The teachers and teaching assistants work very closely with the children every day. When they are concerned about a child they will put early interventions into place. After a 6 week period of monitoring and assessment, if they are still concerned then they will raise it with the SENCO. Along with the SENCO further interventions or outside support is arranged. Slow progress and low attainment will not automatically mean that a pupil is recorded as having SEND. Parents will be informed of any concerns and how we are planning to support your child. If your child is placed on the SEN register then you will be informed and a pupil passport will be set up with individual targets for your child.

We use a variety of early interventions to help support children when they are first identified. Some of these include: Read, Write, Inc Phonics, Power Maths, Precision Teaching, Times Tables Rock Stars and fine motor skills interventions.

If any parents have any concerns they can raise them with the class teacher. This can then be shared with the SENCO and interventions or further support can be put into place. If you wish to meet with the SENCO directly then please arrange a meeting via the school office.

Policies can be found on the school website.

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

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

All children being ‘monitored’ or on the ‘SEN register’ have specific interventions tailored to their current needs. This is reviewed regularly by the class teachers and Senior Leadership Team. All children on a ‘pupil passport’ are involved to write their targets and information on the plan.

We have many outside agencies that come to deliver targets/plans or support teachers in various ways on the classroom.
These agencies/services include:
SENSS (LS) – Special Educational Needs Support Services-Learning Support
SENSS- Special Educational Needs Support Services-Behaviour Support
SSS HI – Specialist Support Service – Hearing Impairment
SSS VI- Specialist Support Service – Visual Impairment
EP - Educational Psychologist
SALT - Speech and language Therapy Service
AOT - Autism Outreach Team


The needs of the majority of children will be met through differentiation and use of classroom support. Children for who a pupil passport has been completed will receive appropriate support or interventions for an agreed timescale which will then be reviewed regularly. For some children a short term intervention may allow them to access learning in line with the rest of the class. For other children further intervention will be needed and for some children support from outside agencies may be required.

All teachers have high expectations of all students. All students are provided with a broad, balanced curriculum with Quality First Teaching that is differentiated to the learning needs of all students. High quality teaching is monitored and ensured through: classroom observations; termly work sampling; work scrutiny of exercise books; internal and external moderation of assessments and examinations; teacher meetings with SENCO/Deputy SENCO; termly SEND Passport review meetings; academy data and progress tracking.

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

Staffing and resources are adapted to accommodate the needs of students.
Students with a disability will be provided with “reasonable adjustments” to facilitate their access to the curriculum. The school may provide specialised equipment to support pupils in the classroom, for example: coloured overlays, larger font size, laptops, reading rulers, pencil grips and exercise books with coloured paper.

Students may be assessed for Examination Access Arrangements in school and this information is shared with staff at each assessment point. Some students may require additional processing time or access to a reader or prompter.

Outside agencies are invited to work closely with our students with additional needs. We work with a range of agencies including for example: the Educational Psychology Service; Autism Outreach; the Hearing impairment team and communications support workers; the Visually impairment team; Occupation therapy and Physiotherapy services.
The Curriculum is continually monitored by the Leadership Team to ensure that it meets the needs of all students. The curriculum overview can be viewed on the school website class pages. The accessibility policy can be found on the school website.

Staffing and resources are adapted to accommodate the needs of students. The SEND budget is used to ensure that students on the SEND register or those who are being monitored receive the support that they need. The budget is used to fund the cost of Teaching Assistants, interventions and the purchase of resources.
Students with an EHCP receive support as specified in their individual plans.

The students do not require a specific diagnosis or label to receive support in the form of reasonable adjustments. The SENCO/deputy SENCO works with the students, their parents/guardians, teaching staff, support staff, caseworkers and external agents to develop support packages for individual students. Assessments, observations, book scrutiny and classwork as well as formal standardised assessment support this process. Regular reviews, discussions and meetings take place to keep parents informed of progress.

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

Parents Evening takes place 3 times a year at St Anne’s, all parents are invited to discuss their child’s learning. You will be invited each term to discuss progress and if your child’s needs continued additional support. You will be informed at every stage of this process and will be asked to play a proactive role in supporting your child’s learning at home. Your child’s class teacher and school SENCO will be your regular points of contact.
At St Anne’s we have a robust system of reviewing the progress of all our learners and reporting this to parents during each parents evening. For children with a pupil passport, their learning is reviewed more regularly to see if interventions and actions are having an impact. If your child is on the SEND register and therefore has a pupil passport, you be asked to meet at least termly to review their progress against targets and share your input and opinions. Agreed next steps can then be made.

We encourage our parents to be involved in the education of their child. A copy of your child’s ‘Pupil Passport’ and targets will be sent home along with any resources for you to support your child. The teacher will have regular contact with you to support you at home. Each class holds termly 'Learn with Me' lessons where you invited into school to see how your child is learning in the classroom. There is also regular themed coffee mornings with the SENCO and deputy SENCO linked to providing support on specific learning difficulties e.g. dyslexia, sensory processing.

At St Anne’s we review the learning alongside our learners and work together to discuss the next steps. For children with a 'Pupil Passport' their learning is reviewed more regularly to see if interventions and actions are having an impact and to see how the children feel they have progressed. Their opinions are taken into account and added to the plans. These plans are then shared with parents.

All students, including those with SEND, are assessed on a regular basis in accordance with the School’s Assessment Policy and assessments take place every half term for all students. Teachers monitor progress throughout the year. Each student’s progress is monitored in comparison to their peers and against national data.
Pupils progress is shared during parents evenings and when reviewing ‘Pupil Passports’. Other meetings can be arranged on an individual basis with the SENCO if required.

'Pupil Passports' are shared with all staff that come in to contact with your child including other teachers, teaching assistant and specialist teachers like sport coaches. Risk assessments of individual children are completed regularly and sometimes on a daily basis depending on the child’s needs. A risk assessment is completed by the class teacher for any school trips or outside school visits. Extra/ different support is provided to ensure the child is included as much as possible.

We provide the children with pastoral support through our PSHE lessons. The teachers/ Teaching Assistants (TA's) offer a ‘meet and greet’ each morning along with time to talk during the day. Where necessary, some children have the opportunity to build up a greater relationship with particular teaching assistants to help support their needs.
We provide intervention groups such as Lego therapy to support the development children's social and emotional skills. At lunch times, we have trained play leaders as well as sports coaches offering additional support.
You can find the Anti-Bullying policy on the school website.

Care plans are put into place for children with any additional medical need and are shared with the appropriate members of staff. We then ensure any adjustments are made in relation to toileting, eating etc. Medicines are kept in a medical fridge, located in the school office. Each class has their own personal first aid kit and travel first aid kits are available for school trips. Inhalers, for children with asthma, are kept in a cupboard in classrooms for easy access when necessary.

The Behaviour and Attendance policies can be found on the school website.

Students who are looked after are supported by the designated Teacher for LAC, Mrs Bennett. Those students who are looked after and who have SEND are also supported by the SENCO. Both staff work closely with students, their carers and the virtual school/relevant local authorities.

The class teacher work closely with the children in their class. They will plan and provide targets and interventions for each individual child. They will work closely with the teaching assistant ensuring they deliver the interventions and provide the correct supporting equipment. The SENCO will also be fully aware of the child’s needs and the support being given, they will also closely monitor interventions.

The SENCO will provide training and liaise with external agents to provide additional training on a range of needs. E.g. Autism.
Students with EHCPs and who are on the SEND register have a raised profile and additional information is provided to staff at the start of the academic year. Information is shared with staff following the annual review of a student who has an Educational Health Care Plan, and following review meetings of Pupil Passports.
The SEND register is placed on the SEND area of the staff shared platform for staff access.

Pupil Passports and medical needs are placed on the whole school area of the staff shared platform for staff access.

Risk assessments are shared with staff and teaching assistants.

Mrs Ward the SENCO has over 13 years of teaching experience, with a degree in BA (Hons) Primary Education with QTS. She has worked as SENCO at St. Anne's for over 4 years now. She has received the National SENCO award and regularly attends updates and in service training from various outside agencies. Mrs Campling, the Deputy SENCO, has also received the National SENCO award.
Teaching assistants have received Autism Level 1 training and Paediatric First Aid training, some TA's are also trained in delivering precision teaching and sensory circuits.

There is on-going sharing of good practice through regular departmental meetings and feedback/ advice provided by the Senior Leadership Team, subject leaders and the SENCO following lesson coaching sessions.

All staff receive regular updates on Safeguarding and PREVENT training.

The school has membership to NASEN.

We has access to Autism Outreach and the school team regularly meet each half-term with those students in school who have a full diagnosis.
We have close links with our Educational Psychologist who provides information for staff training on a range of issues.
Medically trained professionals deliver training on issues such as asthma, epilepsy and physiotherapy programmes.
The academy has regular access to advice from a range of service providers including the local district SEND and Inclusion hub.
The SEND department work with Speech and Language Therapists, Physiotherapists and other health professionals who are involved with students attending school and a wide range of external agencies which include:

Autism Outreach Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers

Please contact your child’s class teacher if you are concerned about anything. You can arrange a formal meeting via the school office.

Mrs L Ward is the school SENCO, you can make an appointment via phone or email or in person at the school office.
Email - office@st-annes-weepingcross.staff.sch.uk
Phone - 01785 663128

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

There are two MAC SEND governor meetings held each year.
Termly meetings are held between the SEND governor and the school SENCO/SLT.

We recognise that all pupils have the right to be involved in making decisions and exercising choice in their education where that is possible. Open dialogue between pupils and key workers (teacher or teaching assistant) is encouraged. Children are given the opportunity to discuss their work and how they feel it is going. Targets and progress is also discussed with the children.

We welcome parents to support us and parents are frequently asked to provide their views and feedback at Pupil Passport review meetings, annual review meetings and in parental surveys.

The class teachers and/or SENCO meet with families to offer support and signpost services. Referrals are made to CAMHS, Early help, SEN inclusion hub, Autism Outreach etc. when required.

All students are encouraged to take part in a wide range of extra-curricular clubs and activities and all clubs, activities and trips are available to all students. All students are encouraged to fully immerse themselves into the school life by participating in workshops, transition days, school productions, sports day, residential trips etc. Reasonable adjustments are made to facilitate any additional needs and no student is ever excluded from taking part in activities because of a special educational need or disability.

In line with statutory guidance, the school has an Accessibility Plan which is regularly reviewed to ensure that pupils are able to access the curriculum and the physical environment. All pupils, including those that have sensory or physical disabilities, have the opportunity to participate fully. The building is wheelchair accessible and there are disabled toilet facilities.

In line with statutory guidance, the school has an Accessibility Plan which is regularly reviewed to ensure that pupils are able to access the curriculum and the physical environment. All pupils, including those that have sensory or physical disabilities, have the opportunity to participate fully. The building is wheelchair accessible and there are disabled toilet facilities.

We use technology such as laptops and iPads and programs such as google translate. We necessary we would apply for outside agency support.

Please access the schools Admission policy on the school website.

To arrange a visit to school contact: office@st-annes-weepingcross.staffs.sch.uk
Families have the opportunity to tour the school site, meet with the staff and with other students in school.

We have close links with both the local nurseries and high school to help support transition.
All children starting school come to visit the school for an induction during July prior to them starting in September. We offer parents the opportunity to come and see the school and find out further information during these visits but also during a separate evening information night. The staff will contact and visit the nurseries to ensure they know your child before starting school.
Where needed the SENCO will meet and attend meetings for any SEN children starting the school to ensure the transition into school is as smooth as possible. The children may also have more transition sessions according to their needs.
At the end of each year the teachers discuss the children’s progress and needs with the upcoming teachers.
All year 6 children are supported when transitioning to High School. The will attend visits and the Year 6 teacher will support them in getting to know the school and teachers/tutors.
The SENCO will meet with the tutors and/or SENCO from the high school to discuss any additional needs. These children will also be able to attend further transition sessions in small groups to support their understanding and confidence.

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

The SENDIASS Staffordshire Family Partnership is for parents and carers of children and young people ( aged 0-25 ), with special educational needs and disabilities and children and young people (up to 25) with SEND can be contacted on www.staffs-iass.org. They offer information, advice and support about education, health and social care issues to support Staffordshire’s SEND Local Offer.

Other support and links can be found below.

The SEND information report is updated annually. The latest update was November 2024.

Dialogue between parents and the school is actively encouraged in order to resolve any problems at an early stage.

Initially, all complaints from parents or carers about their child’s provision is made to the SENCO or Deputy SENCO, who follows this up with the relevant staff. However, if a parent or carer is not satisfied with the response given, the complaints procedure outlined on the school’s website may be followed.