All children have an equal right to a full and rounded education which will enable them to achieve their full potential. We use our best endeavours to secure special educational provision for pupils for whom this is required, that is ‘additional to and different from’ that provided within the differentiated curriculum to better respond to the four areas of need identified in the new Code of Practice (September 2014).
• Communication and Interaction
• Cognition and Learning
• Social, Mental and Emotional Health
• Sensory/Physical Needs

How do you identify children or young people with SEND?
We know when children need help if:
• concerns are raised by parents/ carers, external agencies, teachers, or the child’s previous school, regarding a child’s level of progress or inclusion
• screening, such as that completed on entry or as a result of a concern being raised, indicates gaps in knowledge and/or skills
• whole school tracking of attainment outcomes indicates lack of expected levels of progress
• observation of the child indicates that they have additional needs in one or more of the four broad areas of need listed above
• a child asks for help regularly to complete simple tasks

In the past 12 months we have provided support for pupils with a range of conditions such as Speech and language difficulties, Sensory issues, Dyslexia, Dyspraxia, Autism, Attention difficulties, Motor difficulties, Visual and Hearing Impairment.

After identification, what would your setting’s first steps be?
Where it is decided in early discussions that special educational provision may be required to support increased rates of progress, parents are informed that their child requires additional support and their partnership is sought in order to improve attainments (See The Graduated Approach at Christ Church Primary School Sept 2020). The child’s support will be documented on the Classroom Support Plan and monitored closely. The Special Educational Needs Coordinator will monitor these documents and advise staff accordingly.

Does the setting/school/college have any programmes for early intervention/help?
Interventions will be set up and delivered by either the class teacher or a teaching assistant. These interventions will be designed to focus on the child’s main areas of need and will address the targets that have been set by the class teacher/ or other professional.

How will I be able to raise any concerns I may have?
All parents are listened to. Parents’ views and aspirations for their children are central to the assessment and provision that is provided by the school.
If you have concerns relating to your child’s learning then please initially discuss these with your child’s teacher. This may then result in a referral to the Special Educational Needs Coordinator – Mrs K Seidu.
You may contact the school to make an appointment by telephone: 01283 247400 or by email: office@christchurch-burton.staffs.sch.uk
The child’s progress may then be monitored at classroom level (see The Graduated Approach at Christ Church Primary School Sept 2018).

All our relevant and up-to-date policies can be found in the policies section on our school website.
• SEND policy,
• Accessibility plan,
• Assessment Policy
• Admission arrangements
• Supporting pupils with medical conditions,
• Behaviour in schools,
• Health and safety,
• Equality information and objectives (public sector equality duty) statement for publication,
• Remote Education Policy

If progress rates are still judged to be inadequate, despite the delivery of high quality interventions, advice will be sought from external agencies regarding strategies to best meet the specific needs of a child. This will only be undertaken with parent permission and may include referral to one or more of the following:
• Special Educational Needs and Inclusion Service (SENIS) Learning Support
• Special Educational Needs and Inclusion Service (SENIS) Behaviour Support
• Educational Psychology Service (EPS)
• Midland’s Psychology
• Autism Outreach
• Specialist Support Service: Hearing Impairment (HI)
• Specialist Support Service: Visual Impairment (VI)
• Education Welfare Worker (EWW)
• Speech and Language Therapy (S)
• School Nurse – for referral to Occupational Therapy or Community Paediatrician
• Child and Adolescent Mental Health Service (CAMHS)
• Mental Health Support Team.
• Occupational therapy

In addition, we will involve external agencies as appropriate including health and social services, the Local Support Team, community and voluntary organisations for advice on meeting the needs of children with SEND and in further supporting their families e.g. East Staffs Family Support Service ? For a very small percentage of children, whose needs are significant and complex and the SEN support required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the Local Authority (LA) to conduct an Education, Health and Care Needs Assessment. This may result in an Education, Health and Care Plan being provided.

Teachers are responsible and accountable for the progress and development of all the pupils in their class. High-quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils. We will also provide the following interventions:

Speech, Language and Communication
• Talking Partners
• Talk Boost
• Elklan
• Wellcomm
• Picture Exchange System
• NELI
Reading and Writing
• Fischer Family Trust Wave 3 Literacy
• Better Reading Partnership Mathematics
• 1stclass@Numeracy for Key Stages 1 and 2
• Reading fluency
Social, Emotional and Mental Health Difficulties
• HOPE
• Mindfulness
Motor Skills
• Jungle Journey
• Write Dance
• Motor Skills Utd

Teachers plan using children’s achievement levels; differentiating and adapting tasks to ensure progress for every learner in the classroom.
When a child has been identified as having SEND, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily. Adaptations may include strategies suggested by the Special Educational Needs Coordinator and / or external specialists. In addition, if it is considered appropriate, children may be provided with specialist equipment or resources such as ICT, a coloured reading ruler for children with dyslexic tendencies and/or additional adult help. All action taken by the class teacher will be recorded and shared with parents.

What is our approach to differentiation?
We make the following adaptations to ensure all pupils’ needs are met:
• Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
• Adapting our resources and staffing
• Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
• Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
• Individual timetables for those children who have significant needs and maybe restrict them from accessing the same work as their peers (EHCP).

How is the curriculum and learning environment adapted to meet the individual needs of children with SEND?
Teachers plan using children’s achievement levels, differentiating and adapting tasks to ensure progress for every learner in the classroom. The environment will be adapted to include prompts.

What additional learning support is available?
Teaching assistants will support pupils on a 1:1 basis or in a small group when it is required. This may involve pre-teaching, support during an activity or a follow up session after the lesson. Outside agencies will also be contacted for support and advice.

Who will oversee and plan the education programme?
Each class teacher will oversee and plan the educational programme and is responsible for:
• The progress and development of every pupil in their class
• Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions, and how they can be linked to classroom teaching
• Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision
• Ensuring they follow this SEN policy
The class teacher/ SENCO will also seek support and advice, when required, from other outside agencies.

What arrangements are made for reasonable adjustments in the curriculum and support to the pupil during exams?
Prior to the taking of any examinations (SATs), evidence will be gathered to help gain extra support for those children who need it: extra time, prompters, scribes etc. Modified papers can also be ordered: enlarged scripts, visuals etc.

How is your budget for SEND allocated and managed?
The school receives funding to respond to children with SEND from a number of sources that include:
• A proportion of the funds allocated per pupil to the school to provide for their education called the Age Weighted Pupil Unit
• The Notional SEN budget. This is a fund devolved to schools children’s special educational needs to support them to meet the needs of children with SEND.
• The Pupil Premium Grant provides funding for each child registered as
o eligible for free school meals at any point in the last 5 years
• £1,320 for primary aged pupils (Ever 6)
o a child whose parent is in the armed forces for four years (Ever 4)
* £300 per pupil
o Children in care of the Local Authority who
• have been looked after for 1 day or more
• were adopted from care on or after 30 December 2005
• left care under:
• a special guardianship order
• a residence order
• £2,300 per pupil

How would you secure additional funding for a pupil?
For those children with the most complex needs, the school may be allocated additional educational needs funding from the Local Authority’s high Needs SEN funding allocation. This funding is then used to provide the equipment and facilities to support the children with SEND. The range of support offered is identified on the Provision Maps.
• Parents are encouraged to discuss the options available for their child and to make an appointment with the class teacher or the Special Educational Needs Coordinator.
How does your setting further meet need?
Additional funding can be used for extra resources or on adult support.

For children with SEN but without an EHCP, the decision regarding the support provided will be taken at joint meetings with the Special Educational Needs Coordinator, class teacher and parents.
For children with an EHCP, this decision will be reached in agreement with parents when the EHCP is being produced or at an annual review.
Parents will be asked during an annual review whether they require funds from the EHCP as a personal budget in order to support the child at home.

Allocation of resources
The Special Educational Needs Coordinator is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with Special Educational Needs and Education Health and Care plans. The head teacher informs the Governing Board of how the funding allocated to support Special Educational Needs has been employed.

How will you assess my child’s progress? How often will my child’s progress be reviewed, and how will this be done?
Christ Church Primary School makes use of the Optimum Focus system to assess what the children have learned and records the results in conjunction with the Optimum O Track system. Christ Church Primary uses key objectives from the National Curriculum 2014 which together, represent what school feels that most children should be able to successfully attain by the end of each year.
• EYFS class teachers use the Early Years Foundation Stage to make judgements with reference to EYFS curriculum areas.
• KS1/ KS2 class teachers look in detail at curriculum areas: Reading, Writing and Maths as listed in O Track Class Track (Focus Assessment Beyond Levels statements)
• Towards the end of each half term, class teachers make judgements as to how far a child has progressed towards meeting the individual objectives. These are recorded on O Track Class Track by highlighting the objective statements red, orange, green or purple.
*Red signifies that the pupil has not yet met this objective
*Orange signifies that the pupil has made a start towards achieving this objective
*Green signifies that the pupil has met this objective
*Purple signifies that the pupil has mastered this objective
• Evidence to support judgements may be found in books or through direct observations of teachers or practitioners. Regular scrutiny of books and learning journeys are undertaken by subject leaders, the Senior Leadership team (SLT) and inspectors/advisers. This evidence is used in regular moderation within year group phases (e.g. lower KS2 and upper KS2) to ensure that there is consistency in assessment across parallel classes. Moderation also takes place regularly with other local schools.

The school will assess each child’s current levels of attainment in order to ensure that they build on the patterns of learning and experience already established during the child’s pre-school years. If the child already has an identified special educational need, this information may be transferred from other partners in their Early Years setting and the class teacher and Special Educational Needs Coordinator will use this information to:
• Provide starting points for the development of an appropriate curriculum.
• Identify and focus attention on action to support the child within the class.
• Use the assessment processes to identify any learning difficulties.
• Ensure ongoing observation and assessments provide regular feedback about the child’s achievements and experiences to form the basis for planning the next steps of the child’s learning.
• Complete intervention and target setting on Provision Map.

The identification and assessment of the special educational needs of children whose first language is not English requires particular care. Where there is uncertainty about a particular child, a teacher will look carefully at all aspects of the child’s performance in different subjects to establish whether the problems are due to limitations in their command of English or arises from special educational needs. For children who have not previously been identified as SEN, but are not making the expected progress, teachers must use the Graduated Approach established in school.
In the first instance, teachers will complete a Cause for Concern Teacher Questionnaire. Once intervention support has been instigated and monitored, if there is no improvement, after discussion with the Special Educational Needs Coordinator, a Classroom Support Plan will be completed.
The Graduated Approach - 'Assess, Plan, Do, Review'
Assess
The class teacher will liaise with the Special Educational Needs Coordinator to assess the child's needs. Parent views and the child's views will be considered. In some cases, we will talk to other professionals who work with the child and may seek advice from an educational psychologist, specialist teacher or health professional to help inform any assessments and planned support. This will be arranged by the Special Educational Needs Coordinator.
Plan
We will formally notify parents when the decision is made to place a child at SEN Support status. The plan of support will be agreed with them and, where appropriate, the child. Information will be recorded on the Provision Map and a Learning Passport and learning programme will be completed by the teacher. Interventions and support will be put in place and the outcomes to be recorded on the Provision Map, after delivery.
Do
The class teacher is responsible for working with the child on a daily basis. This may mean that the child receives some 1:1 teaching or small group work. Teachers will also work closely with teaching assistants or specialist staff involved, to link the interventions and plan of support to the classroom teaching. The Special Educational Needs Coordinator will provide further support to staff to assess the child's strengths and weaknesses, if required.
Review
The provision will be reviewed regularly with the parent and child (at least termly). The review should evaluate the effectiveness of the support, the quality and impact on the child's progress towards the agreed outcomes. Parents and pupils need to be invited to sign the individual child’s reviewed learning programme and a photocopy provided to parents and the original kept within the child’s SEN file, in a locked drawer or cabinet. The Special Educational Needs Coordinator will monitor these documents and advise staff accordingly.

How will I know what progress they should be making?
What opportunities will there be for me to discuss his or her progress with the staff, or to be involved in review processes?
Attainments and progress towards the identified targets and outcomes will be shared with parents at least termly at SEN reviews and also through the school reporting system and Parents’ Evenings.
A home-school diary may be used to communicate with school on a more regular basis.
Parents are encouraged to arrange an appointment to discuss their child’s progress with the class teacher or the Special Educational Needs Coordinator, at any time when they feel concerned or have information they feel they would like to share that could impact on their child’s success.
Please contact the school office who will arrange this appointment for you. The contact number is 01283 247400. Alternatively they can email the SENCO directly on Senco@christchurch-burton.staffs.sch.uk.
Children with an EHCP will be greeted and accompanied on to the playground each morning, allowing any communications to be passed on to a member of staff. Similarly, at the end of the school day, parents will be updated on the the happenings from the day, if required.

How will you explain to me how learning is planned?
Teachers plan using children’s achievement levels, differentiating and adapting tasks to ensure progress for every learner in the classroom
* When a child has been identified as having SEND, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily
* Adaptations may include strategies suggested by the Special Educational Needs Coordinator and / or external specialists
* In addition, if it is considered appropriate, children may be provided with specialist equipment or resources such as ICT, a coloured reading ruler for children with dyslexic tendencies and/or additional adult help. All action taken by the class teacher will be recorded and shared with parents.

How we work with specialist services to support learning
These services may become involved if a child continues to make little or no progress despite considerable input and adaptations. They will use the child’s records in order to establish which strategies have already been employed, which targets have previously been set and the success of these. The external specialist may act in an advisory capacity, or provide additional specialist assessment or be involved in teaching the child directly. The child’s individual targets will set out strategies for supporting the child’s progress. These will be implemented, at least in part, in the normal classroom setting. The delivery of the interventions continues to be the responsibility of the class teacher.
Outside agencies may become involved if the child:
• Continues to make little or no progress in specific areas over a long period
• Continues working at National Curriculum levels substantially below that expected of children of a similar age
• Continues to have difficulty in developing literacy and mathematical skills
• Has emotional or behavioural difficulties which regularly and substantially interfere with the child’s own learning or that of the class group
• Has sensory or physical needs and requires additional specialist equipment or regular advice or visits by a specialist service
• Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning
• Despite having received intervention, the child continues to fall behind the level of his peers

How I can help support this at home?
Parents can support their children at home by having an open line of communication with the school. Communication should be made initially with the class teacher through the home school diary, emailing the office or making an appointment to meet face to face.

Do you offer any parent training?
Please look at the school website: Christ Church Primary School. There are links to our Learning Platform, websites and resources that we have found useful in supporting parents to help their child learn at home. In addition, the termly curriculum newsletter includes learning opportunities. School organises a number of parents’ workshops during the year. These are advertised in the school newsletter and on our website and aim to provide useful opportunities for parents to learn more about how to support your child’s learning.
• The class teacher or Special Educational Needs Coordinator may also suggest additional ways of supporting your child’s learning
• The Staffordshire SEND Family Partnership website has links to parent support and networking groups https://www.staffsiass.org/ . Their phone number is 01785 356921 and email is sfps@staffordshire.gov.uk

Children will be made aware of their learning targets and the steps they need to make to achieve these. This may happen informally on a daily/ weekly basis. Children are also involved in the termly reviewing of their individual targets and their views are recorded. Regular discussions are had between the children and the staff working with them to ensure that their needs are being met.

How does the setting, school or college measure outcomes and the impact of the support provided to children or young people with SEND?
The school’s system for observing and assessing the progress of individual children will provide information about areas where a child is not progressing satisfactorily. Under these circumstances, teachers may need to consult the Special Educational Needs Coordinator to consider what else might be done. This review might lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class or subject. The key test of the need for action is that current rates of progress are inadequate.
Adequate progress can be identified as that which:
• Prevents the attainment gap between the child and his peers from widening.
• Closes the attainment gap between the child and his peers.
• Betters the child’s previous rate of progress.
• Ensures access to the full curriculum.
• Demonstrates an improvement in self-help, social or personal skills.
• Demonstrates improvements in the child’s behaviour.

In order to help children with special educational needs, school staff will adopt a graduated response and follow the process of assess, plan, do and review. This may see us using specialist expertise if as a school we feel that our interventions are still not having an impact on the individual. If we refer a child for an Education Health and Care Needs Assessment, we will provide the LA with a record of our work with the child to date. When any concern is initially noticed it is the responsibility of the class teacher to take steps to address the issue. Parents will be consulted and specific intervention put in place and monitored for a period of up to 6 weeks using the school format, an initial teacher concerns sheet. If no progress is noted after this time the child may then be monitored. The class teacher, after discussion with the Special Educational Needs Coordinator, will provide additional interventions that are additional to those provided as part of the school’s differentiated curriculum and the child will be given individual learning targets which will be applied within the classroom. These targets will be monitored by the class teacher and teaching assistants within the class and reviewed formally with the Special Educational Needs Coordinator and child. If little or no progress is made after one or two terms, the child will be added to the school SEN register and parents informed.
• How will you involve parents and carers in this process?
• How will you involve children and young people in this process?
For children with SEND including an Education Health and Care Plan, strategies employed to enable the child to progress will be recorded within a Learning Programme.
These will include information about:
• The short term targets set for the child
• The teaching strategies to be used
• The provision to be put in place
• How the targets will help the child in their learning
• What they are responsible for • How the child can be successful
• The review date - the programme is reviewed three times a year with parents whose support is vital if progress is to be achieved and maintained
• The child’s views will also be sought and taken into account.

Does the setting, school or college use feedback mechanisms or surveys?
Parents receive parental questionnaires, based on the Ofsted framework, regularly to inform school of their views and to help evaluate what is working well and identify areas of improvement.

What handover arrangements are offered at the start and end of the school day?
All staff are available on the playground at the start and at the end of every day. This means that the children are always greeted by a familiar face. There is also a member of staff present on each gate so messages can be passed on to the class teachers. If a child has a 1:1, they will be personally greeted and supported on their way into school building. This gives the parents and staff the opportunity to communicate clearly prior to the school day beginning.

What support is offered during breaks and lunchtimes?
During playtimes there is a high number of staff out on the playground to make sure the children are safe. If it is required, a safe space will be provided for any children, who may be unable to go outside or may need extra support at playtimes and lunchtimes.

How do you ensure my son/daughter stays safe outside the classroom? (e.g. during PE lessons, moving between buildings and on school trips)
Risk assessments are carried out and procedures are put into place to ensure all children are able to participate in all school activities. If required, children with SEND will be accompanied, by a designated adult, when moving around the building e.g. up and down stairs or during PE lessons. School makes certain it has sufficient staff expertise to ensure that no child with SEND is excluded from any school provided activity.
All risk assessments carried out are shared with all staff to ensure the children are kept safe. Adults coming into school will be shown the relevant risk assessments before entering the building.

What are the setting/school/college arrangements for undertaking risk assessments?
75% of children with SEND will not require an individual risk assessment to be undertaken as the risks to them will already be highlighted in the classroom/ school general risk assessments. However, if required, an independent risk assessment will be produced. Through discussions with the parents and the children themselves, potential risks will be identified and a plan created to minimise any potential incidents occurring.

What pastoral arrangements are in place to listen to pupils/students with SEND?
• Pupil and Parent voice mechanisms are in place, for example School Council questionnaires and Parent View workshops and these are monitored for effectiveness.

What measures are in place to prevent bullying?
We want school to be enjoyable for every pupil. Pupils should be able to learn, appreciate their lessons, make friends and be enthusiastic about school. So we want to encourage good behaviour and discourage behaviour that would undermine learning or confidence between pupils and staff. We will reward desirable behaviour with praise and rewards and will impose consistent, clear and unavoidable sanctions for unacceptable behaviour. It is extremely important that parents understand and support the school’s policy for behaviour and help their children understand why. Behaviour and Discipline Policy 2021 to 2022 respecting this policy is important for the well-being of every pupil and the smooth running of the school.

Where can I find details of policies on bullying?
We have a Behaviour and Anti-bullying Policy and ESafety Policy ensuring children’s safety and well-being, which can be found on the school website.

How do you help children and young people to make friends?
Children who find outside of the class times difficult are provided with alternative small group opportunities and action is taken to develop their social interaction skills
Is a mentor or buddy scheme available for my child or young person?
We have a Buddy bench in the playground, which is used by children, who feel they need a friend or to talk to someone.

How do you encourage and measure the development of good self-esteem and confidence?
As a school we encourage and help develop children’s self-esteem and confidence by following an evaluated Personal, Social, Health and Education (PSHE) curriculum that aims to provide children with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well-being. All classrooms have emotions thermometers and worry boxes, which children can use to share their feelings with others. Please visit our website to see the topics that are included within this area of the curriculum

Does the school/setting offer a counselling service or a learning mentor?
Christ Church Primary School have a family liaison/ learning mentor who works very closely with children and their families. She carries out 1:1 or small groups sessions relating to friendships, low self-esteem etc to help support the children and address their needs.
We also work alongside the Mental Health Support Team, who offer a range of services and support:
- 1:1 Sessions
- Telephone Appointments
- Parent Sessions
- Small Group Sessions
- Whole Class Education
- School Staff Workshops
- Whole school assemblies

They offer a range of support in school:
• Evidence-based, low intensity interventions
• Prevention and early intervention
• Based on Cognitive Behavioural Therapy (CBT) skills
• Guided self-help
• Mild to moderate mental health difficulties, such as:
- Low Mood
- Separation Anxiety
- Panic
- Phobias

Individual interventions such as the ‘HOPE’ programme are delivered to targeted children. These are identified on the school provision maps and aim to support improved interaction skills, emotional resilience and well-being.

Children with medical needs are provided with a detailed Health Care Plan, compiled in partnership with the school nurse, parents and hospital medical advisors where appropriate. The child is involved whenever appropriate, as recommended in the Statutory Guidance Supporting children at school with medical conditions (DfE) Dec 2015.
• Staff who volunteer to administer and supervise medications, will complete formal training and be verified by the school nurse or diabetic nurse as being competent
• All medicine administration procedures adhere to Staffordshire local authority policy and Department of Education (DfE) guidelines and are identified in the school medicine administration policy (see School website).
• In the case of a medical emergency, school will follow the details on the individuals Health Care Plan.
• We work closely with parents, allowing children to attend medical appoints when necessary.

As a school we focus on rewarding good attendance and time keeping. Pupils are encouraged to be on the playground before 8.40 am in the morning for KS2 and 8.55 am for KS1 and EYFS .
There are regular opportunities to praise and reward pupils who are punctual and have regular good attendance as well as incentives to encourage those pupils and families who may need support, advice and encouragement.
Pupils and families will have opportunities to receive:
• Certificate presented in Assembly
• Class awards
• Head teacher awards
• Colour coded letters showing attendance level.
Involvement of outside agencies

School works positively with external agencies (e.g. Education Welfare Officer, Health Services, Special Educational Needs Support Services, and Educational Psychology Service etc.). It seeks appropriate support from them to ensure that the needs of all pupils are met by utilising the range of external support available. We are a dyslexia friendly school and adapt our teaching and learning to enhance the learning for pupils with these tendencies.

As a school we work closely with all our families and outside agencies to ensure the children’s needs are being met and they receive an inclusive education.

Your child’s class teacher will be leading your child’s education with the help and support from the SENCo and the school community. Appointments can be made to speak to the class teacher by contacting the school office on 01283 247400 or by email office@christchurch-burton.staffs.sch.uk
Teachers respond to children’s needs by:
• providing support for children who need help with communication, language and literacy
• planning to develop children’s understanding through the use of all available senses and experiences
• planning for children’s full participation in learning, and in physical and practical activities
• helping children to manage and own their behaviour and to take part in learning effectively and safely
• helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

All SEND information is shared with all the relevant staff. Handovers take place at the start of the new school year with any additional information being shared with the class teacher and any other relevant staff as soon as the school is made aware of my new information or changes. Your child’s class teacher will also meet with their new teacher in order to transfer information. The Special Educational Needs Coordinator meets with new teaching assistants and ensures all relevant information is passed on. Each class has a SEND folder containing all the relevant information for that class.

What type of knowledge do staff members have in relation to SEND (awareness, enhanced or specialist)?
The current Senco, Mrs Seidu, has been teaching in schools for 18 years and has been on a variety of SEND focus cources. She is currently undertaking the ‘The Senco Award’ training through Birmingham University.

Does the setting, school or college have any areas of expertise with specialist staff, and what are their qualifications?
Speech and Language Therapy staff attend school regularly to review and plan support for targeted children. These programmes are then delivered by trained teaching assistants and Mrs Donna Dunn (HLTA).

What ongoing support and development is in place for staff with regard to supporting children and young people with SEN?
Many Teaching assistants have received Autism training from outside agencies.
All staff received regular training based on a range of SEND needs, allowing them to support children within their classrooms. They can also deliver a number of interventions that meet the needs of the children in their care. Outside agencies such as Autism Outreach also work alongside staff members to help develop their skills and levels of understanding.

Does the setting, school or college have any formal accreditations, charter marks or awards?
As a school we have worked hard with other organisations to gain formal accreditations and awards:
• Let’s get Cooking
• Healthy Schools
• Dyslexia Friendly
• Active Mark
• Primary Science Quality Mark
• School Games Award
• Silver Award – Air quality
• Does the setting, school or college provide disability awareness training?
We work closely with outside agencies and regularly receive training on a range of disabilities to keep our staff up date with their knowledge and understanding.
Training has been delivered by Autism Outreach Team, Visual Impairment Team, Hearing Impairment Team, School Nurses and the Mental Health Support Team.

How does the setting and its governing body involve and work with other agencies in meeting the needs of my child or young person with SEND?
As a school we have built up relationships with a range of outside services. We work alongside these agencies to best support our children and their families. The Senco will liaise with other professionals, such as the community paediatrician, CAMHS, Autism Outreach, the SEND Inclusion Hub, and the families to help access support and services for the children.
Which health or therapy services can children/young people access on the setting/school/college premises?
Children can currently access support from a range of services whilst in school:
*Speech and Language therapists
* Hearing impairment team
*Visual impairment team
*Mental health support team
* Autism Outreach

If you want to discuss your child needs the first point of contact would be your child’s class teacher.
You can arrange an appointment by contacting the school office on 01283 247400 or by email office@christchurch-burton.staffs.sch.uk

Special Educational Needs Coordinator – Mrs K Seidu.
Email – senco@christchurch-burton.staffs.sch.uk or telephone the school office to make an appointment -01283 247400

The SEN governor will:
Help to raise awareness of SEN issues at governing board meetings
Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this
Work with the head teacher and SENCO to determine the strategic development of the SEN policy and provision in the school

How will my child/young person being able to contribute his or her views?
Children are included in the target review progress at least once a term and their views are recorded. They are also involved in the pupil voice sessions, which are carried out throughout the year by subject leaders.

How will the setting/school/college support my child/young person to do this? How do you support children and young people with SEND/LDD in making their aspirations known?
All children on the SEND register have a learning passport which gives key information about each child: likes, dislikes, strengths, weaknesses etc and these are up dated each year by the children.

Do you have any student focus groups, councils or forums within the setting?
Children with SEND are encourage to become student representatives on the school council, sports council or a travel ambassador .

Opportunities to join the school’s governing body are sent out to all parents when a position becomes available. Any vancanies can also be seen on the schools newsletter.

At Christ Church Primary, we have a Family Liaison worker, who works closely with our families, to help them to access a range of services. The family liaison or the SENCo, if required, will help support the families when completing relevant paperwork in relation to their child’s needs.
Family Liaison – Mrs D. Dunn familyliaison@christchurch-burton.staffs.sch.uk

What activities are available that can be accessed by children and young people with SEND in addition to the curriculum?
All children at Christ Church are encouraged to take part it extra-curricular activities. All children will have access to at least one after school club per academic year.

Do you offer holiday and/or before and after school/college provision?
We currently offer a Breakfast Club facility for all children, which costs £2.50 per session. These sessions begin at 8am Monday to Friday.

How do you make sure clubs, activities and residential trips are inclusive?
Clubs – We ensure that a variety of clubs are offered to the children throughout the years: sporting activities, mindfulness, art club, gardening clubs etc
Residential Trips - Detailed risk assessments are carried out to ensure that all children can take part in residential trips with reasonable adjustments being made. Extra members of staff will be there to support your child during this time.

How will you help my child or young person to be included? How do you involve parent carers in planning activities and trips?
Risk assessments are carried out and procedures are put into place to enable all children to participate in all school activities. School makes certain it has sufficient staff expertise to ensure that all children, especially those with SEND are included in all school provided activities. If necessary, parents of children with SEND are able to accompany their children, whilst on their school trip.

Is the building wheelchair accessible?
Fully Accessible ?
Partially Accessible ?
Not Accessible ?

Details (if required)
Lift access to all floors o Chair lift to access outdoor roof space, accessible library and computing area and Evac chairs on first and second floor

Are disabled changing facilities available? Yes ?
No ?
Details (if required)
Behind the main reception, we have a disabled toilet which also has a shower facility and a changing table.
There is also access to a medical room.

Are disabled toilet facilities available? Yes ?
No ?
Details (if required)
We have a toilet on each floor adapted to ensure access to children and visitors with a disability

Do you have parking areas for pick-up and drop-offs? Yes ?
No ?
Details (if required)
Disabled parking space marked and located next to the school reception

How has the environment been adapted to support children with sensory needs.
As a school we make reasonable adjustments to help support our children with sensory needs. Sensory breaks are timetabled into their day; use of a sensory circuit; using the outside equipment to address vestibular needs such as climbing and spinning; and using a range of tactile resources like foam, sand and water etc. Ear defenders may sometimes be used if loud noises cause distress.

How are SEND students supported to access those facilities available to all students?
Please refer to our school Accessibility Plan.
All our children are supported to ensure they are able to access a fully inclusive curriculum. Children, who require reasonable adjustments, will have timetabled interventions and/ or have adult support to access the necessary provision.

We have bilingual staff members, who can assist parents with English as an additional language. We also communicate with families via email.

Our admissions policy can be found in our policies section on our school website. If parents require any more information they can contact the school office: 01283 247400 for more guidance.

Do you offer Open Days?
We offer information sessions for all parents prior to them applying for our setting. If Parents, who are considering sending their children to our setting, would like to book a visit to see our facilities or to discuss the needs of their children they can arrange an appointment to come and have a look round. These appointments can be made by ringing the school office between 9am and 4pm on 01283 247400 or by sending an email to office@christchurch-burton.staffs.sch.uk
If you require to speak to the Senco during this appointment, that can also be arranged.

On entry
*A planned induction programme for Nursery and Reception children is delivered in the summer term to support transfer for children starting school or Nursery in September
*Early Years Foundation Stage (EYFS) Practitioners from Nursery make home visits to meet the family in a familiar setting
* EYFS teachers from Reception visit the children in their previous nursery settings where possible
* Parents are invited to a meeting at school and you are provided with a range of information to support you in enabling your child to settle into the school routine
*The Special Educational Needs Coordinator meets with all new parents of children who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be identified prior to entry
* If children are transferring from another setting, the previous setting records will be requested immediately and a meeting takes place with parents to identify and reduce any concerns

Transition to the next school
* A transition programme will be provided for children and parents to meet staff in their new school. These opportunities are further enhanced for children with SEND
* When a pupil with an Education Health and Care Plan is in Year 5, the annual review begins the process where parents are supported to make decisions regarding secondary school choice
* Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies as appropriate, to ensure information provided is comprehensive but accessible
*Accompanied visits to other providers may be arranged as appropriate
* For children transferring to local schools, the Special Educational Needs Coordinator will liaise with the SENCo of the new school to discuss the needs of the children with SEND in order to ensure a smooth transition
*Feedback will be obtained on the effectiveness of the transition process
*The records of children who leave the school mid-phase will be transferred within 5 working days of the parents notifying us their child has been enrolled at another school
* Parents will be enabled to consider options for the next phase of education and may like to take advantage of the support offered by the independent Staffordshire School Choice. Information on this service is located on the Staffordshire website at https://www.staffordshire.gov.uk/Education/Admissionsprimary/home.asp

*Staffordshire SEND Family Partnership (SENDIASS) offers independent advice and support to parents and carers of all children and young people with SEND. The nearest SFP can be contacted via sfps@staffordshire.gov.uk or 01785 356 921
*The SFP will also provide information on how to access Independent Support for those parents whose children are being assessed for an EHCP. Independent Support aims to provide guidance to parents regarding the EHCP process.
Caudwell Children's charity offer support for families: equipment and resources, short breaks, funding for heating etc.

All information included was correct when updated January 2022. This report will be updated when necessary and reviewed annually.

Parents are encouraged to arrange an appointment to discuss their child’s progress with the class teacher or the Special Educational Needs Coordinator, at any time when they feel concerned or have information they feel they would like to share that could impact on their child’s success. Please contact the school office who will arrange this appointment for you. The contact number is 01283 247400. If however, you are unhappy about decisions that are being made by the school and you would like to make a complaint, please contact the head teacher via the school office.

Parents and carers can also appeal to the Government’s SEND tribunal if you disagree with the Local Authority’s decision about your child’s special educational needs. You can also appeal to the tribunal if the school or council has discriminated against your disabled child. Information on this process is available here https://www.gov.uk/courtstribunals/first-tier-tribunal-special-educational-needs-anddisability