All students at St. Filumena’s are provided with a broad, balanced curriculum with high quality teaching that is differentiated to the learning
needs of all students. All students are assessed for progress by class teachers regularly. Achievements are monitored termly and discussed with students and parents at parent consultation evenings. Where a student is failing to meet expected levels of progress, interventions will be put into place
and the outcomes of these monitored at data points, in meetings with the SENDCo. Slow progress and low attainment will not automatically
mean that a pupil is recorded as having SEND.

We know when learners need help if:

• Concerns are raised by the child, parents/carers, and teachers at school.
• Tracking of attainment outcomes indicate a lack of progress despite differentiation and interventions.
• The child receives a diagnosis from an outside agency.
• Observations of the child indicate that they have an additional need in one of the four areas:

1. Communication and interaction
2. Cognition and learning
3. Social, mental and emotional health
4. Sensory/physical.

All students will first be provided with “reasonable adjustments” to facilitate their access to the curriculum.

If it is necessary to provide support which is additional to and different from the core curriculum, the student may be placed on the SEND register under SEND support code K. Those students who have an Educational Health and Care Plan are automatically placed on the SEND register as code E.

The school SEND register is shared with all staff at the start of each academic school year and is updated throughout the year. All students on the SEND register support will have a Pupil Passport. These are shared documents and are drawn up in consultation with the pupil and their parent/carer. Pupil Passports have clear information, strategies and targets for the student. Staff use the information in the Pupil Passport to inform their lesson planning, teaching and student learning activities. Progress is monitored and reviewed termly at a meeting with parents, the pupil and, if appropriate, the SENDCo.

When action is required to support increased rates of progress, this will follow a graduated a response model: Assess, Plan, Do, Review.
Assess: The school will assess the pupil’s needs using teacher assessment, experience, previous attainment and data tracking against peer
and national data.

Plan: Parents/carers will be invited to a meeting to plan support and intervention. The student will receive a pupil passport/profile and all
teachers who work with the student will be made aware of the child’s needs and support required
.
Do: Subject teachers will implement the plan in their daily teaching and retain responsibility for the pupil if 1:1 or small group support is
needed.

Review: The parent will be invited to a review of the impact of the support and this will be evaluated at a termly meeting. The subject
teacher will revise support in line with the outcome of the meeting.

If progress rates are deemed to be inadequate, despite additional support and interventions, advice will be sought from external agencies
with the permission of the parents/carers.

Such agencies may include:

Autism Outreach Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers
School Nurse
SEND Hub

For pupils who may have significant or more complex needs or who fail to make expected levels of progress despite SEND support, the
school and parents may consider requesting an Educational Health Care plan (EHCP) that will be undertaken by the Local Authority.

If you wish to raise a concern with regards to your child, please consider the guidance below:

If the concern is subject related or related to social aspects of school, contact the teacher.

Should a meeting be arranged with the SENDCo, please consider the following prior to the meeting:

• Bring any medical paperwork which may be appropriate.
• Points which you may want to consider before meeting with the SENDCo:
• Why you think your child has SEND/disability
• Whether your child learns at the same rate as other children their age
• What the school can do to help
• What you can do to help

All our policies are on our website:

https://www.st-filumenas.staffs.sch.uk/

All students at St. Filumena's are provided with a broad and balanced curriculum with high quality first teaching. Where necessary, further support and intervention takes place. This is detailed on a 'Pupil Passport' which is regularly reviewed by staff, parents and students.

We welcome parents to support us by encouraging your child to fully engage with their learning and any interventions offered by: helping them to be organised for their day (including wearing the right uniform, bringing required equipment and books;) ensuring full attendance and excellent punctuality; checking that they have completed their home learning, attending parents’ evenings and review meetings. We will make our best endeavours to take your views, and those of your child, into account.

Where a student is failing to meet expected levels of progress, interventions may be put into place and the outcomes of these monitored at
termly meetings, in meetings with the SENDCo.

All students with an EHC plan will meet at least once a year with the SENDCo to review progress and provision. The SENDCo reports termly to the SEND governor who monitors and reviews the work of the school with regards to SEND.

If progress rates are deemed to be inadequate, despite additional support and interventions, advice will be sought from external agencies
with the permission of the parents/carers.

Such agencies may include:
Autism Outreach Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers
School Nurse
School Counsellor
SEND Hub

For pupils who may have significant or more complex needs or who fail to make expected levels of progress despite SEND support, the
academy or parents may consider requesting an Educational Health Care plan (EHCP) that will be undertaken by the Local Authority.

All teachers at St. Filumena’s have high expectations of all students. All students are provided with a broad, balanced curriculum with
Quality First Teaching.

Teaching staff and Teaching Assistants use a range of methods to support the learning needs of all students including: modelling;
scaffolding; questioning; sentence starters; chunking information; use of writing frames; guided reading; mind mapping; use of ICT e.g. laptops.

Staffing and resources are adapted to accommodate the needs of students.

Students will be provided with “reasonable adjustments” to facilitate their access to the curriculum. The school may provide
specialised equipment to support pupils in the classroom, for example: coloured overlays, larger font size, laptops, reading rulers, pen grips
and exercise books with coloured paper.

Outside agencies are invited to work closely with our students with additional needs. We work with a range of agencies including for example:
The Educational Psychology Service; Autism Outreach; the Hearing impairment team and communications support workers; the Visually
impairment team; Occupation therapy and Physiotherapy services.

The Curriculum is continually monitored by the Leadership Team to ensure that it meets the needs of all students. The curriculum overview
can be viewed on the school website. The curriculum is personalised to accommodate those students with more complex needs e.g. 1:1
Physiotherapy; 1:1 tuition; small group support; counselling.

All students, including those with SEND, are assessed on a regular basis We aim to develop the students’ knowledge and skills to enable them to build subject knowledge and apply what they know with increasing confidence and fluency.

Where a student is failing to meet expected levels of progress, interventions are put into place and the outcomes of these are monitored at regular data
points.

The Accessibility Plan and Equality Policy are all available on the school website.

Staffing and resources are adapted to accommodate the needs of students. The notional SEND budget is used to ensure that students on
the SEND register or those who are being monitored receive the support that they need. The budget is used to fund the cost of Teaching
Assistants, interventions and the purchase of resources.

Students with an EHCP receive support as specified in their individual plans.

At St. Filumena’s we aim to support the needs of all students in our care. Students do not require a specific diagnosis or label to receive
support in the form of reasonable adjustments. The SENDCo work with the students, their parents/guardians, teaching staff, support
staff, caseworkers and external agents to develop appropriate support packages for individual students. Regular reviews, discussions
and meetings take place to keep parents informed of progress.

The notional SEND budget is used to provide teaching support staff as well as to purchase equipment and facilities. This is suplemented with additional funding for pupils with an EHCP to provide for their requirements.

The teacher works alongside the SENDCo to carry out any assessments of need. The following information may be used:

Observations, classwork and homework, standardised tests, comparative school data, advice/reports from external agencies, the views of the student, the views of parents.

We will follow the graduated approach and the four-part cycle of review: assess, plan, do, review.

Pupil Passports are reviewed termly, amended and signed by parents.

Regular meetings and discussions are held with parents.

We welcome parents to support us by encouraging your child to fully engage with their learning and any interventions offered by: helping your child to be organised for their day (including wearing the right uniform, bringing required equipment and books;) ensuring full attendance and excellent punctuality; checking that they have completed their home learning, attending parents’ evenings and review meetings. We will make our best endeavours to take your views, and those of your child, into account.

Teachers make themselves available to offer more specific advice regarding the school curriculum and the welfare of your child.

Each child’s Pupil Passport is co-produced with the parent and child and is reviewed termly.

All students with a Statement of Educational Need or Education, Health Care plan will meet more formally at least once a year with the SENDCo to review progress and provision.

All students, including those with SEND, are assessed on a regular basis. Teachers monitor progress throughout the year.

On receipt of a report, parents may wish to discuss their child’s report further with their teacher.

Pupil and parent voice are captured at regular intervals.

External agents involved with the young person may provide regular progress reports which are sent out to parents.

Termly meetings are arranged to discuss progress and amend targets on the Pupil Learning Passports.

Some students may require a teaching assistant to meet and greet them each morning.

Staff, including teaching assistants, and support staff, accompany students on a range of school trips.

Where appropriate, risk assessments are carried out to ensure the safety of the students in our care.

Pastoral support is delivered across the school.
.
Intervention support may take place for self-esteem, anger management, managing stress and anxiety and meet and greet during the morning.

Medical and care plans and the administration of medication are managed in compliance with the school policy.

The Behaviour, Exclusions and Attendance policy can be found on the school website.

Students who are looked after are fully supported by the school in collaboration with the virtual school.

The SENDCo can be contacted for specific queries related to SEND but the first point of contact for your child will be the class teacher. If necessary, this can be escalated to a meeting with a member of the Senior Leadership Team.

All new staff receive dedicated SEND training at the start of each academic year. The SENDCo provide training and liaise with external
agents to provide training on a range of needs.

Students with EHCPs and who are on the SEND register have a raised profile and additional information is provided to staff at the start of
the academic year. Information is shared with staff following the annual review of a student who has an Educational Health Care Plan, and
following review meetings of Pupil Passports.

The SENDCo leads the team of teaching assistants and who share intervention information with staff.

Risk assessments are shared with all staff.

The SENDCO, Mrs Rogers, has attained the National SENDCo Award.

There is an ongoing programme of In-Service training for all members of staff. Whole school training also takes place, where appropriate.
The SENDCo attends courses on SEND issues in order to keep up to date with local and national issues and to share good practice.

Teaching Assistants have received personalised training programmes including Attachment Awareness, Dyslexia Training, Dyscalculia, MultiSensory teaching approaches and Autism level 1.

All support staff are Level 1 trained in Autism Awareness and refresher training is offered.

There is on-going sharing of good practice through regular staff meetings and feedback/ advice provided by the leadership group,
subject leaders and the SENDCo following lesson observations.

We have close links with the SENIS support team and Educational Psychologist who provides information for staff training on a range of issues.

The school has regular access to advice from a range of service providers including the local district SEND and Inclusion hub.

The SENDCo works with speech and language therapists, physiotherapists and other health professionals who are involved with students attending school as well as a wide range of external agencies which include:

Autism Outreach Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers
School Nurse
School Counsellor

Please contact your child’s teacher if you have any general queries or academic progress concerns.

Please contact the SENDCo for concerns related to SEND: Mrs H. Rogers SENDCo – 01782 392367

Mrs H. Rogers SENDCo – 01782 392367

The Local governing Body SEND representative is Dr. Stephanie Farmer

The role of the governor is to:

Help raise awareness of SEND issues at local governing body meetings and monitor the quality and effectiveness of SEND provision. They work with the SENDCo to develop SEND provision in the school.

Termly meetings are held between the SEND governor and the school SENDCo.

We recognise that all pupils have the right to be involved in making decisions and exercising choice in their education where that is possible.

Students are encouraged to take part in pupil voice activities in school; to regularly evaluate their work and learning in lessons; attend review
meetings and contribute to setting targets. Open dialogue between pupils and key adults is encouraged.

We welcome parents to support us and parents are frequently asked to provide their views and feedback at Passport review meetings, annual
review meetings and in parental surveys.

The SENDCo work with families of students with SEND and other families to provide support and guidance. Referrals are made to external
services e.g. CAMHS, Early Help, SEND and Inclusion hub, Autism Outreach when required.

All students are encouraged to take part in a wide range of extra-curricular clubs and activities and all clubs, activities and trips are
available to all students.

All students are encouraged to fully immerse themselves into the school life by participating in e.g. workshops, enrichment days, transition days, school productions, sports day, residential trips.

Reasonable adjustments are made to facilitate any additional needs and no student is ever excluded from taking part in activities because of a special educational need or disability.

In line with statutory guidance, the school has an Accessibility plan which is regularly reviewed to ensure that pupils are able to access the
curriculum and the physical environment.

All pupils, including those that have Sensory or physical disabilities, have the opportunity to participate fully in all aspects of the life of the academy. Some pupils may receive support from a Teaching Assistant to access the buildings, practical subjects and the full range of learning opportunities thereby facilitating integration into the life of the school.

There have been modifications to the buildings in order to make the academy more accessible to those pupils with a physical disability. These improvements include ramps, handrails and disabled toilets.

Translators may be used as required to support EAL families.

Sensory needs are met according to individual requirements e.g. use of ear defenders, early movement between classes.

There have been modifications to the buildings in order to make the academy more accessible to those pupils with a physical disability. These improvements include ramps, handrails and disabled toilets.

Translators may be used as required to support EAL families.

Sensory needs are met according to individual requirements e.g. use of ear defenders, early movement between classes.

Translators may be used as required to support EAL families.

Sensory needs are met according to individual requirements e.g. use of ear defenders, early movement between classes.

Please find the Schools Admissions Policy on the website.

To arrange a visit to school contact: office@st-filumena’s.staffs.sch.uk

All Year 6 go to Painsley Catholic Academy for an Induction period in July prior to starting the school in September.

The Pastoral Lead for Year 7 and the SENDCo or Deputy SENDCo will visit the primary schools in the Spring and Summer terms.
Early transition visits may be arranged for more vulnerable students at the request of the primary school and these commence in January prior to the autumn transition point. Where practicable, the SENDCo will attend the Annual Review of a Year 6 pupil who has an EHCP to ensure a smooth transition is made.

For children identified with additional needs, regular transition visits take place throughout the spring and summer terms.

Additional early transition visits may take place from Year 5, depending upon the additional need of specific pupils, and where the SENDCo
and Year 5 staff feel this will benefit a child’s transition. Parents/carers are invited to a meeting at the school and are provided with a range of information to support transition between key stages. Relevant information is disseminated to teaching staff before transfer to ensure a smooth transition.

The SENDIASS Staffordshire Family Partnership is for parents and carers of children and young people ( aged 0-25 ), with special
educational needs and disabilities and children and young people ( up to 25 ) with SEND can be contacted on www.staffs-iass.org.

They offer information, advice and support about education, health and social care issues to support Staffordshire’s SEND Local Offer.

The Staffordshire Local Offer can be found: https://www. staffordshire.gov.uk/Children-and-earlyyears/hildcare-providers-andprofessionals/SEND-Local-Offer.aspx

Last review: September 2024

Next review: September 2025

Dialogue between parents and the school is actively encouraged in order to resolve any problems at an early stage.

Initially, all complaints from parents or carers about their child’s provision is made to the SENDCo, who follows this up with the relevant
staff. However, if a parent or carer is not satisfied with the response given, the complaints procedure outlined on the school’s website may be
followed.