All students at St Patrick's Catholic Primary School are provided with a broad, balanced curriculum with high quality teaching that is differentiated to the learning needs of all students. High quality teaching is monitored and ensured through: classroom observations; termly work sampling; work scrutiny of exercise books; moderation of assessments; teacher meetings with SENCO; SEND department meetings; data and progress tracking.

All students are assessed for progress by class teachers each half term. All students are set individual curriculum targets. Targets are revisited 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 SLT and with the SENCO. 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 St Patrick's.
• Tracking of attainment outcomes indicate a lack of progress despite differentiation and interventions.
• The results from Standardised testing for reading and spelling – NFER, SWIST - indicate the child is working below the expected level.
• 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 with a disability will be provided with “reasonable adjustments” to facilitate their access to the curriculum.

Students may be placed on the SEND register under code M and progress monitored. If it is necessary to provide support which is additional to and different from the core curriculum, the student will 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 and at each census point. Students ‘Support’ and all those with an EHC Plan 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 the SENDCO. The document is held centrally on the school shared area and updated regularly.

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.

The SENCo and Deputy SENCo liaise with primary schools, parents and relevant agencies during Year 6. Information is gathered and shared with teaching staff and learning support assistants. Year 6 may be invited to attend early transition sessions and all Year 6 students will attend one week of transition in the summer term. Upon entry, we collate data from the KS2 SATs and we assess each pupil to gain baseline data using MIDYSIS assessments.

All students at Painsley Catholic College are provided with a broad, balanced curriculum with high quality teaching that is differentiated to the learning needs of all students. High quality teaching is monitored and ensured through: classroom observations; termly work sampling; work scrutiny of exercise books; moderation of assessments and examinations; teacher meetings with SENCO; SEND department meetings; college data and progress tracking.

All students are assessed for progress by class teachers each half term. All students are set individual curriculum targets based on national criteria and data from Key Stage 2 tests. Targets are revisited 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 Pastoral lead and with the SENCO. 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 Painsley or at the child’s primary school.
• Tracking of attainment outcomes indicate a lack of progress despite differentiation and interventions.
• The results from Standardized testing for reading and spelling – Exact, MIDYSIS, STAR reader or other appropriate tests - indicate the child is working below the expected level.
• 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 with a disability will be provided with “reasonable adjustments” to facilitate their access to the curriculum.

Students may be placed on the SEND register under code M and progress monitored. If it is necessary to provide support which is additional to and different from the core curriculum, the student will 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 and at each census point. Students ‘Support’ and all those with an EHC Plan 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 the Pastoral lead. The document is held centrally on the school shared area and updated regularly.

When action is required to support increased rates of progress, this will follow a graduated a response model: Assess, Plan, Do, Review.

Assess: The college 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 outside the subject.
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
SEN Hub

For pupils who may have significant or more complex needs or who fail to make expected levels of progress despite SEND support, the college or 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:

• contact the class teacher.
• Refer to the Emotional Literacy Support Assistant (ELSA)
• If the concern is regarding SEND contact Mrs E Compton (SENDCo) whose contact details are: 07185 413275 or Email: SENCO@st-patricks-stafford.staffs.sch.uk

Should a meeting be arranged with the SENCo, 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 SENCo:
• Why you think your child has SEN/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?

The link to St Patrick's SEND website page is:
https://www.st-patricksstafford.com/send/

St Patrick's Catholic Primary is an inclusive school where every child is valued and respected as a child of God. We work to support all our students to make progress in their learning, their emotional and social development, and their independence including those with SEND.

All teachers are teachers of special educational needs. The SEND Code of Practice is followed and all teachers receive training in the SEND Code of Practice. St Patrick's Primary recognises that it is the teachers’ responsibility to meet the needs of all children in their class through high quality teaching, classroom organisation, seating arrangements, carefully planned lessons, a range of teaching styles, teaching materials and differentiation.

St Patrick's Primary supports the recommendations made by the Education Endowment Foundation (EEF) in their support and teaching of students with SEND. See link below:
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send

St Patrick's Primary has a dedicated team of qualified teaching assistants including higher level teaching assistants, an ELSA lead, Deputy SENCo and SENCo. The team provide support in the classroom, out of class in 1:1 and in small groups. They have a received a range of training, have excellent subject knowledge and provide outstanding levels of support for academic learning and emotional support. All EHC students have a link TA whom they work regularly with and who provides close support for the student.

Some pupils require targeted intervention. These are planned onto a provision map and interventions are delivered by Teaching Assistants. Interventions may include small group or individual work.

A wide range of interventions are provided for all areas of SEND and may involve bespoke packages or a programme developed and personalised specifically for a student or group of students. Current interventions include Nessy (computer programme); handwriting and fine motor skills packs; precision teaching; ELSA support; Five minute boxes; Neli;

Social Skills/behaviour interventions may include for example: The Incredible 5 Point Scale; Social Stories, Time to talk, Nurture groups, Mindfulness group, Positivity diary, Counselling and wellbeing support from qualified practitioners.

Additional support may be offered for homework, touch typing, handwriting, counselling, self-esteem, lunch time and break time support, meet and greet in the morning and time out.

We provide information for parents through: newsletters, information on the website, information evenings; parents’ evenings; text message service and letters home.

Pupil progress is shared each half term with parents through parents evenings and there is an end of year report in the summer term. Parents can view schemes of learning on the school website. Parents can arrange an appointment to discuss progress with the child’s class teacher or SENCO.

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.

All students with an EHC plan will meet at least once a year with the Deputy SENCo/SENCo to review progress and provision.
The SENCo reports termly to the SEND governor who monitors and reviews the work of the SEND department.
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 with the SEND team.

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: Teachers will implement the plan in their daily teaching and retain responsibility for the pupil if 1:1 or small group support
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 teacher will revise support in line with the outcome of the meeting.
SEND support will be recorded on the child’s ‘Pupil passport’ which will have clear expectations and targets for the student. Progress will be monitored and reviewed termly at a meeting with the teacher, parents, the pupil and where necessary, the deputy SENCo or SENCo.
Students with SEND are placed on the SEND register, with the consent of parents and this register is accessible to all staff in the academy.
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 Patrick's have high expectations of all students. All students are provided with a broad, balanced curriculum with Quality First Teaching that is differentiated to the learning needs of all students. High quality teaching is monitored and ensured through: classroom observations; termly work sampling; work scrutiny of exercise books; internal and external moderation of assessments and examinations; teacher meetings with SENCo/Deputy SENCo; termly SEND Passport review meetings; academy data and progress tracking.

When we teach our children we use a range of teaching styles to suit a variety of learners. We particularly focus on the children acquiring key knowledge and improving their memory and recall of this knowledge. We use different learning approaches to keep our lessons interesting, interactive and engaging. Our classrooms are calm and have a neutral colour scheme which allows the children to focus on their learning. We have purposeful displays that have prompts for learning on them as well as desk top prompts for individual children. We adapt the seating and furniture to cater for all needs and we always ensure that the environment is conducive for learning for all children. For children that may struggle within the whole class situation we have several separate rooms where they can learn in smaller groups including an emotional support room, a nurture room, an art hub and a technology hub. We are beginning to use our outdoor areas for learning outside of the classroom and we are developing how this could benefit SEND pupils.
We differentiate our lessons through tiered learning and structured support. We use writing frames, modelling, examples of good learning, word banks and number lines/squares to support learning in lessons.
We have experienced teaching assistants who work with pupils either one to one of in small groups to support their learning. If needed we apply for additional needs funding and/or EHCP.

Class teachers have the main responsibility for the teaching of children and they work closely with the SENDCO and assistant SENDCO to meet the needs of the children. We have regular staff meeting updates where we share expertise and ideas to help learning. Our pupil progress meetings help staff to discuss support of children with needs. Staff, parents and children are involved in the planning process for supporting children.

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.

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 Patrick's Catholic Primary School 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 SENCo and Deputy SENCo work with the students, their parents/guardians, teaching staff, support staff, caseworkers, pastoral team and external agents to develop support packages for individual students. Assessments, observations, book scrutiny, classwork and homework as well as more formal standardised assessment support this process. Regular reviews, discussions and meetings take place to keep parents informed of progress.

The notional SEND budget is used as well as additional top up funding allocated to students with EHCPs to purchase equipment and facilities such as reader pens, coloured reading rulers/overlays, mini whiteboards, laptops and software etc.

The teacher works alongside the SENCo/Deputy SENCo and the SEND department to carry out assessments of need. The following information may be used:
assessments, observations, book scrutiny, 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.
Learning Passports are reviewed termly, amended and signed by parents.
Regular meetings and discussions are held with parents. Information is share in phone calls, virtual meetings, face to face meetings and emails as required.

At St Patrick's, we encourage our parents to be involved in the education of their child. We have a regularly updated website, and a Values and Expectations system which provides rewards to recognise achievements with certificates to acknowledge high levels of achievement as well as sanctions to support inappropriate behaviours. Parents receive notification of the rewards and sanctions via text messages and certificates. We encourage parents to support our homework policy and to support organisation of books and equipment to help their child become an independent young person.

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.

Reading and talking about a text alongside you child has huge benefits and the literacy coordinator encourages wider reading in school and out of school with lists of suggested age-appropriate texts. Staff makes 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 three times with the teacher, pupil and parent and/or member of the SEND team. Parents’ and student views may be sought at these meetings and recorded on written forms.

All students with a Statement of Educational Need or Education, Health Care plan will meet more formally at least once a year with the SENCO/Deputy SENCo to review progress and provisio, to review targets and progress towards the outcomes on the EHC plan.

The SENCO holds regular drop ins where parents can discuss any issues. The SENCO does regular learning walks and pupil view questionaires.

All students, including those with SEND, are assessed on a regular basis in accordance with the School’s Assessment Policy and assessments take place every half term for all students. Teachers monitor progress throughout the year. Pupil progress is shared each term with parents through parents evenings. Each student’s progress is monitored in comparison to their peers and against national data.

Students with SEND are screened annually to track progress each Autumn term using standardised assessments.

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.

The academy follows the graduated approach and the four part cycle: assess, plan, do, review.

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

Termly meetings are arranged to discuss progress and amend provision against the outcomes for those students with an Educational Health Care Plan.

Teachers and lunchtime staff provide support for all children especially if they struggle with playtimes and lunchtimes. We have a buddy system where children are paired up with other children to encourage friendships and social skills.

Some students may require a teaching assistant to meet and greet them each morning. We also have a breakfast club for children who struggle with the transition between school and home.

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 following the graduated response with the class teacher. ELSA, Counsellors, Wellbeing support workers, Inclusion Officers and Safeguarding team are available to support the wellbeing of students.

Class teachers deliver regular PSHE lessons and we use circle time to explore any issues that arise.

Intervention support takes place at ELSA sessions, Nurture groups, SEND rooms during unstructured times, for self-esteem, anger management, art therapy, managing stress and anxiety, at lunch time clubs, meet and greet during the morning and buddy support.

The link to the anti-bullying policy can be found: https://www.st-patricksstafford.com/policies/

Medical and care plans and the administration of medication are managed in compliance with the Academy policy.
Miss Davies, our health and safety representative manages the medical care plans, holds student medication and informs staff of an individual’s care needs. The Medical policy and diabetes policy are shared on the school website: https://www.st-patricksstafford.com/policies/

The St Patrick's Behaviour and Attendance policy and the Values and Expectations policy can be found on the school website see link below:
https://www.st-patricksstafford.com/policies/
Attendance across the Academy is monitored by the Principal Mr Brandon and a member of the office staff Mrs Lester.

Students who are looked after are supported by the designated Teacher for LAC, Mrs Compton. Those students who are looked after and who have SEND are also supported by Mrs Compton, SENCo. She works closely with students, their carers and the virtual school/relevant local authorities.

All students have a class teacher who registers their attendance each morning and who is responsible for the pastoral welfare of the students in their class. Class teachers can be contacted for any issues.
All students with an EHCP will have a designated Teaching Assistant who will work with them regularly and check on wellbeing and progress and who may contact parents if required. The SENCo and Deputy SENCo can be contacted for specific queries related to SEND.

All new staff receive dedicated SEND training at the start of each academic year. The SENCo and Deputy SENCo 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, through the staff Daily Information bulletin and in internal emails. Information is shared with staff following the annual review of a student who has an Educational Health Care Plan, and following review meetings of Learning Passports.

The SEND register is placed on the SEND area of the staff shared platform for staff access.

Student Passports and Support Plans are placed on the Whole School area of the staff shared platform for staff access.

All students with medical needs are listed and this information is shared with staff.

The SENCo and Deputy SENCo lead a team of teaching assistants and who share information pertaining to students with SEND with staff.

Risk assessments are shared with teaching and support staff.

The SENCO, Mrs Compton, has attained the National SENCO Award and the NPQSL. She has qualifications to level 2 in Autism Awareness has over 20 years of teaching experience across primary. She has worked as St Patrick's SENCO for 7 years, providing support and advice to staff, children and parents across school.

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

Our Deputy SENCO is very experienced and has completed training in several areas such as Higher Level Teaching Assistant for over 15 years, Makaton, NELI, Time to Talk, Lego Therapy, and a variety of physical and speech interventions.

We have a fully qualified Emotional Literacy Support Assistant (ELSA)

Teaching Assistants have received personalised training programmes including Attachment Awareness, Dyslexia Training, challenging behaviour, Autism level 1 and precision teaching.

SEND is regularly discussed at Staff meetings and senior leadership meetings.

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

All staff receive regular updates on Safeguarding and PREVENT training.

St Patrick's has access to Autism Outreach and the school team regularly meet each half-term with those students in school who have a full diagnosis.
We have close links with our Educational Psychologist who provides information for staff training on a range of issues.
The school nurse team and medically trained professionals deliver training on issues such as asthma, epilepsy and physiotherapy programmes.
The academy has regular access to advice from a range of service providers including the local district SEND and Inclusion hub.
The SEND department work with speech and language therapists, physiotherapists and other health professionals who are involved with students attending school and 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

Please contact your child's class teacher at first if you are worried about anything. They can be contacted through the school phone number
01785 413275 or their own email address which can be found on our school website under the class page.

Please contact the SENCo or Deputy SENCo for concerns related to SEND:
Mrs E Compton SENCo - 01785 413 275 - SENCO@st-patricks-stafford.staffs.sch.uk
Mrs J Dunn Deputy SENCo - 01538 493777 - jdunn@st-patricks-stafford.staffs.sch.uk

Mrs E Compton SENCo - 01785 413 275 - SENCO@st-patricks-stafford.staffs.sch.uk

The SEND governor is Fr Bob Delany.
The role of the governor is to:
Help raise awareness of SEND issues at LG meetings.
Monitor the quality and effectiveness of SEND provision in the academy.
Work with the SENCo to develop SEND policy and provision in the academy.

There are two MAC SEND governor meetings held each year.
Termly meetings are held between the SEN governor and the school SENCo.

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. There is a school council and pupil voice can be captured during, PSHE and at learning passport review meetings, at extra-curricular activities and clubs.

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.

We meet regularly with families to offer support and signpost services. The SENCo and Deputy SENCo work with families of students with SEND and other families to provide support and guidance. Referrals are made to external services eg 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 eg pastoral sessions, workshops, enrichment days, transition days, school productions, sports day, camps, 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, with an EHC plan, 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 academy. 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.

The link to the St Patrick's Accessibility Plan on our website is:
https://www.st-patricksstafford.com/policies/

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, with an EHC plan, 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 academy. 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.

The school is fully accessible with yellow strips on stairs for visually impaired students, handrails and toilets for the disabled. There is a disabled parking spot marked and located next to Reception. Further educational equipment can also be obtained through the SEND department and the physical impaired service.

The link to the St Patrick's Accessibility Plan on our website is:
https://www.st-patricksstafford.com/policies/

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

Translators may be used as required to support EAL families.
Support will be requested through MEAS to facilitate the needs of students with EAL where necessary.

We communicate through face to face meetings, letters, email, text and our website. We can translate letters for our EAL parents.
Translators may be used as required to support EAL families.
Support will be requested through MEAS to facilitate the needs of students with EAL where necessary.

Please find the link to the Schools Admissions Policy:
https://www.st-patricksstafford.com/admissions/

Please contact the school office to arrange a visit to our school:

01785 413275

or alternatively look out on our Facebook page for information about open days

St Patrick's has close links with its feeder Nursery settings and High schools.
All Reception children come to the school for an Induction period in July prior to starting the school in September. The SENCO or Deputy SENCO will visit the Nursery schools in the Spring and Summer terms.
More transition visits may be arranged for more vulnerable students at the request of the nursery or parents.
When moving up to high school, students have regular opportunities to visit the schools with their peers and also in smaller groups.
Where practicable, the SENCO from the high school 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 SENCO 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.

You may wish to contact the SENCo/Deputy SENCo if you feel that your child needs the support of a specialist service.
Some support services available to parents include:

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-and-professionals/SENDD-Local-Offer.aspx

Independent Parental Special Education Advice (IPSEA) http://www.ipsea.org.uk/
British Dyslexia Association http://www.bdadyslexia.org.uk
Child and Adolescent Mental Health Service (CAMHS)
https://combined.nhs.uk/
Staffordshire Autism Outreach Team
https://www.facebook.com/Staffordshire-Autism-Outreach-Team-112695317037942/

The St Patrick's SEND Information report is updated annually. The latest update was February 2022.

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 SENCo or Deputy SENCo, 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.

The St Patrick's Complaints Procedure can be found on the website:

https://www.st-patricksstafford.com/policies/