In Reception, detailed conversations and transitional meetings take place with parents and the nursery
settings of all children. This will identify any predetermined issues that children might have in terms of
their moving into Reception at our school. All students at St Mary’s are provided with a broad, balanced
curriculum with high quality 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; moderation of assessments and examinations; teacher meetings with
SENCO who is also the Principal.

Throughout the academic year a testing cycle is followed, ensuring that teachers, along with support
from the Senior Leadership Team and SENCO, can analyse and evaluate the data produced by the
children. This will show us the progress that children are making and enable us to apply any immediate
intervention that each child needs. These interventions are monitored and tracked by the class teacher
as part of an ongoing process in the classroom. Slow progress and low attainment will not automatically
mean that a pupil is recorded as having SEND
We know when learners need help if:

• Concerns are raised by the child, parents/carers, and teachers at St Mary’s or at the child’s
nursery/previous setting.
• Tracking of attainment outcomes indicate a lack of progress despite differentiation and interventions.
• The results from standardised testing for reading and spelling – NFER, NGRT, SATs - indicate the
child is working below the expected level.
• The child receives a diagnosis of specific need from an outside agency.
• Observations of the child indicate that they have an additional need in one of the four areas:
1. Communication and interaction
2. Cognition and learning
3. Social, mental and emotional health
4. Sensory/physical.

All students with a disability or medical need will be provided with “reasonable adjustments” to facilitate
their access to the curriculum. All children will have access to reasonable adjustments to access the learning.

Students may be placed on the SEND register under Monitoring' (code M) and progress monitored. If it is necessary
to provide support which is additional to and different from the core curriculum, the student will be placed
on the SEND register under 'SEND Support' (code K). Those students who have an Educational Health
and Care Plan are automatically placed on the SEND register as code E.

The school SEND register is shared with all staff at the start of each academic school year and is
updated throughout the year and at each census point. Students ‘Support’ and all those with an EHC
Plan will have a Pupil Passport. These are shared documents and are drawn up in consultation with the
pupil and their parent/carer. Pupil Passports have clear information, strategies and targets for the
student. Staff use the information in the Pupil Passport to inform their lesson planning, teaching and
student learning activities. Progress is monitored and reviewed officially each half term, with parents
having the opportunity to meet face to face 3 times per year, in addition to parents' evenings.
Parents also have the opportunity to add additional comments during each review stage.

Communication between parents and teachers/SENCO can be made quickly and effectively through
Class Dojo. The Pupil Passport is held within each classroom and used as a ‘working document’ by
staff and children. Whilst targets are reviewed with parental input each half term, they will be changed
and adapted often during the day-to-day interventions being held. This way, we can ensure that children
can access their targets and achieve in small steps.
When action is required to support increased rates of progress, this will follow a graduated a response
model:Assess, Plan, Do, Review.
Assess: St Mary’s will assess the pupil’s needs using teacher assessment, experience, previous
attainment and data tracking against peer and national data.
Plan: Parents/carers will be invited to a meeting to plan support and intervention. The student will
receive a pupil passport and all staff who work with the student will be made aware of the child’s needs
and support required.
Do: The class teacher will implement the plan in the day-to-day classroom, ensuring that the logistics
and specified success criteria of the interventions and targets are met.
Review: The parent will be invited to a review of the impact of the support each term. The class teacher
will also review the passport each half term and share this with parents in order to offer them a chance to
give their opinions. Targets are reviewed constantly based on interventions and quality first teaching
within the classroom. The class teacher will revise support in line with the outcome of the meeting.
If progress rates are deemed to be inadequate, despite additional support and interventions, advice will
be sought from external agencies with the permission of the parents/carers.
Such agencies may include:
Autism Outreach Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers
School Nurse
SEN Hub
For pupils who may have significant or more complex needs or who fail to make expected levels of
progress despite SEND support, the college or parents may consider requesting an Educational Health
Care plan (EHCP) that will be undertaken by the Local Authority.

If you wish to raise a concern with regards to your child please consider the guidance below:
• If you have any concerns about your child the first port of call is always the class teacher.
• The class teacher then may inform the SENCO who will discuss and advise them of necessary intervention and next steps
• If you are still concerned then you can contact the SENCO directly. Mrs J Lockley is our SENCO, she
is also the Principal within the school. You are welcome to arrange a meeting at the office:
01902850261 or email office@st-marys-brewood.staffs.sch.uk
Should a meeting be arranged with the SENCo, please consider the following prior to the meeting:
• Bring any medical paperwork which may be appropriate.
• Points which you may want to consider before meeting with the SENCo:
• Why you think your child has SEN/disability
• Whether your child learns at the same rate as other children their age
• What the school can do to help
• What you can do to help

The links to our dedicated Special Education Needs page and Polices page are on our school website

St Mary’s Catholic Primary School is an inclusive academy 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. We cater for children aged 4-11
years. We work as part of a Multi-Academy Company of 16 schools, ‘The Painsley Catholic Academy’, ensuring high quality Catholic education.
We ensure that pupils are included in all aspects of learning and school life throughout our school. It is
the aim of St Mary’s to work in partnership between home, school and parish, with Christ at the centre. It
is important for all parents, carers and teachers to work together so that each child can reach their full
potential in all areas of school life.

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. St Mary's Catholic Primary School 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 reasonable adjustments and adaptations.
St Mary’s also supports the recommendations made by the Education Endowment Foundation (EEF) in
their support and teaching of students with SEND. See link below:
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send

St Mary's Catholic Primary School has a strong team of staff who support children within the classroom, in 1:1 sessions and in small groups where necessary. All staff have received a range of training, have excellent subject knowledge and provide the base for a child’s academic learning and emotional support. The ethos of the school is a supportive one, in such that staff are happy and comfortable to complete additional training in order to support children.

Where children have an EHCP dedicated staff offer support, and all staff are made aware of needs.

Some pupils require targeted intervention. These are planned onto a provision map and interventions are delivered by Class Teachers or Teaching Assistants with specific training in tailored interventions. Interventions may include small group or individual work. A wide range of interventions are provided for all areas of SEND and may involve bespoke packages or a programme developed and personalised specifically for a student or group of students. Current interventions include Nessy (computer programme); Precision Teaching (helping children with spelling High Frequency words) Handwriting (through the Letterjoin programme), RWI Fresh Start, RWI 1:1 Tutoring and Numbersense Maths.

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

We provide information for parents through: newsletters, information on the website, parents’ evenings; Class dojo and letters home.

Pupil progress is shared each half term with parents through reports on attainment and effort. Parents can view schemes of learning on the school website and have access to homework tasks, and learning within the classroom through Class Dojo. Parents can arrange an appointment to discuss progress with the child’s Class teacher or SENCO. There are two parent’s evenings held each academic year, where parents can discuss any
issues and celebrate successes.
We welcome parents to support us by encouraging your child to fully engage with their learning and any
interventions offered by: helping them to be organised for their day (including wearing the right uniform, bringing required equipment, reading books and diaries, and PE kits ) ensuring full attendance and excellent punctuality; checking that they have completed their home learning, accessing Class Dojo for class related updates, attending parents’ evenings and Pupil Passport review meetings. We will make our best endeavours to take your views, and those of your child, into account.
All students with an EHC plan will meet at least once a year with the SENCo to review progress and provision against targets set within the parameters of the EHC.

The SENCo reports termly to the SEND governor who monitors and reviews the work of the SENCO against the School Improvement Plan.
Where a student is failing to meet expected levels of progress, interventions may be put into place and the outcomes of these monitored at termly meetings between the class teacher and the Principal.

When action is required to support increased rates of progress, this will follow a graduated a response model: Assess, Plan, Do, Review.
Assess: St Mary’s will assess the pupil’s needs using teacher assessment, experience, previous attainment and data tracking against peer and national data.

Plan: Parents/carers will be invited to a meeting to plan support and intervention. The student will receive a pupil passport and all staff who work with the student will be made aware of the child’s needs and support required.

Do: The class teacher will implement the plan in the day to day classroom, ensuring that the logistics and specified success criteria of the interventions and targets are met.

Review: The parent will be invited to a review of the impact of the support each term. The class teacher will also review the passport each half term and share this with parents in order to offer them a chance to give their opinions. Targets are reviewed constantly based on interventions and quality first teaching within the classroom. The class teacher will revise support in line with the outcome of the meeting.

SEND support will be recorded on the child’s ‘Pupil passport’ which will have clear expectations and targets for the student. Progress will be monitored and reviewed half termly, with termly meetings with parents, the pupil and class teacher.
Where necessary, the SENCO/Principal may attend these meetings for additional support and input.

Students with SEND are placed on the SEND register, with the consent of parents and this register is
accessible to all staff in the school.
If progress rates are deemed to be inadequate, despite additional support and interventions, advice will be sought from external agencies with the permission of the parents/carers.
Such agencies may include:
Autism Outreach Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers
School Nurse
School Counsellor
SEN Hub
For pupils who may have significant or more complex needs or who fail to make expected levels of progress despite SEND support, the academy or parents may consider requesting an Educational Health Care plan (EHCP) that will be undertaken by the Local Authority.

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

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

Staffing and resources are adapted to accommodate the needs of students.
Students with a medical need or 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, pen grips and
exercise books with coloured paper.

In Year 6, students may be assessed for Examination Access Arrangements in school and this information is shared with the high school as children make the transition to Year 7. 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 Inclusion team; the visual impairment team and communications support workers; Occupational therapy and
Physiotherapy services.
The Curriculum is continually reviewed by subject leaders, with support from the MAC Senior Leadership Team to ensure that it meets the needs of all students. The curriculum overview for each subject can be viewed on the school website. The curriculum is personalised to accommodate those students with more complex needs eg: 1:1 Physiotherapy; 1:1 tuition; small group support.

All students, including those with SEND, are assessed on a regular basis in accordance with the School’s Assessment/Marking and Feedback Policy. We aim to develop the students’ knowledge and skills to enable them to build subject knowledge and apply what they know with increasing confidence
and fluency. Where a student is failing to meet expected levels of progress, interventions are put into place and the outcomes of these monitored at data points, in half termly meetings with the Principal. Some students may require a more personalised curriculum dependent on ability and need, meaning that a reduced timetable might be put in place in order to aid transition from a different establishment.

Some students who are currently unable to manage the school environment due to medical or mental health reasons may have access to alternate provision through online live lessons in the home. Medical evidence is required to access this provision.

The Accessibility Plan, Assessment/Marking and Feedback Policy and Equality Policy are all available
on the school website: https://www.stmaryscatholicprimarybrewood.org.uk/policies/

Staffing and resources are adapted to accommodate the needs of students. The notional SEND budget is used to ensure that students on the SEND register or those who are being monitored receive the support that they need. The budget is used to fund the cost of Teaching Assistants, interventions and the purchase of resources.

Students with an EHCP receive support as specified in their individual plans.

At St Mary’s Catholic Primary School, we aim to support the needs of all students in our care. Students do not require a specific diagnosis or label to receive support in the form of reasonable adjustments. The SENCO/Principal works with the students, their parents/guardians, teaching staff, support staff, caseworkers, pastoral team and external agents to develop support packages for individual students. Assessments, observations, book scrutiny, classwork and homework as well as more formal standardised assessment support this process. Regular reviews, discussions and meetings take place to keep parents informed of progress.

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

At St. Mary’s Catholic Primary School, we are committed to ensuring that parents and carers are actively involved and well-informed about their child’s progress. We prioritise open communication and collaboration to create a supportive environment for all children, particularly those with Special Educational Needs and Disabilities (SEND). Below, we outline our approach to keeping you updated and involved in your child’s educational journey.

Assessing and Reviewing Your Child’s Progress
Your child’s progress will be carefully monitored and assessed regularly through a combination of:

Ongoing teacher assessments in line with classroom activities and curriculum expectations.
Standardised assessments in key areas such as literacy and numeracy.
Monitoring of interventions and their impact on your child’s development.
Progress is reviewed every half term during internal assessments and formally shared with parents through:

Termly Pupil Passport reviews, where personalised targets are evaluated and updated.
Annual review meetings for children with an Education, Health, and Care (EHC) Plan.
These reviews allow us to celebrate achievements, identify areas needing additional support, and adjust strategies to ensure your child continues to thrive.

Understanding Progress and Expectations
We will provide you with clear and accessible information about your child’s progress, including:

Regular updates on attainment levels, effort, and key skills.
Comparisons to expected outcomes for their age group, highlighting personalised goals tailored to their individual needs.
During review meetings, teachers will explain how your child’s learning is planned and discuss the strategies being implemented to meet their targets.

Opportunities for Discussion and Collaboration
We value your input and provide multiple opportunities to discuss your child’s progress:

Parent-teacher meetings twice a year, with additional opportunities for informal discussions as needed.
Scheduled Pupil Passport review meetings each term, which involve parents, carers, and children (where appropriate).
Open access to the Class Dojo communication platform for quick updates and discussions with staff.
For children with more complex needs, we welcome additional meetings to ensure plans are responsive and effective.

Regular Communication and Updates
To keep you informed about day-to-day developments, we offer:

Home-school communication books for regular updates on behaviour, achievements, or concerns.
Weekly updates through newsletters or our Class Dojo app to share classroom activities and upcoming events.
Open communication channels with the SENDCO and class teacher for specific concerns or queries.
Supporting Communication with Parents and Carers with SEND
We recognise that parents and carers of children with SEND may require additional support to stay informed. We provide:

Accessible meeting formats, including virtual meetings if preferred.
Written summaries of discussions and plans for those unable to attend meetings.
Tailored support such as translation services or additional time for consultations if required.
Collaboration with Specialist Services
Where appropriate, we work closely with external specialists to support your child’s learning and progress. This includes:

Regular input and reports from professionals such as educational psychologists, speech and language therapists, and occupational therapists.
Incorporating recommendations from specialists into classroom strategies and intervention plans.
Ensuring you are kept informed about the outcomes of external assessments and their implications for your child’s education.
At St. Mary’s Catholic Primary School, our goal is to maintain a strong partnership with you, ensuring that you are actively involved and fully informed at every stage of your child’s education. Together, we can support their growth and development to achieve their full potential.

At St. Mary’s Catholic Primary School, we recognise that parents and carers play a vital role in supporting their child’s learning journey. We are committed to working closely with you to ensure you have the tools, knowledge, and confidence to help your child succeed both at school and at home.

Supporting Learning at Home
We provide practical guidance and resources to help you support your child’s learning at home, including:

A menu of support for the four areas of need (communication and interaction, cognition and learning, social, emotional and mental health, and sensory and/or physical needs). This menu, available on our school website, includes:
Apps and online tools tailored to different areas of need.
Activities and strategies you can use at home to reinforce your child’s learning and development.
Guidance on how to build routines and create supportive learning environments at home.
Your child’s class teacher and our SENDCO are also available to provide personalised advice on specific activities or strategies to complement classroom learning.

Parent Hubs and Training Opportunities
To ensure you feel informed and supported, we offer:

Parent Hubs led by our SENDCO and Principal, providing valuable information about supporting children with SEND. These sessions cover practical strategies for helping your child with their learning and well-being.
Workshops and training opportunities focused on specific areas of SEND, such as understanding autism, managing anxiety, or supporting literacy and numeracy skills.
Opportunities to explore and discuss the resources available on our website and how to adapt them to your child’s needs.
Ongoing Communication and Guidance
We believe in maintaining open communication to support your role in your child’s education. This includes:

Regular updates on your child’s progress, enabling you to understand how you can reinforce their learning goals at home.
Access to the Class Dojo platform, where teachers share class news, homework, and tips for supporting your child.
Informative newsletters and website updates highlighting new resources, workshops, or activities.
Working Together for Your Child’s Success
By partnering with us, you will have access to a wealth of information and guidance to ensure you feel confident in supporting your child’s education. Whether through the practical tools available on our website, the tailored advice shared in Parent Hubs, or ongoing communication with staff, we aim to empower you to play an active and effective role in your child’s learning.

Together, we can help your child thrive academically, socially, and emotionally, fostering their independence and confidence for a bright future.

At St. Mary’s Catholic Primary School, we believe that every child should have a voice in their education, and we actively involve children and young people with SEND in planning and reviewing their learning journey. Empowering children to participate ensures they feel valued, builds their confidence, and helps them take ownership of their progress.

### **Keeping Children Informed and Engaged**
We ensure that children with SEND are kept up-to-date on their progress and are meaningfully involved in the review process. This is achieved through:
- **Regular discussions with class teachers and support staff:** Teachers provide feedback in a way that is accessible and encouraging, helping children understand what they are doing well and where they can improve.
- **Visual aids and personalised tools:** For younger children or those who benefit from structured communication, we use visual charts, traffic light systems, or learning journals to track and celebrate progress.

### **Involving Children in Reviews and Planning**
We actively include children in planning and reviewing their education by:
- **Co-producing Pupil Passports:** Children are invited to contribute their views on their strengths, challenges, and what helps them learn best. These insights are included in their Pupil Passport, which is reviewed and updated each term.
- **Participating in review meetings:** Where appropriate, children are encouraged to attend their Pupil Passport reviews to share their thoughts, reflect on their progress, and help set their next targets.
- **Goal setting and self-reflection:** Children are supported to set personal learning goals and reflect on their achievements in a way that builds their sense of accomplishment and motivation.

### **Creating a Supportive Environment**
To make sure every child feels comfortable and empowered to share their views, we:
- Use **child-friendly language and approaches** during discussions and meetings.
- Provide opportunities for informal conversations with trusted staff, such as the SENDCO, Lay Chaplain, or teaching assistants.
- Foster a positive, inclusive school culture where all children feel heard and respected.

### **Recognising Individual Needs**
We adapt our consultation processes to meet the unique needs of each child:
- For children who find verbal communication challenging, we offer alternative methods such as drawings, written reflections, or digital tools.
- For those who prefer smaller, informal settings, we arrange 1:1 or small group discussions to ensure they feel confident expressing themselves.

At St. Mary’s, we are committed to ensuring that children with SEND are central to the planning and review of their education. By valuing their input and recognising their unique perspectives, we aim to build a partnership that supports their growth, independence, and confidence in learning.

At St. Mary’s Catholic Primary School, we are dedicated to continuously evaluating the support we provide for children with Special Educational Needs and Disabilities (SEND). This ensures that our provision remains effective, responsive, and tailored to the needs of every child. Below, we outline our approach to assessing and evaluating the impact of our SEND provision.

Measuring Outcomes and Impact
We use a variety of methods to measure the outcomes and effectiveness of our support for children with SEND, including:

Tracking progress: Regular monitoring of academic, social, and emotional progress through assessments, teacher observations, and intervention records.
Pupil Passports: These are reviewed termly, detailing personalised targets, progress made, and any adjustments required to meet a child’s evolving needs.
Data analysis: Comparing individual progress with national and school benchmarks to ensure each child is achieving their potential.
Intervention reviews: Evaluating the effectiveness of specific interventions to determine their impact on learning and well-being, using tools such as progress trackers and before-and-after assessments.
Involving Parents and Carers
We believe that parents and carers are invaluable partners in evaluating SEND provision. To involve you in this process, we:

Host termly review meetings: These provide opportunities to discuss your child’s progress, share observations, and refine support plans collaboratively.
Share detailed reports: You will receive regular updates on the outcomes of interventions and support strategies, enabling you to see the tangible impact of the provision.
Encourage open communication: Through platforms like Class Dojo, emails, and face-to-face meetings, we ensure you can share feedback and raise concerns at any time.
Involving Children and Young People
Children and young people with SEND are at the centre of our evaluation process. We actively involve them by:

Engaging them in Pupil Passport reviews: We discuss their progress, seek their views on what is working well, and collaboratively set new targets.
Encouraging self-reflection: Children are supported to evaluate their own achievements in a way that builds confidence and ownership of their learning journey.
Adapting communication methods: Whether through visual aids, conversations, or written reflections, we ensure every child has the opportunity to share their thoughts.
Using Feedback Mechanisms
We value feedback as a tool for continuous improvement. To gather insights, we:

Conduct parent and pupil surveys: These provide valuable perspectives on the effectiveness of our SEND provision and areas for enhancement.
Hold Parent Hubs: These sessions not only offer support but also serve as forums for gathering feedback from families about their experiences.
Seek feedback from external specialists: For children receiving additional support from professionals such as speech and language therapists or educational psychologists, we incorporate their evaluations into our reviews.
Commitment to Continuous Improvement
At St. Mary’s, we are committed to refining our SEND provision to ensure every child receives the support they need to thrive. By measuring outcomes rigorously, involving parents and children in the process, and using feedback mechanisms, we create a responsive and effective learning environment for all.

Through this collaborative approach, we ensure that every child feels valued, supported, and empowered to achieve their full potential.

At St. Mary’s Catholic Primary School, the safety and well-being of every child, including those with Special Educational Needs and Disabilities (SEND), is our highest priority. We have robust systems and procedures in place to ensure that children are safe, supported, and able to participate fully in all aspects of school life, both inside and outside the classroom.

Handover Arrangements at the Start and End of the Day
Morning Handover: A member of staff is present to welcome children as they arrive at school. For children with specific needs, individualised handover arrangements can be made, such as being met by a teaching assistant or the SENDCO to ensure a calm and positive transition into the school day.
End-of-Day Handover: Class teachers and teaching assistants ensure that children are safely collected by their parent, carer, or designated adult. Children with SEND who require additional support during transitions may have tailored handover routines to reduce anxiety and ensure safety.
Support During Breaks and Lunchtimes
Supervised Zones: We have designated areas where children can feel safe and enjoy their break time, including quieter spaces for those who may find the playground overwhelming.
Lunchtime Support: Teaching assistants and midday supervisors are trained to offer additional support to children with SEND, helping them navigate social situations, join in activities, or access calm-down spaces if needed.
Peer Buddy Systems: Where appropriate, peer support systems are in place to encourage positive interactions and build friendships.
Safety During PE, Moving Between Buildings, and School Trips
PE Lessons: For children who require additional support, teaching assistants are present to help with physical activities and provide tailored assistance as needed. Adaptations are made to ensure every child can participate safely and confidently.
Moving Between Buildings: Staff supervise transitions between areas of the school, particularly for children who need extra guidance. We may provide individual support for children who find these movements challenging.
School Trips: Comprehensive risk assessments are carried out before every trip, ensuring that the needs of all children, including those with SEND, are accounted for. Additional staff may accompany children with specific needs, and adjustments are made to activities or locations where required to ensure inclusivity and safety.
Risk Assessments and Safety Procedures
Tailored Risk Assessments: For children with SEND, we complete individual risk assessments to identify potential hazards and implement strategies to mitigate risks. These may include considerations for medical needs, mobility, or behavioural triggers.
General Risk Assessments: Risk assessments are conducted for all school activities, including playtimes, trips, and transitions, to ensure a safe environment for all children.
Staff Training: Our staff are trained in safeguarding and risk management, enabling them to identify potential concerns and respond effectively to ensure children’s safety.
Building Confidence and Independence
We strive to balance safety with fostering independence, encouraging children with SEND to develop confidence in navigating different aspects of school life. By providing appropriate support and monitoring, we enable them to participate fully while ensuring their well-being.

At St. Mary’s Catholic Primary School, our commitment is to provide a safe, supportive environment where every child feels valued and secure, empowering them to focus on learning and personal growth.

At St. Mary’s Catholic Primary School, we believe that nurturing the social and emotional development of all children, especially those with SEND, is fundamental to their overall well-being and success. Our pastoral care is designed to provide a supportive, inclusive, and compassionate environment where every child feels valued and empowered to thrive.

Pastoral Arrangements to Listen to Pupils with SEND
Open Communication Channels: Children with SEND have regular opportunities to share their thoughts, feelings, and concerns with trusted adults, including their class teacher, teaching assistants, or the SENDCO.
1:1 Support Sessions: Where needed, children have access to individualised sessions with trained staff to discuss any challenges they may face.
Pupil Voice: We ensure children with SEND contribute to their own learning journey through Pupil Passports, where they can express their needs and preferences.
Measures to Prevent Bullying
Clear Anti-Bullying Policy: Our anti-bullying policy outlines robust procedures to address and prevent bullying. This policy can be accessed on the school’s website or obtained through the school office.
Education and Awareness: We foster a culture of respect and kindness through PSHE (Personal, Social, Health, and Economic) lessons and assemblies that emphasise inclusion, empathy, and understanding.
Monitoring and Supervision: Staff are vigilant in monitoring interactions during lessons, playtimes, and lunch breaks to ensure that all children feel safe and included.
Reporting Mechanisms: Clear processes are in place for children and parents to report bullying concerns, which are addressed promptly and effectively.
Helping Children and Young People Make Friends
Buddy System: We operate a buddy system to help children build friendships and feel included, particularly during transitions or playtimes.
Inclusive Activities: Group activities, games, and social skills sessions are designed to encourage positive interactions and foster friendships.
Small Group Interventions: For children who need extra support, we offer tailored sessions to develop social skills, such as turn-taking, communication, and building relationships.
Encouraging Self-Esteem and Confidence
Recognising Achievements: We celebrate children’s achievements, both academic and personal, through rewards, certificates, and assemblies.
Tailored Interventions: Emotional well-being interventions such as mindfulness sessions, self-esteem workshops, and activities like Lego Therapy are offered to build confidence and resilience.

Sibling Support
We understand that having a sibling with SEND can bring unique challenges, and we can seek out or provide:

Opportunities for siblings to meet staff and share their experiences or concerns.
Resources and workshops to help siblings understand and support their brother or sister’s needs.
Counselling and Mentorship Services
Counselling Support: Children have access to counselling services for emotional challenges such as bereavement, anxiety, or trauma.

A Community of Care
Our pastoral care is underpinned by our Catholic values, which emphasise compassion, respect, and community. At St. Mary’s, we aim to support not only the academic development of children with SEND but also their emotional, social, and spiritual well-being, ensuring they feel safe, valued, and ready to reach their full potential.

At St. Mary’s Catholic Primary School, we are committed to ensuring that all children, including those with medical or personal care needs, are supported in a way that promotes their health, dignity, and independence. We work closely with families to create personalised care plans and ensure every child feels safe and well cared for during their time with us.

Administration of Medicines and Personal Care
Medicines: We follow a clear policy for the administration of medicines, ensuring they are handled safely and appropriately:
Medicines are stored securely and administered only by trained staff, with written consent from parents or carers.
Records are maintained for all administered medication to ensure accountability and accuracy.
Personal Care: For children requiring assistance with toileting, eating, or other personal care needs:
A trained member of staff provides discreet and respectful support.
Facilities are designed to ensure privacy and dignity.
Personal care plans are tailored to meet individual needs and agreed upon with families.
Managing Medical Emergencies
In the event of a medical emergency:

Staff follow our medical emergency protocol, which includes administering first aid by trained staff and contacting emergency services if needed.
Parents or carers are informed immediately, and the incident is recorded in our medical log.
For children with specific medical conditions, staff are trained to respond appropriately, such as administering EpiPens for severe allergies or managing diabetic emergencies.
Supporting Time Off for Medical Appointments
We recognise the importance of attending medical appointments and provide flexible support to minimise disruption to your child’s learning.
Staff work with families to ensure homework or class materials are provided to support continuity of learning during extended absences.
For children requiring frequent time off, we collaborate with parents and healthcare professionals to manage reintegration and maintain progress.
Creating and Implementing Care Plans
Collaborative Approach: We work closely with families, healthcare professionals, and external agencies to develop comprehensive care plans tailored to your child’s needs. These plans outline:
Specific medical or personal care requirements.
Procedures for medication administration, emergency protocols, and ongoing care.
Staff Training and Awareness: All relevant staff members are trained and informed about your child’s care plan to ensure consistency and confidence in meeting their needs.
Regular Reviews: Care plans are reviewed periodically or whenever there are changes in your child’s condition, ensuring they remain effective and up-to-date.
At St. Mary’s, we strive to provide a supportive, inclusive environment that prioritises the health and well-being of every child. By working closely with families, we ensure that medical and personal care needs are managed effectively, allowing children to feel safe, confident, and ready to learn.

At St. Mary’s Catholic Primary School, we are committed to fostering a supportive and inclusive environment where every child can succeed. We take a proactive approach to behaviour management, supporting children with SEND to develop positive behaviour and ensuring they feel included, understood, and valued. Our goal is to work collaboratively with families and external professionals to address challenges, avoid exclusions, and promote good attendance.

Behaviour Support
Positive Behaviour Strategies: Our approach focuses on recognising and rewarding positive behaviour. Clear expectations, consistent routines, and personalised support plans help children understand and meet behavioural goals.
Individual Behaviour Plans: For children who require additional support, we create tailored behaviour plans in collaboration with parents and staff. These plans identify triggers, outline strategies to manage behaviour, and set achievable targets.
Staff Training: Our staff receive training in positive behaviour managemen

At St. Mary’s Catholic Primary School, we are committed to providing a nurturing and inclusive environment for all children, including those who are looked after by the local authority and have Special Educational Needs and Disabilities (SEND). We recognise the unique challenges faced by looked-after children (LAC) and work closely with carers, social workers, and other professionals to ensure their needs are fully supported.

Tailored Support for Looked-After Children with SEND
Designated Teacher: Our school has a dedicated teacher for looked-after children who works alongside the SENDCO to ensure their academic, emotional, and social needs are met. This role includes overseeing the implementation of Personal Education Plans (PEPs) and ensuring that their individual needs are central to their education.
Personalised Learning Plans: Each looked-after child with SEND has a personalised plan that combines the goals outlined in their PEP with those in their Pupil Passport or Education, Health, and Care (EHC) Plan.
Emotional and Pastoral Support: Looked-after children are provided with additional emotional and pastoral support, including regular check-ins with a trusted adult, access to counselling services, and tailored interventions to build resilience and confidence.
Working in Partnership
We work collaboratively with all stakeholders to ensure the best outcomes for looked-after children with SEND:

Carers and Social Workers: We maintain open communication with carers and social workers, ensuring they are actively involved in decision-making processes and kept informed about the child’s progress.
Virtual School Teams: We work closely with the virtual school for looked-after children, attending regular reviews and meetings to align educational goals and interventions.
External Agencies: Where appropriate, we engage with external specialists such as educational psychologists, speech and language therapists, and CAMHS (Child and Adolescent Mental Health Services) to provide targeted support.
Tracking Progress and Well-Being
Regular Reviews: The progress of looked-after children with SEND is closely monitored through termly reviews of their PEPs and Pupil Passports, with input from all involved parties.
Attendance and Behaviour Monitoring: We monitor attendance and behaviour patterns carefully, addressing any concerns promptly to prevent barriers to learning.
Celebrating Success: We make a conscious effort to celebrate the achievements of looked-after children, recognising their progress and boosting their self-esteem.
Commitment to Inclusion
At St. Mary’s, we are dedicated to ensuring that looked-after children with SEND feel valued, supported, and included in all aspects of school life. By working collaboratively with families and professionals, we aim to create a stable, safe, and nurturing environment where they can flourish academically, socially, and emotionally.

At St. Mary’s Catholic Primary School, we believe that every child’s education is a collaborative effort between skilled professionals, the child, and their family. We have a dedicated team of staff and support systems to ensure your child receives the care, attention, and guidance they need to succeed academically, socially, and emotionally.

Who Will Be Working with My Child?
Class Teacher: Your child’s class teacher is the primary point of contact for their learning and development. They are responsible for planning and delivering high-quality teaching tailored to meet the needs of all pupils, including those with SEND.
Teaching Assistants: Depending on your child’s needs, teaching assistants may provide additional support in the classroom, deliver specific interventions, or work with your child in small groups or 1:1 sessions.
SENDCO (Special Educational Needs and Disabilities Coordinator): Mrs. J. Lockley, our SENDCO, oversees the provision for children with SEND, ensuring that support plans are in place and that all staff are well-informed about your child’s needs. You can contact the SENDCO via email through the school office.
External Specialists (if required): Where additional expertise is needed, your child may receive support from external professionals such as:
Educational Psychologists.
Speech and Language Therapists.
Autism Outreach Teams.
Occupational Therapists.
Contact details for external agencies involved with your child can be provided upon request.

The Role of the Class Teacher
Your child’s class teacher plays a central role in their education by:

Planning and Differentiating Lessons: They ensure the curriculum is accessible to all pupils, adapting teaching strategies and resources to meet individual needs.
Monitoring Progress: Class teachers regularly assess your child’s progress and share updates during termly reviews or as needed.
Communicating with Parents: They are your main point of contact for discussing your child’s academic and personal development. Regular communication ensures you are informed and involved in your child’s education.
Collaborating with the SENDCO and Support Staff: Teachers work closely with the SENDCO and teaching assistants to implement strategies and interventions outlined in your child’s Pupil Passport or EHC Plan.
Creating an Inclusive Environment: They foster a supportive and inclusive classroom culture, ensuring all pupils feel valued and encouraged to participate.
Our Commitment to Collaboration
At St. Mary’s, we prioritise clear and open communication between all those involved in your child’s education. Whether through regular meetings, progress reviews, or informal updates, we aim to work closely with you to ensure the best outcomes for your child. Together, we can create a positive and enriching learning experience where your child can thrive.

At St. Mary’s Catholic Primary School, we take great care to ensure that all teachers and relevant staff are well-informed about the individual needs of children with SEND. By fostering effective communication, providing comprehensive training, and utilising clear documentation, we ensure that everyone involved in supporting your child is equipped to meet their needs effectively.

Sharing SEND Information
Pupil Passports: Each child with SEND has a personalised Pupil Passport, which details their strengths, challenges, specific needs, and strategies for support. These are shared with all staff members who work with the child, ensuring consistency across the school day.
SEND Register: A centralised SEND register is maintained and regularly updated. This register is accessible to all staff, providing a clear overview of the needs and provision for every child with SEND.
Staff Briefings: At the start of each academic year and at key points throughout the year, staff are briefed on the SEND needs of their class and any updates to individual plans.
Ensuring Understanding
Training and Development: Regular SEND training is provided for all staff, including specific sessions on conditions such as autism, ADHD, or sensory needs. This equips staff with the knowledge and strategies to support children effectively.
Collaboration with the SENDCO: Teachers meet regularly with the SENDCO to discuss individual needs, review strategies, and evaluate the effectiveness of interventions.
Accessible Resources: Resources, such as guidance on implementing strategies or understanding specific conditions, are available to staff via the school’s shared platform or provided directly by the SENDCO.
Ongoing Communication
Regular Reviews: Information about a child’s SEND needs is reviewed and updated termly through Pupil Passport reviews, ensuring that any changes are communicated promptly to relevant staff.
Staff Meetings: SEND updates are a standing item in staff meetings, where teachers and teaching assistants can discuss challenges, share best practices, and receive guidance from the SENDCO.
Direct Support from the SENDCO: The SENDCO provides ongoing support to staff, offering advice and clarification on individual children’s needs and provision.
By ensuring that all staff have access to detailed information, receive appropriate training, and have opportunities to collaborate with the SENDCO, we create a unified and informed approach to supporting children with SEND. This ensures that your child receives consistent, high-quality support throughout their school experience.

The SENCO, Mrs J. Lockley, is in the process of the National SENCo Award. She has teaching experience across both Key Stage 1 and 2, working in Staffordshire as a teacher and leader. She also holds a Masters Degree in Education and NPQH
She has been in post as SENCO at St Mary's since September 2022. As well as her role as SENCO, she is also the Principal.

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

There is on-going sharing of good practice through regular departmental meetings and feedback/ advice provided by the leadership team, subject leaders and the SENCO following lesson observations.
All staff receive regular updates on Safeguarding and PREVENT training. The school has membership to NASEN.

St Mary's has access to Autism Outreach and the school team regularly meet each half-term with those
students in school who have a full diagnosis.
We have close links with our Educational Psychologist who provides information for staff training on a
range of issues. St Mary's also has access to termly visits from the Educational Psychologist.
The school nurse and medically trained professionals deliver training on issues such as asthma,
epilepsy and physiotherapy programmes.
The school has regular access to advice from a range of service providers including the local district
SEND and Inclusion hub.
The SENCO and class teachers work with speech and language therapists, physiotherapists and other
health professionals who are involved with students attending school and a wide range of external
agencies which include:
Autism Inclusion Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers
School Nurse
School Counsellor

Please contact your child’s class teacher if you have any general queries, including academic progress concerns.

Please contact the SENCo for concerns related to SEND:
Mrs J Lockley SENCo - 01902850261 – through the office: office@st-marys-brewood.staffs.sch.uk

The SEN governor is Mrs P Lloyd. The role of the governor is to:
Help raise awareness of SEND issues at LGB meetings.
Monitor the quality and effectiveness of SEND provision in the school.
Work with the SENCO to develop SEND policy and provision in the school.
There are two MAC SEND governor meetings held each year.
Termly meetings are held between the SEN governor and the school SENCo.

We recognise that all pupils have the right to be involved in making decisions and exercising choice in
their education where that is possible. Students are encouraged to take part in Pupil Voice activities in
school; to regularly evaluate their work and learning in lessons; attend review meetings and contribute
to setting targets. Open dialogue between pupils and key adults, such as the class teacher, SENCO, and designated staff is encouraged. Pupil Voice is carried out for each subject and gives
children a chance to have their opinions and voices heard.

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

Where necessary, meetings take place with families to offer support and signpost services. The SENCO
works with families of students with SEND and other families to provide support and guidance. Referrals
are made to external services eg CAMHS, Early Help, SEND and Inclusion hub,Autism Outreach when
required. Families can also request support through conversations with the Designated Safeguarding
Lead, Mental Health and Wellbeing Lead, Principal or Class Teacher.

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

The school is fully accessible by wheelchairs:
For pick-up and drop off, this can be arranged in conversation with the school, in order to ensure that
there is no clash with children or parents walking on site at the same time.
Our accessibility plan details all the adjustments we have in place and can be accessed here:
https://www.stmaryscatholicprimarybrewood.org.uk/policies/

The school accessibility plan

https://www.stmaryscatholicprimarybrewood.org.uk/policies/

**How accessible is the setting's environment?**

At St. Mary’s Catholic Primary School, we are committed to providing an inclusive and accessible environment that meets the needs of all children, including those with SEND. We continuously evaluate and adapt our facilities to ensure they are welcoming, safe, and fully supportive of every child’s physical, sensory, and emotional needs.

### **Adaptations to Support Children with Sensory Needs**
- **Sensory-Friendly Spaces:** We provide designated areas where children can regulate their emotions or sensory input, such as calm corners within classrooms equipped with tools like soft lighting, fidget toys, and calming materials.
- **Minimising Overstimulation:** Efforts are made to reduce sensory triggers by controlling noise levels, using neutral colours in learning spaces, and providing ear defenders or sensory aids when necessary.
- **Tailored Classroom Environments:** Teachers create structured and predictable environments with visual schedules, clear labelling, and reduced clutter to help children with sensory processing difficulties feel more secure.

### **Supporting SEND Students to Access Facilities**
- **Physical Accessibility:** Our school is equipped with ramps, handrails, and accessible toilets to ensure that children with physical disabilities can navigate the building safely and independently.
- **Specialist Equipment:** We provide additional resources such as adjustable desks, supportive seating, and assistive technology (e.g., laptops or voice-to-text software) to ensure all students can participate fully in classroom activities.
- **Support During Transitions:** For children who require additional help moving between areas, teaching assistants or peer buddies provide support to ensure a smooth and safe transition.

### **Ensuring Equal Access**
- **Inclusive Activities:** All school facilities and activities, including extracurricular clubs, trips, and sports events, are adapted to ensure SEND children can participate. Risk assessments are conducted, and additional support is provided where needed.
- **Individual Plans:** Each child with SEND has a tailored support plan that outlines any specific accommodations or adjustments required for them to access the school’s environment and activities.
- **Training for Staff:** Staff receive regular training on accessibility and inclusion, ensuring they understand how to make facilities and activities accessible to all.

### **Commitment to Ongoing Improvement**
We continuously review our environment to identify and address any barriers to accessibility. Feedback from parents, carers, and children is valued and incorporated into our plans to make the school as inclusive and accessible as possible.

At St. Mary’s Catholic Primary School, we are proud to provide an environment where all children, regardless of their needs, feel included, supported, and empowered to thrive.

The school website has a language translator facility for any members of the school community who do
not have English as a first language. Class Dojo also has the function to translate any messages or
posts. Support will be requested through MEAS to facilitate the needs of students with EAL where
necessary.

Please find the link to the Schools Admissions Policy:

The school is happy to have you come to visit and see us in action! You can tour the school, meet with
the Principal and get a feel for our wonderful atmosphere.
To arrange a visit to school contact: office@st-marys-brewood.staffs.sch.uk

Transition into our school
Prior to joining St Mary's in Reception, detailed conversations and transitional meetings take place with
parents and the nursery settings of all children. This will identify any predetermined issues that children
might have in terms of their moving in to Reception at our school. If your child is joining us from another
setting, transitional ‘taster days’ can be accessed, where children will spend some time in their new
classroom before starting officially. Children and parents can also come and visit the school together to
look around and get to know some friendly faces.
Transition within our school
Each year children move on to the next year group. In the Summer term, we hold a day where children
will spend some time with their new teacher, completing various transitional activities in order to make
the move as smooth as possible. This includes the opportunities to ask questions and for children to get
to know their new teacher and classroom. Children who require additional support with their transition
may be given transition booklets, with photos of their new class and staff, as well as frequent informal
visits to their new classroom.
Transition to High School

St Mary's has close links with its High School, Blessed William Howard, along with the other feed schools for the high
school. This includes many sporting and musical events taking place at the high school. Pupils from as
early as Year 3 take part in a host of events including religious retreat days, science days, PE days,
maths days and MFL days.
All of Year 6 come to the school for an Induction period in July prior to starting the school in September.
The Pastoral Lead for Year 7 and the SENCO or Deputy SENCO will visit the primary schools in the
Spring and Summer terms.
Early transition visits may be arranged for more vulnerable students at the request of the primary school
and these commence in January prior to the autumn transition point.
Where practicable, the SENCO of the High School will attend the Annual Review of a Year 6 pupil who has an
EHCP to ensure a smooth transition is made. For children identified with additional needs, regular
transition visits take place throughout the spring and summer terms.
Additional early transition visits may take place from Year 5, depending upon the additional need of
specific pupils, and where the SENCO and Year 5 staff feel this will benefit a child’s transition.
During early transition, vulnerable students will have access to the SEND Year 6 information booklet.
Parents/carers are invited to a meeting at their new high school and are provided with a range of information to
support transition between Key Stages.
Relevant information is disseminated to teaching staff before transfer to ensure a smooth transition.

You may wish to contact the SENCO or your child’s class teacher if you feel that your child needs the
support of a specialist service.
Some support services available to parents include:
- The SENDIASS Staffordshire Family Partnership is for parents and carers of children and young
people ( aged 0-25 ), with special educational needs and disabilities and children and young people (
up to 25 ) with SEND can be contacted on www.staffs-iass.org. They offer information, advice and
support about education, health and social care issues to support Staffordshire’s SEND Local Offer.

The St Mary's Catholic Primary School 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, 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.
The Academy Complaints Procedure can be found on the website: