During any point of a pupil’s education at St Luke's a concern may be raised by any professional or parent. These concerns may be regarding their emotional need, academic progress or based on characteristics of specific forms of SEND.
More formally, each term we assess pupil’s current skills and levels of attainment, which will build on previous settings and Key Stages. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
• Is significantly slower than that of their peers starting from the same baseline and the attainment gap is widening.
• Is unable to match or better their own previous rate of progress.
• Is unable to close the attainment gap between the child and their peers.
Pupils who are not making the expected progress are discussed in detail to enable us to identify any barriers to learning. This may include progress in areas other than attainment, for example, social emotional needs or communication and interaction. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is required and whether we can provide it by adapting our core offer, or whether something different, or additional to, is necessary.
We aim to have good and informative relationships with all of our parents. If a child is experiencing difficulties, parents will be informed either at parents’ meetings (Autumn/Spring terms) or if more appropriate during a more focussed meeting arranged to discuss the child’s progress.
These conversations will make sure that:
• Everyone develops a good understanding of the pupil’s areas of strength and difficulty.
• We listen to parents’ concerns.
• Everyone understands the agreed outcomes sought for the child and plan any additional support the child may need.
• Everyone is clear on what the next steps are and discuss any referrals to outside professionals that may be needed to support learning.
Notes of these early discussions will be added to the pupil’s record and meetings will be held throughout the whole process.
At St Luke’s we identify SEND as early as possible.
Pupils we identify who may have additional needs during their time at St Luke's, will be referred to the SENDCo via our SEND referral process; this can be raised by a parent or a member of school staff.
We will formally notify parents when it is decided that a pupil will receive SEND support.
Once a pupil is identified as needing support, (or potentially needing support), teaching staff will work with the Special Educational Needs Coordinator to assess the needs of the child so that the right support is given.
Extra support may be:
• In-class support from your child's year group teaching assistants.
• Small interventions and group support from teaching assistants.
• Specialist equipment for your child to use in the classroom (visual prompts, iPads,).
Sometimes it helps to use other professional services to help inform the first steps. Those pupils with the highest levels of need might be referred to other agencies for further advice and support, such as an Educational Psychologist, Autism Outreach or Speech and Language Therapy.
If the needs are not being met by quality First Teaching and reasonable adjustments your child may require a more individualised programme of support and this will be discussed with you. At this time the class teacher will create a school support plan. Once a child has been identified as having SEND, the class teacher will meet with the parent to discuss their child's support plan and provision for the next term, discussing assessments which have been completed and the next steps for that child.
This is part of the graduated approach cycle of ‘Assess, Plan, Do, Review’ as required in the Code of Practice. Thereafter, parents are informed and met with each term to review progress made, set targets and agree provision for the next term and next phase of their school support plan.

If you have any concerns regarding your child they should initially be raised with your child’s class teacher in the first instance. You can arrange to meet with them either before or after school by speaking to them directly or by contacting them via your child’s Organiser, or by contacting the school office on 01543 227450 to arrange an appointment.
He/she may suggest that you also meet with the Special Educational Needs and Disabilities Co-Ordinator (SENDCo), who will be able to advise on possible next steps in identifying special educational needs and strategies to support identified learning needs, as well as offer advice on further support services available to you and your child.
The SEND Team at St Luke’s Primary School are:
The class teacher is responsible for day-to-day provision of education for pupils with Special Educational Needs
The person responsible for co-ordinating this area is Mrs Yvonne Scott known as the Special Educational Needs Co-ordinator (SENDCo).
Mrs Scott’s contact details are linc@st-lukes-cannock.staffs.sch.uk.
The person responsible for overseeing and working with the SENDCo is Mrs N Westwood. Mrs N Westwood is the SEND Link Governor.
Mrs Westwood’s contact details are n.westwood1@st-lukes-cannock.staffs.sch.uk.

For further details and information please see the SEND Policy 2021-2022, our Accessibility Plan 2020 and our School offer 2021-2022. All documents can be accessed by clicking on the link.

The type of support that your child will receive will be dependent upon their individual needs. There are four broad areas of need:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health Difficulties
Sensory and/or Physical

For children receiving SEND support in school then the level of support will be determined by the nature of the interventions and/or precision teaching that they will receive and we will decide upon the necessary level of support to enable pupils to successfully meet their learning targets. If a child has needs related to more specific areas of their education, such as spelling, handwriting, literacy and numeracy skills etc., then the pupil may be placed in a small focus group or receive some 1 to 1 support. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.

The support provided for your child when a special educational need has been identified consists of a four-part process:
Assess
Plan
Do
Review
This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

Assess
This process involves clearly analysing the pupil’s needs using the class teachers’ assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experiences of the child and parent. Wherever relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the schools’ information and assessment data on how the pupil is progressing. This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and changing as required.
Plan
Planning will involve:
• Discussion between the class teacher, SENDCo and parents to agree the reasonable adjustments, interventions and supports that are required.
• The impact on progress, development and or behaviour that is expected.
Parental involvement may be asked, where appropriate, to reinforce or contribute to progress at home. All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/ approaches that are being employed and the outcomes that are being sought.
Three times yearly the class teacher will meet with all parents of children who have been identified as having SEND and discuss their support plan. Targets will be reviewed and set by the class teacher after discussion with yourself and the SENDCo which will address gaps in your child’s understanding and learning. These targets will be worked on throughout the term by the class teacher or teaching assistant. This may be in a one to one situation or in a small group.

Do
The class teacher remains responsible for each child’s learning in their class on a day to day basis and will target each need using quality first teaching.
For your child this would mean:
• That the teacher has the highest possible expectations for your child and all pupils in their class.
• That all teaching is built on what your child already knows, can do and can understand.
• Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve using more practical learning equipment and strategies.
• Specific strategies (which may be suggested by the SENDCo) are in place to support your child to learn.
• Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress. This may lead to specific small group work.

For your child this would mean they would be part of a small group intervention either in the classroom or outside run by the Class Teacher or a Teaching Assistant (TA). All provision will be shared with parents on their child's School Support Plan.
If your child has been identified by the SENDCo and class teacher as needing some extra specialist support in school from a professional outside the school, these recommendations will be considered in the support plan and reviewed also.
If an outside agency is required you will be asked to give your permission for the school to refer your child to a specialist professional, e.g. Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school. The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.

Specified Individual support is available for children whose learning needs are severe, complex and lifelong. This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small group teaching. This type of support is available for children with specific barriers to learning that cannot be overcome through quality first teaching and intervention groups. Your child will also need specialist support in school from a professional outside the school.
This may be from:
• Local Authority central services such as the ASD Outreach Team, Sensory Service (for students with a hearing or visual need);
• Outside agencies such as the Speech and Language therapy (SALT) Service.
For children who have an Education, Health and Care Plan (EHCP) the support will be determined in the Plan and will be reviewed annually.

Review
Reviews will be undertaken in line with agreed date, termly. The review process will evaluate the impact and quality of support and interventions. It will also take account of the views of the pupil and their parents. The class teacher, in conjunction with the SENDCo will revise the support and outcomes based on the pupils’ progress and development making any necessary amendments going forward, in consultation with parents and the pupil.
Parents will be provided with the reviewed plan and the next steps.

We are an inclusive mainstream Primary School catering for children and young people with a wide range of needs who are able to demonstrate capacity for accessing the mainstream curriculum with differentiation and support. We support pupils with a range of needs including Cognition and Learning needs, Communication and interaction Difficulties, Visual and Hearing Impairments, Speech and Language Disorder and Delay and Social, Emotional and Mental Health Difficulties. All pupils are afforded equal rights of access to all areas of the curriculum via teacher planning, scaffolding, support and relevant resources where necessary.

Where learners are working at an attainment level below that of their peer group, class teachers will adapt teaching to ensure that gaps in learners’ knowledge are covered, for example by revisiting objectives that are covered in previous year groups and providing time for pre-teaching. We encourage independence in all learners and this is promoted by ensuring that independent work is matched as far as possible to the strengths of the learners. If appropriate, specialist equipment may be given to the child e.g. writing slopes, pen/pencil grips or apps to support literacy. This may also include specialist seating/desks or visual aid monitors.

Any recommendations from external agencies are used to inform future targets in the child’s school support plan. All additional provision for pupils with SEND is overseen by the SENDCo and monitoring of these pupils’ progress takes place at meetings held between the class teachers, the Headteacher and the SENDCo termly. When appropriate, discussions also take place with more specialised staff in and outside of school.

Reasonable adjustments made, ensure that all pupils with SEND can take part in all whole school learning and activities. We aim to offer all children the same learning opportunities. The school has a range of equipment and resources to support children with SEND, for example, coloured overlays and books, writing slopes and pencil aids.

For formal assessments such as End of Key Stage Statutory Tests, reasonable adjustments are made in line with those that the pupil experiences on a day to day level, such as additional time, seating and where suitable the use of a reader or a scribe. The school follows the guidance from the Access arrangements published by the DfE.

The SEND budget is managed by the Headteacher with the support of the Governing board. It is allocated on a needs basis and reviewed every financial year.

If there is a need to apply for additional funding for pupils this is done by applying to the Local Authority for Additional Educational Needs funding, Early Years Forum or by working with the local SEND Hub.

Budget is not a barrier to supporting pupils and if there is a need to use additional funding from our own budget this will be assessed and if appropriate used to support pupils needs or resources.

We ensure that we support the needs of each child as an individual and allocate the provision as and when it is needed. We have high aspirations for all our children to achieve the best that they can for their needs. Children have access to high quality teaching within the classroom, focused interventions and support where needed as well as support from specialist services if and when appropriate.

When deciding what support is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine whether we can provide it by adapting our core offer, or whether something different, or additional to, is necessary.

When a child is identified by their class teacher as having additional needs we use a graduated approach to support and identify the additional support a child may require. Parents will be involved in all discussions and kept up to date with support strategies as and when they are needed.

• Monitoring - a teacher has recognised a child may have certain needs and additional interventions may be offered. This will be monitored on a termly basis.
• SEND Support – children who have been identified as having special educational needs and who require provision that is additional to and different from the mainstream curriculum.
• Complex - children who have been identified as having complex and significant needs and may be in the process of an Education Health and Care assessment or have an EHCP plan already in place.

Pupils needs are assessed and the proposed provision is discussed with the class teacher, SENDCo and Deputy Headteacher. External reports and recommendations are used to support the provision for each child where appropriate. provisions will be shared and discussed at termly meeting with parents.
Each child is assessed on an individual basis.

For pupils with specific learning or medical needs we seek the support of specialist teachers, including visual impairment, hearing impairment, to assess as to whether equipment such as radio aids, magnifiers need to be in place. For pupils with sensory and physical needs, equipment such as cushions, writing slopes, pencil grips will be sought by the school. Occasionally there is the need to work with pupils with sensory needs that require equipment for sensory circuits. If this is the case and we do not have the required equipment, we have links to the support services who will be able to identify the correct pathway top ensure we have what we need.

Each pupil is assessed individually as to their needs and requirements and once we have made the decision about what they need, or we have received advise from specialist teachers / support workers we will take the necessary steps to acquire them. This will always be done in conjunction with parents and pupil to ensure that all parties are comfortable with the equipment and facilities that might be needed.

The SEND Governor meets regularly with the SENDCo regarding the progress of children on a school support plan.

All pupils are assessed on an on-going, formative basis using the school’s assessment and tracking system. Where needed, children are tracked using small step progression on an individual basis dependent on the child’s needs. When programmes are implemented with groups of SEND pupils, where appropriate, impact is measured by assessing pupils before and after the programme. This ensures provision is effective and only used if it results in pupil progress.

The SENDCo monitors assessments as they happen. SEND pupils are discussed at termly pupil progress meetings, where progress and attainment for all SEND pupils is reviewed and provision from the previous term is evaluated. Targets on their SEND school support plan are reviewed termly and then set for the term ahead. Termly meetings with parents are held to discuss this. In addition, pupil voice is conducted on a regular basis with all SEND pupils and, interventions and support activities are observed to evaluate their quality and impact.

We understand that not all parents and carers may feel confident or comfortable to discuss sensitive issues and we endeavour to provide support on an individual basis for this. Parents will have regular opportunities to discuss their child's progress with their class teacher and/or SENDCo. The children and their parents will play a leading role in reviewing the targets from identifying progress made to discussing the next steps. We aim to work in partnership with parents. We have an open-door policy and encourage parents to make contact immediately with any queries or concerns they may have. In addition to our parent consultation meetings, the class teacher and the SENDCo are available regularly to discuss any concerns.

We work with outside agencies to support with assessments and target setting, these include an Educational Psychologist, Autism Outreach Team, specialist teachers for the deaf and hearing impaired, speech and language support and mental health practitioners. We also use specialist support including occupational therapists and community paediatricians where needed. Where English as an additional language and is impacting on learning we will access the specialist support available.

To provide additional support for pupils and families who may need support with social, emotional and mental health we can access Family Support Services, CAMHS or signpost parents to The Sandbox website.

If a pupil is seen by an external agency, a written report will be available and this is shared with parents and carers. The reports may contain recommendations for targets in school and at home. The recommendation will be discussed and implemented as appropriate.

Parents will receive copies of the targets set by the school on their school support plan. At the end of a cycle of intervention, targets are reviewed and new targets are set. These will be discussed with parents. The class teachers will invite parents to discuss the targets and the appropriate level of work that will be set in order for the targets to be achieved. Class teachers are available before and after school to share any important day to day information. If a more detailed meeting is required this can be arranged.

Following identification of concerns by a class teacher, they will meet with the pupil’s family for a discussion, along with the SENDCo where appropriate. 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. This includes how parents can support the child at home. Structured conversations are held three times yearly where parents and teachers can discuss the strategies used to support the child and work with the parents to know next steps for home and school. School support plans will be reviewed at these meetings and new targets set which can, if needed include home targets alongside.

Welcome meetings for pupils in all classes are organised for the beginning of the school year. (Subject to current COVID-19 measures) where the year group class teachers outline the learning for the academic year. Where parents want to discuss other areas of the curriculum from EYFS to KS2 an open-door policy is in place for parents to discuss these needs and how they can support at home.

Pupils who are registered as having SEND are giving a Support Mat which links to their own individual targets so they are aware of what they need to do to ensure progress is made. Feedback is given to the child throughout the week by either the class teacher or teaching assistant.

Ongoing feedback is a regular part of classroom life and pupils are encouraged to talk to their class teachers about their own progress and areas for development. Interventions are discussed and knowledge is transferred into the classroom to support their whole class learning.

Children are given the opportunity to talk about their learning through pupil voice meetings with the SENDCo and SEND governor.

SEN pupils’ attainment and progress is tracked and monitored through termly assessments. Our Senior Leadership Team, SENDCo and SEND Governor meet regularly to evaluate how effectively SEND children are accessing the curriculum. Parents are kept up to date with structured conversation meetings which are held three times a year.

When programmes are implemented with groups of SEND pupils, impact is measured by assessing pupils before and after the programme where appropriate. This ensures provision is effective and only used if it results in pupil progress.
Parents and pupils are free to voice any issues they may have regarding SEND provision which are then acted on accordingly. Pupils are able to discuss their progress towards their targets at any point during the school day.

Children are greeted at the beginning of the day at the gate by members of staff and the Headteacher. Any messages which parents may have can be passed on at this time. Children meet and are greeted by their class teacher or class teaching assistant when they arrive at their classroom. They enter in to the building via the main door, their classroom doors or the cloakrooms.

They leave at the end of the day either from their classroom door or the playground. Each child is dismissed to their parent/carer or previously agreed adult.

If pupils are anxious at the beginning of the day there is always a recognisable face to greet them and a member of staff who can support them at that time. We encourage parents to call the school or write in the child’s organiser, in the morning if there are any concerns or important information we need, that may support us in supporting their children. Staff will also contact parents if children have expressed any concern throughout the day.
All activities for school trips are risk assessed and staffing ratios are fulfilled accordingly and undertakes risk assessment in line with National recommendations. Staff are always carefully selected to ensure pupils are fully supported and an experienced member of staff has the responsibility for conducting and recording all these risk assessments. These can be viewed, if needed.
All staff are updated regularly regarding the needs of the children in their care. Physical Education is an important part of the curriculum. If a pupil is being taught by specialist sports coaches, the coach is made aware of any needs and given the necessary targets and strategies to support.

We aim to develop a Christian awareness of the wider community and society. We promote high standards of learning, behaviour and Christian care, helping all children to be the best that they can be. We have regular collective worship time and all children have opportunities to lead and participate in prayers, readings and singing whatever their religion.

All our staff are confident and skilled in supporting our children pastorally. Staff are supported with regular training and development in this area – including staff meetings and sharing of appropriate resources. There are well established practises and procedures within school to help identify children who may need extra pastoral support. The well-being of all pupils is of primary concern at our School. We strive to build positive relationships whereby parents, pupils and teachers can share ideas and information together to make school a safe and happy place for everyone.

Children are supported with their social and emotional development throughout the school day by staff trained in the latest curriculums. Personal, Social and Health Education is an integral part of our curriculum and now is further supported by the statutory Relationship Education and Health Education. Our staff have been also trained in the Christopher Winters Relationship and Sex Education and Drug and Alcohol Education. These are all additional objectives for Primary Education but as a school we want to equip our children with as much knowledge and skills in order to manage the wider world. Staff have also recently received training through CORAM life skills in relation to the recent Ofsted publication regarding Sexual Harassment in Secondary Schools. We feel it’s crucial to start creating a culture of zero tolerance at Primary level and staff are fully on board with this.

Wellbeing Wednesday is a positive part of our week which is accessible for all pupils. More recently, staff and children have developed a school motto ‘Feel it, name it, say it’, this is to encourage an openness and awareness of how to manage and find help with emotions.

In school we also teach about protective behaviours to help enhance the children’s awareness of how to stay safe. Children’s views are sought via pupil voice, school council and other forums. Their ideas are listened to and valued hence the ‘Feel it, Name it, Say it’ motto which was devised and designed by our pupils.

Additional pastoral support from members of staff and from registered outside agencies can be accessed via a referral process with parental request. Teachers and Teaching Assistants can also make referrals with the support of parents. A child does not have to be registered as SEND to access this support and parents can contact us at any time if they have any concerns.

Our Behaviour Policy, which includes guidance on expectations is fully understood and in place by all staff. The Anti-Bullying Policy also indicates the expectations of pupils in our school. Our school does not tolerate incidents of bullying and these are dealt with immediately. Policies can be found on the website and hard copies can be requested. Parents and carers are encouraged to come in to school if they have any concerns about their child being bullied.
We regularly monitor attendance and take appropriate steps to encourage punctuality and prevent unauthorised absence.

We are very aware that, often, SEND pupils need additional pastoral support. We recognise and understand that the pastoral needs of each SEND pupil will often be specific to each child – we tailor the support they need to each child and their individual needs. We ensure that the pastoral needs of SEND pupils are discussed with SLT, class teacher, SENDCo and other members of staff that are connected to the pupil in question.

As a school we follow the Individual Health Care Plans set up for children with various medical needs. Some children do not require an IHCP but may require medication in school such as mild allergies. We administer them following the instructions on the Administration sheet. These can be followed for short term or long-term medication. All information is recorded on the Medication Form.

Grab Bags are provided for each class, containing inhalers or epi-pens. These grab bags move with the class so medication is always accessible. Emergency Inhalers/Spacers are available to all on an Asthma Plan with consent from home to use of emergency inhaler. These are stored in the Office. Children with a medical need for an epi-pen or specific medication will have medication in the office in case of an emergency.

All information is recorded on SIMs and therefore held in a central record for reports when needed.

Lunch lanyards are worn by pupils with food allergies and dietary requirements. These children are also listed in red on morning lunch registers as an extra precaution and enable kitchen staff to prepare the food accordingly. A photo list of all children with food allergies is also prepared yearly and posted in the kitchen. If it is the case that certain children need specific cutlery or tools to support lunch this is ordered on a needs basis.

If any child needs support with toileting, staff are on hand to help and training provided if needed.

In case of any medical emergency the staff would follow the individual health plan or phone 999 if needed.

If children are needing to take time off due to medical appointments we request that parents advise accordingly so that we can record their absence appropriately. This is communicated with class teachers and teaching assistants so all are aware of the reason for absence. For regular appointments or hospital stays we would look at the provision for supporting children with their learning. This may involve setting up Zoom lessons or preparing packs of class activities. The Zoom lessons allow the children to have much needed contact with their peers and be involved in the lesson directly.

In order to set up a care plan, a meeting is arranged with the parent/ carer. This face to face meeting allows the parents and staff to discuss the medical need, gather all documentation and make sure all staff who will have contact with the child are aware of their medical needs. All information is then collated on their individual health care plan and distributed to all staff involved. This will include, teaching staff, lunchtime supervisors and kitchen staff. A hard copy will be kept in the school office and a PDF will be attached to the child’s SIMS record. Risk assessments will be completed when a child needs support with crutches, wheelchairs etc.

Staff training is given to all staff who are working with the child and the guidelines are followed as to how this training is undertaken. If there is a physical need for more support funding will be applied for to ensure the child is accessing all areas of learning.

For pupils who need additional support linked to behavior we seek the support of our SLT team and SENDCo. The class teacher, after communication with parents, will set targets and monitor these accordingly. They may provide an intervention such as Lego Think Bricks Therapy, or a communication project such as drawing and talking. Where a pupil required more than the school can provide we may seek family support such as Action for Children or refer to the behavior support service.

Where an external agency has been involved we will endeavor to implement all recommendations.

For extreme behavior and in order to avoid exclusions we may refer pupils to the local SEND Hub.

The Children & Young Persons Act 2008 places a duty on school governing bodies “to designate a member of staff (the designated teacher) as having the responsibility to promote the educational achievement of Looked After Children, including those aged between 16 and 18 who are registered pupils at the school”. For us in school it is the SENDCo – Mrs Yvonne Scott.

The responsibility of the Designated Teacher is:
• to ensure that all school staff working with Looked After Children (LAC) are aware of the individual needs of these pupils (while maintaining appropriate confidentiality) and promoting high aspirations.
• Tracking the attendance, attainment and progress of looked-after pupils.
• Setting targets that challenge the LAC in appropriate areas of the school curriculum.
• Preparing the PEP that all LAC should have, in partnership with the child, their carer and their social worker.
• Providing a consistent source of support to the child. That consistency alone can be invaluable.

Mrs Nikki Westwood is the Governor for SEND, and also the Chair of Governors.
Mrs Yvonne Scott is our SENDCo (Special Educational Needs and Disability Co-ordinator)

Roles & Responsibilities of the SENDCo:
• The SENDCo is responsible for the writing of the Special Educational Needs Information Report.
• The co-ordination of specific provision made to support individual children with SEND.
• The monitoring of all children who may be indicating a special educational need.
• The SENDCo liaises with all staff to monitor the children’s progress and plan further interventions where progress is slower than expected.
• The SENDCo regularly has contact with a wide range of external agencies that are able to give more specialised advice.

The Headteacher, Mr Miles, has ultimate responsibility for SEND within the school.

The day to day education of your child will be delivered by the class teacher and other adults that may be deployed within the classroom, for example the class teaching assistant. The class teacher will plan all work for your child that enables them to work within the classroom inclusively, and where needed, scaffold and differentiate for specific targets which may be taught in small groups or individually.

The point of contact for all parents/carers of pupils with SEND is Mrs Yvonne Scott who can be contacted via the school office on 01543 227450.

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

When reports from external agencies are received by the SENCDo, they are shared with the relevant teaching staff and discussed to ascertain the next steps using the recommendations given. 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.

Teachers and support staff attend training courses run by a range of outside agencies.
They include:
• Safeguarding Level 1 and 2.
• Speech and Language/Early Communication Screening/WELLComm
• Precision Teaching
• ‘Switch On’ Reading support
• Emotional Coaching and Support
• Autism Awareness Training Tier One
• How to support pupils with hearing impairments/visual impairment.
• Think Bricks Lego Therapy Training
• Medical training for specific conditions that a child in our setting may have as and when appropriate.


The SEND Governor attends training and updates as part of her role when appropriate.


The SENDCo is undertaking the National Award for SENDCo, (Masters Level) at the University of Birmingham, which is a qualification required for all those taking on the role since 2009.

We work closely with a number of agencies to help consider and select a range of evidence-based and effective teaching approaches, appropriate equipment, strategies and interventions in order to support the child’s progress.
They include:
• Educational Psychologist (EP)
• Speech and Language Therapist
• Occupational Therapist
• Visual Impairment Service
• Hearing Impairment Service
• Cannock Mental Health Support Team
• Behavioural Support
• Paediatricians and Paediatric Specialist Nurse
• Autism Outreach Team (after an accepted referral)
• Child and Adolescent Mental Health Service – CAMHS (after an accepted referral)
• Social Services (where deemed by social services to be necessary)
• Physiotherapy
• Family Support Workers
• Early Years SENDCo and Inclusion Team

We are also part of the Local SEND HUB.

For any concerns regarding SEND or your child's education your initial point of contact is the class teacher. An appointment to speak with the teacher can be made by contacting the school office or speaking to the teacher directly.

Should you have a more specific concern you are always welcome to speak to the school SENDCo or Headteacher.

Please contact the school office on 01543 227450.
Our school office email is: office@st-lukes-cannock.staffs.sch.uk.

Yvonne Scott is St Luke's C of E Primary School SENDCo.

To contact Yvonne Scott please liaise with the school office on 01543 227450 or contact Mrs. Scott directly on linc@st-lukes-cannock.staffs.sch.uk.

Ensuring the ongoing achievement and success of SEND Learners is a collective responsibility of the Governing Body, although this may come under the responsibility of our specific SEND Governor – Mrs. Nikki Westwood.

The Governing Board ensures that a SENDCo is appointed along with a Governor with specific responsibility for SEND. Within this role it is vital that the Governors ensure compliance with the legal responsibilities for schools. The Governors expect the SENDco and Headteacher to report on the steps being taken to ensure that SEND remains high on the school’s agenda

The Governor for SEND will review the SEND provision, including staff and other resourcing, by meeting with the SENDCo termly. This will be fed back at monthly governor meetings. A formal report is passed to the Governors each year from the SENDCo.

Governors will have a good understanding of the Looked After Children policy and its application across the school and they will also ensure that teachers for LAC children receive the appropriate training for pupils in their care along with any supervision that may be needed.

For all pupils in vulnerable groups the Governors will regularly review the outcomes for these pupils and monitor how well are they doing in comparison with other pupils/students. They will ensure that the funding through Pupil Premium Plus and top up funding provided improves the outcomes and opportunities for these pupils.

Mrs. N Westwood is the Governor for SEND, under the guidance of the Headteacher. Mrs. Westwood can be contacted by arranging an appointment at the school office. Mrs. L Evans is the governor for Safeguarding and again can be contacted through the school office.

School contact number is: 01543 227450 or email office@st-luke-cannock.staffs.sch.uk.

Pupil voice is a vital part of school life. We have a range of pupil committees that all children are invited to stand for election to. Year 6 have additional roles including House Captains. All pupils are given the same opportunity to become part of these groups and are encouraged to do so.

SEND pupils have regular opportunities to discuss their own targets and offer opinions on their likes/dislikes and hopes. These are recorded on their individual pupil voice sheets. These comments are used to support the writing of their support plans for the following term.

We encourage parents to get involved in the school and become school governors. We currently have two parent Governors on our governing board. Nominations and elections take place in accordance to current Governor terms or should a Parent Governor decide to stand down.

A range of staff are available to help parent’s complete paperwork which may be about or affect their child. Parents can contact the School office to arrange a time for this to happen. This would usually be carried out by the Headteacher, the Deputy Headteacher or the SENDCo. We always invite parents to come in to the school and work with us to complete any paperwork and discuss any additional support. (Or under COVID-19 measure this may be virtual / telephone).

All pupils are afforded equal rights of access to all areas of the curriculum via teacher planning, differentiation, support and relevant resources where necessary. A variety of teaching styles and teaching groups are adopted to suit the needs of the individual.
SEND pupils are involved in all aspects of school life and are taught alongside their peers, exposed to the same experiences but with the level of support they require. Intervention will be delivered additionally to quality Wave 1 teaching. We have a number of after school clubs which cover a range of interests. Pupils with SEND are welcomed and included.

Activities and school trips are available to all.
Risk assessments are carried out and procedures are put in place to enable all children to participate where reasonably possible. If a health and safety risk assessment suggests that an intensive level of 1-1 support is required, a parent or carer may be asked to accompany their child during the activity in addition to the usual school staff.

We provide activities and opportunities for the pupils to develop their interests and talents through enjoyment and raising self- esteem. There are opportunities for the pupils to be involved in various sporting activities after school hours. During school Summer holidays there is provision for care during the working day provided by our sports providers. This is a paid for club and must be booked in advance. Details of this are shared with all parents.

All pupils are included in all events and there is no exclusion because of medical or behavioural needs. If your child has a need that may need additional support on the trip, arrangements will be made to ensure that your child can take part.

Parents and carers may be invited to accompany children on the trip as 'parent helpers'. This is subject to the necessary safeguarding arrangements and will be arranged by the trip Co-Ordinator. For any parent concerned about educational trips they should contact their child's teacher.

We have an Accessibility Plan in place and, where feasible, make reasonable adjustments to improve the accessibility to our environment to meet individual needs. Our policy and practice adheres to the Equality Act 2010. A copy of this plan is available on the school website or on request via the school office.

Individual access requirements may be required and we can discuss these if they arise.
Facilities include;
• A toilet adapted for disabled users / changing area
• A parking space in the car park allocated for disabled users.
• Equipment and resources are available for children who have specific needs
• Our main entrance is wheelchair friendly and our doors are wide enough for wheelchair access.
Reasonable adjustments can be made if what is in place is not suitable for any reason.

Pupils with accessibility needs are given the same opportunities as all pupils. Should they need specific equipment or learning aids, these will be made available to them. If adaptations need to be made to the environment, for example use of radio aid equipment or filtered lighting the school will seek the support of the Local Authority to ensure this can happen.

We provide support for children with a hearing, visual or multi-sensory impairment by:
• Sharing with relevant staff, in partnership with parents, information about the child or young person’s difficulties.
• Individual targets are agreed and monitored, following discussion with child/young person and parents, to share advice on successful strategies and set targets.
• Sharing of advice on successful strategies and set targets e.g. use of visual supports, developing organisational skills.
• Classroom Teaching Assistance (TA) is targeted towards support for access for specific tasks/settings and is not necessarily needed for learning.
• Manage group dynamics enabling the pupil to have access to other pupils’ verbal/visual contributions.
• Provide opportunities for reading aloud at instructional level.
• ICT used to support with adapting or accessing specific content or materials.
• Providing Physical resources to support pupils with sensory needs.

All children want to feel welcome, be provided with support, and build on their current levels of attainment and learning needs. Children will be provided with a range of visual support to develop understanding and communication. Teachers will act as clear role models for language.
In many ways, the task faced by EAL children is the same as all new children. The child’s first language will be valued and where appropriate support will be sought from the English as a Second Language team. Many children will come with a wealth of knowledge in their first language and this should be built upon and developed.

Strategies are in place to enable the learner’s transition to be as smooth as possible.
These include;
• Parents/carers and learner are invited to view the school prior to joining.
• Children who start in our Early Years setting are invited to spend some time in the classroom to meet their new teacher and early years staff.
• When appropriate, school staff also visit a child’s current setting.
• Secondary school staff visit pupils prior to them joining their new school.
• SEND files are forwarded to the SENDCo of a receiving school to ensure continuity and discussion takes place to pass on any notes or concerns.
• When transferring to Secondary School, children will take part in transition day experiences, organised by the new school.
• In Year 6, High School SENDCos are invited to any Annual Reviews or meetings regarding children moving to their setting.

We understand that transitions can be difficult for a child with SEND and we work to ensure it is as easy as possible. When moving into a new year group, your child will have a ‘meet the teacher’ session during the summer term. If necessary your child will fill in a transition book, where they will be able to ask questions about their new classroom, new teacher and new year group. All information will be passed onto the new class teacher in advance during a transition meeting.

Visits to the school can be arranged at anytime and we actively encourage visits to see what our setting has to offer. Sometimes a child may be offered a classroom visit where they can spend some time meeting their new friends and teachers prior to the start date.

To arrange a visit you should contact the school office on 01543 227450 and we will happily arrange for you to visit our school.

(Subject to COVID-19 restrictions)

If a pupil joins from another school 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.

When moving to a new school we will contact the new school to ensure they know about any special arrangements/support that need to be made for your child along with ensuring all relevant records are passed on as soon as possible.

When moving to high school, the SENDCo and Y6 teachers will meet with the SENDCo’s from the different Secondary Schools, either face to face or virtually, that our children will be attending in September. These meetings ensure that the Secondary School SENCO departments have a clear understanding of the needs of the children who will be joining them. A number of the Secondary Schools also run additional ‘transition’ days for children on the SEND Register which we support.

At times it may be necessary to consult with outside agencies to receive more specialised expertise. The agencies used by the school include:

Educational Psychologist
Speech and Language Therapist
Occupational Therapist
Visual Impairment Service
Hearing Impairment Service
Cannock Mental Health Team
Behaviour Support/Inclusion Team
Paediatricians and Paediatric Specialist Nurse
Autism Outreach Team (after an accepted referral)
Child and Adolescent Mental Health Service – CAMHS (after an accepted referral)
Social Services (where deemed by social services to be necessary)
Physiotherapy
Family Support Worker

Details of other services can be found by visiting the Local Offer on the link below.

The Local Offer is a Local Authority’s publication of all the provision “they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plans.” (Section 4.1
SEND Code of Practice, January 2015)
Staffordshire’s local offer provides information and services for children and young people aged 0-25 with special educational needs and disabilities (SEND) and their families.
The Local Offer website aims to help families by gathering the information that they need to know in order to make informed choices about the support they receive.

Updated: 1st December 2021

Review date: 1st December 2022

If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the Headteacher or SENDCO, who will be able to give advice on formal procedures for complaint.
Our complaints procedure follows the LA guidelines. Such is our partnership with the children and parents; we would hope that all concerns would be dealt with at the earliest opportunity.

A copy of the complaints policy is on the school website or a paper copy can be obtained by contacting the school office.