How we identify and assess needs 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 SENCo. 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 How we identify and assess needs Educational Welfare Workers School Nurse SEN Hub

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

• If you have any concerns about your child the first port of call is always the class teacher.
• The class teacher then may inform the SENCo who will discuss necessary intervention and next steps
• If you are still concerned then you can contact the SENCo directly. Mrs Griffith is our SENCo, she is also the Year 1 class teacher, Vice Principal and the Mental Health and Wellbeing Lead within the school. You are welcome to arrange a meeting at the office: 01785 413 275 or email office@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

On the school website or contact the school office

St Patrick’s also has a strong team of staff who support children within the classroom, out of the classroom, 1:1 and in small groups where necessary. All staff have received a range of training, have excellent subject knowledge and provide the base for a child’s academic learning and emotional support. The ethos of the school is a supportive one, in such that staff are happy and comfortable to complete additional training in order to support children. Those children with an EHCP have a specified member of staff who offers support, but all staff are aware of needs. Children also have access to Mr Atkin’s, who is able to deliver high quality interventions based on emotional need. This ranges from, but is not limited to; bereavement, trauma, emotional distress, self-esteem, confidence and friendships.

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 pro-gramme); Precision Teaching (helping children with spelling High Frequency words) Handwriting (through the Letterjoin programme), RWI Fresh Start, RWI 1:1 tutoring.

Additional support may be offered for homework, touch typing, handwriting, counselling, revision support, mind mapping, self-esteem, lunch time and break time support, meet and greet in the morning and spaces allocated around the school if children need space to relax or regulate their emotions.

We provide information for parents through: newsletters, information on the website, parents’ evenings; text message service, emails, letters home and on the school Facebook page/Instagram.

Pupil progress is shared each half term with parents through reports on attainment and effort. There are two parent’s evenings held each academic year, where parents can discuss any issues and celebrate successes.

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, reading books and diaries, and PE kits ) ensuring full attendance and excellent punctuality; checking that they have completed their home learning, parents’ evenings and Pupil Passport 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 SENCo to review progress and provision against targets set within the parameters of the EHC.

The SENCo reports termly to the SEND governor who monitors and reviews the work of the SENCO against the School Improvement Plan.
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 between the class teacher and the Principal.

When action is required to support increased rates of progress, this will follow a graduated a response model: Assess, Plan, Do, Review.
Assess: St Patrick’s 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 and all staff who work with the student will be made aware of the child’s needs and support required.
Do: The class teacher will implement the plan in the day to day classroom, ensuring that the logistics and specified success criteria of the interventions and targets are met.
Review: The parent will be invited to a review of the impact of the support each term. The class teacher will also review the passport each half term and share this with parents in order to offer them a chance to give their opinions. Targets are reviewed constantly based on interventions and quality first teaching within the classroom. The class 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 half termly, with termly meetings with parents, the pupil and class teacher. Where necessary, the SENCo and Principal/Vice Principal may attend these meetings for additional support and input.
Students with SEND are placed on the SEND register, with the consent of parents and this register is accessible to all staff in the school.
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 St Giles’ 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; half termly SEND Passport review meetings; academy data and progress tracking.

Teaching staff and Teaching Assistants use a range of methods to support the learning needs of all students including: modelling; scaffolding; questioning; sentence starters; storyboarding; chunking information; use of writing frames; cloze procedures; guided reading; mind mapping; use of ICT eg laptops, iPads and hearing impairment receivers.

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 Assistant 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 notional SEND budget is used for the support of SEND children only. We also buy into a School Psychology Service which allows us to refer children throughout the year.

The class teacher works alongside the SENCo and the Senior Leadership Team 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.
Pupil Passports are reviewed half-termly, amended and signed by parents.

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 English 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 face-to-face/virtually with parents each term. Alongisde this, on concurrent half terms, passports are reviewed and sent home for parents to advise and access. Parents’ and student views is always sought at these meetings and recorded on written forms.

All students, including those with SEND, are assessed on a regular basis in accordance with the School’s Assessment/Marking and Feedback Policy. Teachers monitor progress throughout the year. Pupil progress is shared each term with parents through reports on attainment and effort. Each student’s progress is monitored in comparison to their peers and against national data.

On receipt of a report, parents may wish to discuss their child’s report further with their class teacher. There are two parent’s evenings held each academic year. Other meetings can be arranged on an individual basis with the SENCo or class teacher.

Students with SEND are tracked specifically by the SENCO and compared against their peers to measure progress and monitor the impact of any interventions that have taken place.

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 and shared with all relevant staff within the school.

The school 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 passports, whilst each half term the passports are shared with parents.

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. Teaching, Learning and Support 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, SENCO, Support staff, Mr Atkins, Mental Health and Wellbeing Lead and Safeguarding team to support the wellbeing of students at St Patrick’s.

Class teachers follow various schemes in order to teach specific objectives from the PSHE and RHE curriculum, which is timetabled in to each week.

Where appropriate, the Designated Safeguarding Lead will meet with relevant staff members in order to ensure that needs of children are being met. This can range from the classroom team, lunchtime supervisors, office staff and the Mental Health and Wellbeing Lead.

Members of the Senior Leadership Team are on hand each morning on the playground in order to support with any matters that arise upon arrival to school.

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.stpatricksstafford.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: Teaching, Learning and Support https://www.st-patricksstafford.com/policies/

Attendance across the school is monitored by the Principal Mr Brandon and a member of the office staff Miss Mullings.

Students who are looked after are supported by the designated Teacher for LAC, Mrs Griffith. Those students who are looked after and who have SEND are also supported further by Mrs Griffith, SENCo. Mrs Griffith, along with staff in school, works closely with the local authority, their carers and relevant external agencies in order to provide the best outcomes for those children.

The class teacher of your child is the first point of contact for your child. For any additional support, then the SENCO can be contacted for specific queries related to SEND. All classes have a teaching assistant who will work alongside the children in the classroom, providing any necessary interventions. Some children will work with other members of staff in order to maximise their learning, for example they may be working within smaller groups with highly trained teachers of phonics. The Safeguarding team, including the Mental Health and Wellbeing Lead will be in close contact with class teachers to monitor any emotional needs of pupils.

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 Griffith, is in the process of the National SENCo Award. She has teaching experience across both EYFS & Key Stage 1 working in Staffordshire and Stoke-On-Trent over the past 10 years in various roles, including teacher & Vice Principal. She has been in post as SENCO at St Patrick’s since January 2024. As well as her role as SENCo, she is also the Year 1 class teacher, Designated Mental Health Lead, Designated Teacher for Looked After Children, English Lead and Vice Principal.

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

There is on-going sharing of good practice through regular departmental meetings and feedback/ advice provided by the leadership team, subject leaders 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. St Patrick’s also has access to termly visits from the Educational Psychologist.
The school nurse and medically trained professionals deliver training on issues such as asthma, epilepsy and physiotherapy programmes.
The school has regular access to advice from a range of service providers including the local district SEND and Inclusion hub.
The SENCO and class teachers 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
School Counsellor

Please contact your child’s class teacher if you have any general queries, including academic progress concerns.
Please contact the SENCo for concerns related to SEND: senco@st-patricks-stafford.staffs.sch.uk
Or the office: office@st-patricks-stafford.staffs.sch.uk

Mrs Griffith – 01785 413275

The SEN governor is Mrs Hannah Brewer. 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 school.
Work with the SENCO to develop SEND policy and provision in the school.

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, such as the class teacher, SENCO, Mr Atkins and designated staff is encouraged. Pupil Voice is carried out for each subject and gives children a chance to have their opinions and voices heard.

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.

Where necessary, meetings take place with families to offer support and signpost services. The SENCO works 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. Families can also request support through conversations with the Designated Safeguarding Lead, Mental Health and Wellbeing Lead, Principal or Class Teacher.

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, enrichment days, transition days, school productions, sports day, residential trips, key sacramental preparation (Eucharist and Confirmation). 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 school. Some pupils may receive support from a Teaching Assistant, or other member of staff, to access the buildings, practical subjects and the full range of learning opportunities thereby facilitating integration into the life of the school. Where needed, classes have been relocated within the school in order to ensure that children with medical needs or disabilities have access to specific amenities of the school, such as toilets, Computer room, hall and playground.

The school is fully accessible with yellow strips on stairs for visually impaired students and handrails. Further educational equipment can also be obtained through the SEND department and the physical impaired service at Horton Lodge.

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 transition from rooms in the school, access to safe rooms.

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, enrichment days, transition days, school productions, sports day, residential trips, key sacramental preparation (Eucharist and Confirmation). 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.

To ensure communication promotes inclusivity, schools typically adopt strategies that foster a welcoming, respectful, and equitable environment.

1. Diverse Communication Methods
Multilingual Support: Providing materials in multiple languages spoken by the school community.
Accessible Formats: Ensuring resources are available in formats like large print, braille, or audio for individuals with disabilities.
Digital Platforms: Using apps, emails, and newsletters to accommodate varying access needs.

2. Stakeholder Engagement
Student Voices: Creating forums like student councils to include diverse perspectives.
Parent/Guardian Inclusion

Please find the link to the Schools Admissions Policy

Please contact the school office to arrange a visit to our school: Joining and moving on 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 Assistant 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 or your child’s class teacher 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/

October 2024

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, 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.