership Service The Special Educational Needs Parent Partnership Service exists to provide advice and information to parents and pupils in Birmingham. This information is designed to explain special educational needs procedures, to help you understand the law and procedures that affect you and your child, and to provide information on other issues that may be useful.

Special Educational Needs Parent Partnership Service, The POD, 28 Oliver Street, Nechells, Birmingham, B7 4NX.

Email Address: senparentpartnership@birmingham.gov.uk
Telephone No: 0121 303 5004

Q8: How do we know that provision is effective?

  • Attainment of child and progress made from EYFS/KS1 baseline.
  • Attendance data.
  • Point to point entry and exit data from Intervention.
  • Feedback from Child, Teacher, Teaching Assistant, SENCO and outside agencies involved.

Q9: How are the staff in school helped to work with children with SEND and what training do they have?

In our school we believe that all staff should be involved in supporting pupils with special educational needs, disabilities and medical needs so we make sure that staff have training to help them do this.

Staff training needs are reviewed on a regular basis and whenever a need arises. Recent training has included Epipen, ASD level 1, Counselling, Epilepsy, Diabeties, Asthma, Dyslexia Friendly classrooms, Team Teach etc.

As well as this various staff have been trained for different aspects of special educational needs including; Counselling, Precision Teaching, Person Centred Review facilitation, National SENCO award.

Q10: How will the teaching be adapted for my child with SEN?

  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.

Q11: How will we measure the progress of your child in school?

  • Attainment of child and progress made from EYFS/KS1 baseline.
  • Attendance data.
  • Point to point entry and exit data from Intervention.
  • Feedback from Child, Teacher, Teaching Assistant, SENCO & outside agencies involved.
  • Termly formal assessment and school tracking system, pupil involvement and views on their progression.

Q12: How will we involve your child in decisions about their education?

We aim to involve all children in our school in the evaluations and implementation of their own education. For children and young people with Special Educational Needs we use a variety of strategies to support this including:

  • Person Centred Reviews.
  • Child or young person’s target review meetings.
  • Involve child or young person in setting their own targets.
  • Self-assessment at the beginning and end of learning.
  • Having a range of equipment available for the child or young person to choose to use.
  • Ensuring the child or young person works with a range of different partners.
  • Ensuring the child or young person has a designated adult to go to if they need help.
  • Pupil conferencing.
  • Opportunities to be involved in running for the school council.
  • Medical alert cards.
  • Communication cards.
  • Visual timetables.
  • Prompt cards to promote independence.
  • Personalised work stations.
  • Learning breaks
  • Sig Groups.

Q13: What support do we have for you as a parent of a child with SEN?

  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The DHT/SENCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you and the person involved directly, or where this is not possible, in a report.
  • Your child’s provision will be reviewed with your involvement each term.
  • Homework will be adjusted as needed to your child’s individual needs.

A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.

Q14: How is the whole school day made accessible to children with SEN?

Adjustments made to physical environment where necessary, integration assistants where applicable, specialist equipment, visual timetables, social story boards, additional adult support where necessary.

Q15: How will we support your child when they are leaving this school or moving on to another class?

We aim to make times of transition as easy as possible for the children and young people in our school. If appropriate, when starting at our school we:

  • Meet with the child or young person and their parents to talk about their needs and answer any questions about our school.
  • Meet with staff at the child or young person’s previous school or setting.
  • If appropriate, we provide the child or young person with a transition book that has photographs of the key staff and areas around school.
  • Read reports from people who have worked with the child or young person.
  • Arrange visits to our school so the child or young person gets to see it before they start properly.

Based on needs, when moving to a new year group we:

  • Introduce the child or young person to their new teacher individually.
  • Provide the child or young person with an updated transition book that has photographs of the key staff and areas around school to look at during the school holidays.
  • Talk to the child or young person and their family so we can answer any questions they may have about the new year group.
  • Give any adults working with the child or young person a one page profile or pupil passport describing the things that help to support them in school.

When moving to a new school we:

  • If needed, hold a person centred review and invite key staff from the new school.
  • Talk to key staff at the new school about things that help the child or young person to learn well and be happy at school.
  • If needed, arrange extra visits to the new school with a member of staff from our school if that is what the child or young person wants.
  • Talk to the child or young person and their family so we can answer any questions they may have about the new school.

Q16: What is the school’s policy for SEN?

Our School Inclusion Policy can be found on the Policies page of this website.

Q17: How is the governing body involved with SEN provision?

In our school we have a governor who is responsible for special educational needs. Her name is Mrs Grew.

Her job is to meet with the SENCO regularly. In these meetings the SEN governor will make sure that children, young people and families are being supported by the right services from in and outside of school. The SEN Governor is involved in the whole school monitoring schedule.

The SEN Governor updates the other governors so that the whole governing body is aware of how special educational needs are being supported in the school and how well this support is working. The governors will challenge, support and advise the head teacher if appropriate provision isn’t being made.

Q18: What can I do if I am not happy with the provision for my child?

If you have an SEN complaint please contact Miss E Traynor, SENCO, and we will do everything we can to fix the issue. Our school and governing body take complaints seriously and will act upon these on an individual basis. (See Complaints Policy).

Q19: Where is Birmingham Local Authority’s Local Offer?

The Birmingham Local Authority’s Local Offer can be found at: www.birmingham.gov.uk/info/50034/birminghams_local_offer_send (external link).