At St. Joseph’s we have a wealth of experience within our school team and we use this to help identify children who may be in need of extra help. Our aim is to do this as early as possible. We know when pupils need help if:
- concerns are raised by parents/carers, class teachers, intervention leads or by the pupil’s previous school
- tracking of pupil attainment indicates a lack of progress or pupils working below age related expectations (ARE)
- a pupil asks for help
- there is a change in behaviour
- pupil observation indicates that they have additional needs in one of the four areas -
1. Communication and interaction
2. Cognition and learning
3. Social, mental and emotional health
4. Sensory/physical

Once a pupil is identified as needing support, teaching staff will work with the Special Educational Needs Coordinator (SENCO) to assess the needs of the child so that the right support is given. Parents or Carers will be invited to discuss the needs. This discussion focuses on the desired outcomes for the child and looks at what provision might be necessary to enable the child to reach those outcomes. Parent voice along with pupils voice is an important step in the process and these views will help to inform the approaches and strategies to be applied and any interventions. Pupils are given an individual support plan (ISP) with individual targets based on specific needs. For some pupils, in addition to quality first teaching they may also receive out of class interventions. Those pupils with the highest levels of need might be referred to other agencies for further advice and support.

We use a wide range of intentions. Examples of these can be found on our school website. Please visit https://www.stjosephslichfield.org.uk/ and refer to the ‘inclusion’ section and then ‘intervention menu’.

If you have a concern then please firstly discuss this with your child’s teacher. Your child’s teacher will work with you and your child to discuss their needs and how we can make adjustments to support your child throughout their time at primary school. After this discussion you may then be contacted by the SENCO. Also, depending on your child’s specific needs, you may also wish to talk to your GP.

Our school website provides you with all relevant school policies and documents relating to provision offered to our pupils. Please visit https://www.stjosephslichfield.org.uk/policies and refer to the ‘policies’ section and ‘inclusion’ section of the website.

All children in our school receive quality first teaching where daily planning means learning is differentiated and takes into account any personalised learning needs. The class teacher will be aware of your child’s needs and will direct teaching assistant (TA) support to small groups or individuals. They may also plan interventions to close any gaps in your child’s learning. Progress is measured regularly and if a review of this indicates that “additional to and different from” support will be required, the views of all involved including the parents and the pupil will be gathered and appropriate evidence-based interventions will be identified in an individual support plan (ISP). Please refer the ‘intervention menu’ on our school website to see a list of possible interventions. Your child’s ISP will be created and implemented by the class teacher with advice from the SENCO. Your child may be placed on the school's SEND register. Progress towards these targets will be reviewed at least termly with the parents and the pupil following the assess, plan , do , review approach. If progress rates are still judged to be a concern despite the delivery of high quality interventions, advice will be sought from external agencies regarding strategies to best meet the specific needs of a pupil. This will only be undertaken after parent permission has been obtained and may include referral to:

- Special educational needs inclusion service
- Educational Psychologist Service
- Autism Inclusion Team
- Occupational therapy
- Speech and language therapy
- Behaviour support
- Community Paediatricians/School Nurse
- Child & Adolescent Mental Health Service
- Malachi (Family support)
- Action for Children
- Engage Lichfield Mentoring

For a very small percentage of pupils, the school or parents may consider requesting an Education, Health and Care (EHCP) assessment be carried out, the Local Authority will decide if this is appropriate. This will be for children whose needs are significant and complex and the special educational provision required to meet their needs cannot reasonably be provided from within the school’s own resources, or for pupils who despite relevant and purposeful action being taken to meet their special needs, fail to make progress.

Teachers plan lessons using information about the level pupils are currently working at and differentiate work to closely match their ability, learning needs and learning styles. When a pupil has been identified with special educational needs their work may be further differentiated by the class teacher to remove barriers to learning and enable them to access the curriculum more easily. If appropriate, a teaching assistant (TA) may be allocated to work with pupils in a 1:1 or small focus group to target more specific needs or specialist equipment may be given to the pupil e.g. writing slopes, wobble cushions, pen/pencil grips, coloured overlays.

For those learners requiring a more specialist approach to learning, they may be referred to external agencies. Any recommendations are then used to inform future targets. All additional provision for pupils with SEND is overseen by the SENCO and monitoring of these pupils’ progress takes place at regular SEN meetings held between the class teachers and the SENCO as well as half termly pupil progress meetings between the class teacher and the Senior Leadership Team.

For formal assessments such as End of Key Stage Statutory Tests (SATS), reasonable adjustments are made in line with those that the pupil experiences on a day to day basis. For example, additional time might be applied for, seating and where suitable the use of a reader or a scribe. This is done by following the guidance from the access arrangements published by the DfE.

The school’s SEN budget is allocated each financial year and is managed by the Headteacher and Governors. The money is used to provide additional support or resources dependant on an individual’s needs. Provision may include:

• in-class support from teaching assistants
• small group support from teaching assistants
• bought in support from external agencies
• CPD relating to SEND for staff

Further support or resources may be allocated to your child following assessments by school staff or outside agencies. For example, occupational therapy. If there is a need to apply for additional funding for pupils this is done by applying to the Local Authority, by working with the local SEND Hub or applying for an education and health care plan (EHCP).

The Head teacher will decide how the budget for special educational needs is spent, in consultation with school governors. Decisions regarding support will be decided at senior leadership meetings with the SENCO and class teacher. For pupils with an EHCP this decision will be reached when the plan is being produced or during the annual review. Parents will be involved in this review process.

Our facilities and equipment are regularly evaluated in relation to the needs of the students we have in school. Should it be necessary to have specialist equipment these are generally met through the use of the school budget e.g. writing slopes, coloured overlays. For pupils with specific learning or medical needs we seek the support of specialist teachers, including occupation therapy, visual inclusion team, hearing inclusion team to assess as to whether specialist equipment, such as radio aids, need to be in place.

Your child’s progress is continually monitored by the class teacher. Progress is reviewed every half term linked to the National Curriculum statements and is discussed with senior leaders during pupil progress meetings. This information is shared with parents through termly reports, parents evenings or parent meetings. Any children with an ISP will be given the opportunity to be part of the review with class teachers or can meet with the school SENCO to discuss further. The progress of children with an EHCP is formally reviewed at an annual review meeting with all adults involved with the child’s education.We aim to work in partnership with parents and have an open door policy and encourage parents to make contact immediately with any queries.

Currently at the end of each key stage (i.e. at the end of year 2 and end of year 6) all children are required to be formally assessed, using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results that are published nationally.

A range of ways will be used to keep you informed, which may include:
- parents evenings
- termly reports
- end of Year Reports
- home/school contact book
- letters/certificates sent home
- additional meetings as required
- EHCP Annual Reviews
- staff are always available at the beginning and the end of the school day to meet with parents
- meetings with SENCO

Parents are consulted through surveys and questionnaires about SEN provision at our school. The school organises a number of parent workshops during the year. These aim to provide useful opportunities for parents to learn more about the curriculum that is being offered to their child.

We have an open door policy where parents can discuss their children’s needs and how they can support at home. We have a virtual learning platform in 'Google Classroom' where parents can access homework, giving them an opportunity to see the learning styles from the classroom. Home readers are sent home to all pupils each week. ISP’s are child friendly and includes a section on how you can support at home.

We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council, which discusses issues or viewpoints which are raised. There is an annual child questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry. If your child takes part in an intervention and/ or has an ISP then pupil voice is gathered at the end of the intervention period. If your child has an EHCP their views will be sought before any review meetings.

Teaching and learning for pupils with SEND is monitored through data tracking, book scrutinies, lesson observations, intervention session observations, intervention impact, learning walks, pupil surveys/ pupil voice and parental feedback. Teachers monitor your child’s progress and regular assessments are carried out matched to national and age-related expectations. Reading, spelling, grammar and maths are assessed using standardised tests to give a standardised score to help measure progress. These are then discussed during pupil progress meetings, at any of the SEN clinics held by the SENCoO, during ISP or EHCP review meetings. Children who are not making expected progress are identified from the assess, plan, do review cycle. This may lead to adjustments to their ISP and to the support they receive.

There are a number of ways that we aim to keep your child safe outside of the classroom. We want all children to be able to take part in all areas of the curriculum and aim for all children to take part in school trips. Risk assessments are carried out regularly within school and prior to any off site activity to ensure nobody’s health & safety will be compromised. If a health and safety risk assessment suggests that an intensive level of 1:1 support is required a parent or carer may also be asked to accompany their child during the activity in addition to the usual school staff. We also ensure that your child will be safely handed over to a member of staff at the door each morning and dismissed to the nominated adult in person at the end of the day. Where a child may require additional support during break/lunch or transitional times, a nominated member of staff will be allocated.

We believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children. The school offers a wide variety of pastoral support for pupils. These include:

- nurture groups
- access to our Rainbows/nurture room
- Rainbows sessions for children experiencing any loss in the family or family separation
- Engage mentoring 1:1 sessions
- a PHSE curriculum that aims to provide pupils with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well-being.
- pupil and parent voice feedback
- members of staff are readily available to provide pastoral care for pupils who wish to discuss issues
- meet and greet sessions
- referrals to outside agencies such as Malachi, Action for Children and CAMHS
- our anti-bullying policy can be found on the policies section of our website. Behaviour of any kind that is perceived as bullying will not be tolerated.
- we take a proactive approach to ensuring positive behaviour is maintained. Y6 playground Leaders (Jumping Jaxx) assisted by lunch staff, facilitate play
opportunities during lunch times so that no child feels isolated.

Where necessary and in agreement with parents/carers and the Headteacher, prescribed medicines are administered in school where a signed medication form is in place. All medicine administration procedures adhere to the LA policy and DfE guidelines included within supporting pupils at school with medical conditions. If a pupil has a medical or intimate care need than a detailed Care Plan is compiled by the school in consultation with parents/carers. These are discussed with all staff who are involved with the pupil. If a pupil has a specific condition such as diabetes, asthma, nut allergy we will ensure that those staff working directly with the child are fully trained in any specific needs.

If there was a medical emergency we would call 999 and a trained first aider would administer first aid where appropriate. A member of staff would accompany the young person in the ambulance. Parents would be informed as soon as practically possible.

Our Behaviour Policy can be found on the website in the policies section and promotes positive behaviour through the sharing and agreement of school rules and consistent and regular rewards, and where necessary, sanctions. Part of this policy includes each class having a ‘Good to be Green’ system which ensures a consistent approach to behaviour management, regular feedback verbally and visually for all children and a flexible way of both celebrating success, challenging low level behavioural issues and also allowing pupils to reflect and improve their behaviour. This may, on an individual basis, be reasonably adjusted where pupils require further support or have additional needs. Where pupils require additional behaviour support, a positive behaviour plan/reasonable adjustments plan will be drawn up by the school, in consultation with parents and any other involved external agencies. This will usually involve bespoke reward systems.

The responsibility is shared between the SENCO and the Headteacher . Duties include:

- helping to ensure that other school staff are aware of the individual needs of looked-after pupils (while maintaining appropriate confidentiality) and promoting high aspirations
- tracking the attendance, attainment and progress of our looked-after pupils
- creating PEPs in partnership with the child, their carer, their social worker and their class teachers
- providing a consistent source of support to the child
- children will have access to pastoral groups in school

Our SENCO (Mrs R Thomas) will have a role which will include:
- managing the day to day implementation of the SEND policy
- coordinating provision for children with special educational needs
- purchasing and allocating suitable resources
- liaising with and advising fellow teachers
- reviewing the impact of SEND intervention
- contributing to the in-service training of staff
- liaising with external agencies
- carrying out annual reviews for pupil’s with an EHCP
- co-ordinating the transition to secondary education
- co-ordinating the transition from pre-school establishments to St. Joseph's Primary School
- ensuring staff set up and review Individual Support Programmes
- ensuring staff set up and review Individual Behaviour Programmes
- updating her own knowledge through courses and reading and passing on relevant knowledge to other members of staff at staff meetings
- reviewing progress of key groups
- reviewing the impact of pupil premium spend
- reviewing progress of children placed on the awareness register

Senior leadership members (SLT) will have a role which will include:
- overseeing the school policy for SEND and inclusion
- ensuring high standards and expectations for all pupils in school
- supporting and promote the work of the SENCO
- liaising with outside agencies, support services and the LA, in collaboration with the SENCO
- ensuring adequate resources are available for resources, professional development etc
- keeping governors informed of SEND issues through the curriculum committee

Governors will have a role which will include:
- identifying one governor with a special interest in SEND.
- keeping up to date on the school's policy and practice.
- ensuring that money is set aside in the budget to ensure SEND resources.
- ensuring that the school has effective procedures for ensuring that parents/carers are informed when special provision is made for pupils.
- ensuring that pupils’ special educational needs are identified and provided for.
- consulting over the admission of children with EHCP’s.

Parents / carers will have a role which will include:
- being involved in supporting your child’s learning
- reviewing ISPs/ EHCPs

Class teachers will have a role which will include:
- meeting the needs of all the children in the class through high quality teaching and differentiation
- initial identification of special educational needs
- notifying parents and SENCO
- providing appropriately differentiated tasks or work for SEND pupils
- evaluating and monitoring the child’s progress
- attending annual reviews for those pupils who have an EHCP
- involving children and parents in the setting and review of targets on ISP's/IBP’s
- managing the delivery of the ISP, by supporting teaching assistants, and monitor progress
- building up children's confidence and self-esteem through a positive approach
- identifying pupils experiencing difficulties, who will need interventions in addition to, or different from, those already provided by the usual differentiated curriculum
- planning for interventions
- identifying the ‘most able pupils’’ and catering for their needs
- discussing concerns with SENCO, Headteacher and parents/carers, and trying alternative strategies in the classroom to resolve problems

Teaching assistants will have a role which will include:
- we value the work of TA’s and see them as a vital human resource for implementing a successful special educational needs policy
- the deployment of TAs to support SEND children is primarily the duty of the SENCO and SLT
- TAs employed to support EHCP children may work with the individual pupil, on an individual basis, in a small group or occasionally give support within the classroom
- TAs are to work alongside teachers supporting their planned learning objectives
- TAs can take small groups during whole class teaching time
- TAs are responsible for maintaining records for the work undertaken by themselves with special educational needs children and evaluating the outcome and impact
- TAs are involved in decisions regarding the pupils they are supporting and when statement reviews are undertaken they will be invited to express their views
- TAs are to be involved in relevant Inset/training

Pupil information is held securely on our school electronic drive and all pupil files are accessible by the Headteacher, SLT and SENCO. Class teachers and teaching assistants have access to files regarding the pupils in their classes. At the beginning of the academic year the Headteacher shares any relevant safeguarding issues with the individual teachers and the SENCO shares information regarding their SEND needs.

When reports from external providers are received these are checked by the SENCO and shared with the relevant teaching staff and discussed to ascertain the next steps. If as a result of these, or any issue arising throughout the academic year, relevant training may be sought for the staff working with the particular child.

Our SENCO is Mrs Rebecca Thomas. She is a fully qualified and very experienced teacher and SENCO. She has achieved ‘The National Award for SENCOs’ in January 2016. She regularly attends updates and keeps up to date with changes to SEND provision . We have had accreditation in ‘Dyslexia Friendly Status’. All of our teachers are also fully qualified and receive continuing professional development training from the SENCO and other specialist services. Teachers are experienced in the teaching of children with SEND and are responsible for their progress and development. Our teaching assistants also receive continuing professional development and support from class teachers, the SENCO and specialist services.

As a school we work closely with external agencies to receive their specialised expertise. The agencies used by the school include:

- Special educational needs inclusion service
- Educational Psychologist Service
- Autism Inclusion Team
- Occupational therapy
- Speech and language therapy
- Behaviour support
- Community Pediatricians/School Nurse
- Child & Adolescent Mental Health Service
- Malachi (Family support)
- Action for Children
- Engage Lichfield Mentoring

If you have any concerns we recommend you speak to your child’s class teacher at the earliest opportunity. If after your discussion you are not happy that the concerns are being managed and feel that your child is still not making progress you should speak to the SENCO or Headteacher. If you are still not happy you can speak to the school SEND Governor.

Our SEND Coordinator is Mrs Rebecca Thomas. Please contact the school office on 01543 263505 or email office@st-josephs-lichfield.staffs.sch.uk to make an appointment to speak to her.

We have a SEND Governor who meets regularly with the school SENCO. The SENCO also produces an end of year report to Governors. The SEND Governor is responsible for monitoring the provision for children with special educational needs in school. Governors look at data to ensure SEND children make progress that is at least as good as the rest of the children in the school. The SEND Governor is also responsible for monitoring pupil premium and checks on the progress of these children and how the pupil premium money from the government is spent.

We are a school where we value and celebrate each child being able to express their views on all aspects of school life. There is an annual child questionnaire where we actively seek the viewpoints of children. Class teachers regularly plan PSHE lessons which involve the child having a voice in many aspects of their learning. Pupil voice is a vital part of school life. Each class has two school council members. Year 6 have additional roles including house captains and vice captains. All pupils are given the same opportunity to become part of these groups and are encouraged to do so.

Children with SEND have additional opportunities to voice their opinions such as:
- a child’s views are always gathered when reviewing ISPs and EHCPs
- the SENCO monitors the views of SEND children through pupil voice

Parents are encouraged to support their child’s learning with regular advice attached to newsletters, parents evenings, parent workshops and the opportunity to talk to their child’s teacher regularly. The weekly newsletter or emails advertises governor vacancies when they become vacant. A voting process decides who the next governor will be.

Our staff are here to provide support and do so in a number of ways:
- The class teacher, SENCO or Headteacher can offer support in school to complete paperwork or act as scribe
- The school website contains helpful information
- All class teachers hold a termly parents evening and have an open door policy where concerns can be raised

We make sure we are an inclusive school by ensuring our activities are available for all of our children, with adjustments being made where needed. Each club, activity or residential trip is planned with the children it is aimed at in mind, thus allowing for those children to take part as fully as possible. We ensure risk assessments are carried out and procedures are put in place to enable all children to participate. If a health and safety risk assessment suggests that an intensive level of 1:1 support is required, a parent or carer may also be asked to accompany their child during the activity in addition to the usual school staff.

We have an accessibility plan in place and, where feasible, make reasonable adjustments to improve the accessibility to our environment to meet individual needs. Individual access requirements may be required and we can discuss these if they arise. Facilities include;
- our main entrance is wheelchair friendly and has double doors
- ramp for access to the reception classroom
- a disabled toilet
- equipment and resources are available for children who have specific needs

We are actively planning further improvements as required to make our school more accessible and have an accessibility plan on our school website. Pupils with sensory needs are given the same opportunities as all pupils. Should they need specific equipment, learning aids, these will be made available to them. Should adaptations need to be made to the environment, the school will seek the support of the LA/Diocese to ensure this can happen.

Families and children with EAL are supported by staff to communicate in both English and their first language. We also use support from the multi ethnic achievement service (MEAS) to help with parent communication.

You will find our admissions policy on our school website https://www.stjosephslichfield.org.uk/

We hold open days for prospective parents in the Autumn term but we also welcome visits to school at any time. Please contact the school office on 01543 263505 or email office@st-josephs-lichfield.staffs.sch.uk to arrange to meet the Headteacher and SENCO, who will willingly discuss how the school could meet your child’s needs.

Joining our school from a previous setting
- All relevant information is passed on via transition.
- This information comes directly from the previous school and is shared with the appropriate members of staff in school.
- It may be necessary to make further contact with the previous school to obtain more information and we will arrange for this to happen as necessary.

Joining our school in Reception
- Teachers and the SENCO support the transition from pre-school to mainstream education.
- Home visits support your child meeting the teacher ahead of the new school year.
- There is an open evening and parent meeting in the summer term before the September start.
- Transition meetings between the Pre-school teacher, parents and school SENCO in the summer term are held.
- New parents and children invited to settling in sessions during the summer term.
- Pre- school children integrating with reception class during summer term.
- Visits to other pre-school settings.
- Early Years SENCO meetings.

Reception to KS1
- Regular transition sessions during summer term.
- Staff discussions/ handover.
- Transition mornings.
- Moving to Secondary School
- Newsletters will inform parents of open evenings, etc. to be held at all local secondary schools.
- In the summer term, meetings are held between the SENCO and the SENCO’s of the secondary schools to make sure that all relevant information is passed on.
- The SENCO may join parents at their meeting at their new secondary school.
- Transition visits.
- Children with SEND are invited to extra transition days at their new secondary schools.
- ‘Moving on’ workshops will be held

Advice may be sought from external agencies regarding strategies to best meet the specific needs of your child. This will only be undertaken after parent permission has been obtained and may include referral to:

- Special educational needs inclusion service
- Educational Psychologist Service
- Autism Inclusion Team
- Occupational therapy
- Speech and language therapy
- Behaviour support
- Community Paediatricians/School Nurse
- Child & Adolescent Mental Health Service
- Malachi (Family support)
- Action for Children
- Engage Lichfield Mentoring

Parents can also contact Special Educational Needs and Disabilities Information, Advice and Support Service (SENDIAS) for support.

Updated: February 2023
Review date: February 2024

If at any stage as a parent/carer you are unhappy with the provision that we are making for your child, you should in the first instance speak to the class teacher or the SENCO. If this does not solve the complaint, then a parent should then speak to the headteacher who will discuss and advise the next steps. Should a complaint be made as a school we have a complaints policy, which can be obtained through the school office or on the school website.