A young person may have special educational needs if he or she has a learning difficulty or disability which requires special educational provision to me made for him or her. The definition of a special educational need is ‘where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. (Definition taken from the Special Educational Needs and Disability Code of Practice: 0 to 25 years. 2014)

For children beginning their schooling here at St Mary’s the SENCO and Early Years Lead work with our children in the Early Years Setting -St Mary’s Nursery. The SENDCO and Early Years lead also liaise with Early Years Setting, parents and relevant agencies so that information is gathered and shared with teaching staff and learning support assistants prior to the child starting in the Reception Class. For children joining St Mary’s in another year group the SENDCO will liaise with the child’s previous school, agencies and parents to collate information and data.

All pupils at St Mary’s Catholic Primary School are provided with a broad, balanced curriculum with high quality teaching that is differentiated to the learning needs of all pupils. High quality teaching is monitored and ensured through: classroom observations; termly work sampling; work scrutiny of exercise books; moderation of assessments and tests; teacher meetings with the SENCO; data and progress tracking.

All pupils are assessed for progress by class teachers each half term. All pupils are set individual curriculum targets based on national criteria and data from tests. Targets are revisited termly. Where a student is failing to meet expected levels of progress, interventions will be put into place and the outcomes of these monitored at data points. 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.
? Concerns are gathered from previous schools, nurseries, carers, parents or other professionals.
? Tracking of attainment outcomes indicate a lack of progress despite differentiation and interventions.
? The results from Standardised testing for reading, spelling and Maths– (NGRT Reading, NFER reading, NFER maths, NFER GAPS, Single Word Spelling Test for spelling, RWI) indicate the child is working below the expected level.
? The results from National Tests indicate areas of difficulty with a child not reaching expected standards.
? The child receives a diagnosis from an outside agency.
? Known health problems impacting upon their ability to access the curriculum and requiring extra support and provision
? Observations and data suggest that a child is not meeting their developmental milestones
? Teacher Assessments and 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 pupils with a disability will be provided with “reasonable adjustments” to facilitate their access to the curriculum.

Pupils may be placed on the SEND register under 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 pupils 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. Pupils ‘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. External agencies may contribute to these. 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 termly at a meeting with parents. The document is held centrally on the school shared area and updated regularly.

When action is required to support increased rates of progress, this will follow a graduated response model: Assess, Plan, Do, Review.

Assess: The school 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/profile and all teachers who work with the student will be made aware of the child’s needs and support required.
Do: Teachers will implement the plan in their daily teaching and retain responsibility for the pupil if 1:1 or small group support is needed outside the subject.
Review: The parent will be invited to a review of the impact of the support and this will be evaluated at a termly meeting. 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:
Speech and Language Therapy Team
Child Development Clinic
Autism Outreach Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS – Child and Adolescent Mental Health Service
CYPAS- Children and Young Peoples Autism Services
Occupational Therapy
Physiotherapy Services
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 have any concerns about your child’s progress please make an appointment either directly with the class teacher
or via the school office.
If you think your child may have Special Educational Needs please contact the school’s Special Educational Needs Co-ordinator (SENDCO)
Mrs Clowes, or the Interim Executive Headteacher, Mrs Stokes, via the school office. ( 01902 850261) or 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 link for all of St Mary’s Policies on our website is:
https://www.stmaryscatholicprimarybrewood.org.uk/policies/

There is a dedicated SEND Section on our website the link is :
https://www.stmaryscatholicprimarybrewood.org.uk/special-educational-needs/

St Mary’s Catholic Primary School is an inclusive school where every child is valued and respected as a child of God. Our Mission statement ‘Following Mary in Faith’ echoes this. We work to support all our pupils 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. St Mary’s 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.

Our children with special educational needs are fully integrated into the educational, social and cultural life of school. We recognise the strengths and areas for development of every individual and offer a broad, balanced and differentiated curriculum. Most of our children follow a traditional curriculum but a small number of pupils have a more personalised curriculum to match their individual needs. Differentiation of work and support is normal classroom practice for all children so that work is matched to your child’s ability. If your child has SEN work may be further differentiated to suit their needs more closely.

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

Your child will experience a range of different strategies to enable them to make progress in their learning. This may involve the use of more practical activities or using resources such as ICT. Children may require additional Teaching Assistant support, sometimes within the classroom or sometimes out of class. Some pupils require targeted intervention. These are planned onto a provision map and interventions are delivered by Teaching Assistants. Interventions may include small group or individual work.
They may be part of an Intervention group or individual programmes such as: RWI Fast track tutoring, RWI Fresh Start, School Led Tutoring ran by Mrs Gemma Pritchard and Mrs Jayne McKay, The National Tutoring Programme, Beat Dyslexia, Daily reading or small RWI, Reading or Maths Groups. They may require playtime support such as through a buddy or with a teaching assistant. Some children may require specialist technology, equipment or resources. Additional support may be offered for, lunch time and break time support or meet and greet in the morning. In addition, children with SEN have a passport with targets and some children may require an Education, Health Care Plan, these are created with support from the Local Authority. All plans are agreed with parents, staff and children and they provide detailed targets for the term ahead.

St Mary’s Catholic Primary School has a SENDCO (Mrs Sarah Clowes) who holds the Postgraduate certificate in the National Award for Special Educational Needs co-ordination qualification. There is also a dedicated team of qualified teaching assistants. They have received a range of training, have excellent subject knowledge and provide outstanding levels of support for academic learning and emotional support. All EHC pupils have a link 1;1 support assistant with whom they work.

We provide information for parents through: meetings with the SENDCO, newsletters, information on the website, information evenings; parents’ evenings; text message service and letters home.

Pupil progress is shared with parents at our termly progress meetings and through the end of year reports. Parents can view overviews of learning and progression grids on the school website and have access to homework tasks on Google Classroom and Purple Mash. Parents can arrange an appointment to discuss progress with the child’s class teacher or SENCO.

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 and books;) ensuring full attendance and excellent punctuality; listening to them read and signing reading diaries, checking that they have completed their homework and signing homework diaries and attending parents’ evenings and review meetings. We will make our best endeavors to take your views, and those of your child, into account.

All pupils with an EHC plan will meet at least once a year with the SENCO to review progress and provision and to complete the annual EHCP review.
The SENCO reports termly to the SEND governor who monitors and reviews the work of the SEND department. Here at St Mary’s Catholic Primary school the SEND Governor is Mrs Jan Fergusson
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.

When action is required to support increased rates of progress, this will follow a graduated response model: Assess, Plan, Do, Review.
Assess: The school will assess the pupil’s needs using observation, 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 /profile and all teachers who work with the pupil will be made aware of the child’s needs and support required.
Do: Class teachers will implement the plan in their daily teaching and retain responsibility for the pupil if 1:1 or small group support is needed outside the subject.
Review: The parent will be invited to a review of the impact of the support and this will be evaluated at a termly meeting. 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 termly at a meeting with parents and/ or the pupil, the class teacher and/ or the SENCO.
Pupils 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:
Speech and Language Therapy Team
Child Development Clinic
Autism Outreach Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS – Child and Adolescent Mental Health Service
Occupational Therapy
Physiotherapy Services
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 school or parents may consider requesting an Educational Health Care plan (EHCP) that will be undertaken by the Local Authority.

All teachers at St Mary’s Catholic primary School have high expectations of all pupils. All pupils are provided with a broad, balanced curriculum with Quality First Teaching that is differentiated to the learning needs of all pupils. 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 tests; teacher meetings with the 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 pupils including: modelling; scaffolding; questioning; sentence starters; storyboarding; chunking information; use of writing frames; cloze procedures; 1;1 or guided reading; mind mapping; use of ICT eg laptops, chrome books and ipads. Staffing and resources are adapted to accommodate the needs of pupils.


Pupils 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, writing slopes, larger font size, laptops, reading rulers, pen grips and exercise books with coloured paper.

Outside agencies are invited to work closely with our pupils with additional needs. We work with a range of agencies including for example: The School Psychology Service; Autism Outreach; Speech and Language Therapists, the Hearing impairment team and communications support workers; the Visually impairment team; Occupational therapy and Physiotherapy services.

The Curriculum is continually monitored by the Leadership Team to ensure that it meets the needs of all pupils. The curriculum overview for each subject can be viewed on the school website. The curriculum is personalised to accommodate those pupils with more complex needs eg: 1:1 Physiotherapy; speech and language support, 1:1 tuition; small group support.

All pupils, including those with SEND, are assessed on a regular basis in accordance with the School’s Assessment Policy. We aim to develop the pupils’ 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 meetings with the class teacher.

Some pupils may require a more personalised curriculum dependent on ability and /or may need a reduced curriculum for a short period of time to allow a student to settle.
Some pupils who are currently unable to manage the school environment due to medical or mental health reasons may have access to alternate provision and / or online live lessons in the home. Medical evidence is required to access this provision. A very small number of pupils may also access an alternate provision from Cecily @ Tillington or Little Bridge.
The Accessibility Plan, SEND 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 pupils. The notional SEND budget is used to ensure that pupils 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.
Pupils 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 pupils in our care. Pupils do not require a specific diagnosis or label to receive support in the form of reasonable adjustments. The SENCO works with the pupils, their parents/guardians, teaching staff, support staff, caseworkers and external agents to develop support packages for individual pupils. 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 pupils with EHCPs to purchase equipment and facilities which may be required such as writing slopes, wobble cushions, coloured reading rulers/overlays, mini whiteboards, laptops and software etc.

The class teacher works alongside the SENCO to carry out assessments of need. The following information may be used:
Assessments, observations, book scrutiny, classwork and homework, standardised tests, comparative school data, advice/reports from external agencies, the views of the student, the views of parents.
We will follow the graduated approach and the four-part cycle of review: assess, plan, do, review.
Learning Passports are reviewed termly, amended and signed by parents.
Regular meetings and discussions are held with parents. Information is share in phone calls, virtual meetings, face to face meetings and emails as required.

At St Mary’s Catholic Primary School, we encourage our parents to be involved in the education of their child. We have virtual learning platforms Google Classroom and Purple Mash, and a Values and Expectations system including the golden rules which provides rewards ‘dojos’ to recognise achievements with weekly certificates. We use the traffic light system where Green is great. We also have sanctions to support inappropriate behaviors.

We have dedicated sections of the school website which provides information to parents about helping their child with reading. The curriculum and class pages section of the school website also has information about what your child will learn at school.

We welcome parents to support us by encouraging your child to fully engage with their learning and any interventions offered by: helping your child to be organised for their day (including wearing the right uniform, bringing required equipment and books;) ensuring full attendance and excellent punctuality; supporting your child with their homework and by attending parents’ evenings and review meetings. We will make our best endeavours to take your views, and those of your child, into account.

We ask parents to listen to their child read every day as we know reading and talking about a book alongside you child has huge benefits.

Each child’s Pupil Passport is produced with the parent and where appropriate the child and is reviewed termly with the class teacher and/ or SENDO and parents. It will take into account any agency recommendations or targets. Pupil views will be sought as part of the review process and will be shared at these meetings and recorded on written forms.

All pupils with a Statement of Educational Need or Education, Health Care plan will meet more formally at least once a year with the SENCO to review progress and provision to review targets and progress towards the outcomes on the EHC plan.

All pupils, 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 pupils. Teachers monitor progress throughout the year. Pupil progress meetings with parents are held and at the end of the summer term. Reports on attainment and effort is written and shared with parents. Each student’s progress is monitored in comparison to their peers and against national data. Other meetings can be arranged on an individual basis with the class teacher or SENCO.

Pupil and parent voice are captured at regular intervals.

External agents involved with the young person may provide regular progress reports which are sent out to parents.

The academy follows the graduated approach and the four part cycle: assess, plan, do, review.

Termly meetings are arranged to discuss progress and amend targets on the Pupil Learning Passports.

Termly meetings are arranged to discuss progress and amend provision against the outcomes for those pupils with an Educational Health Care Plan.

Children line up and are collected from the gateways at the side of the school at the start of the school day. Children in the before school club are brought to class by a member of the breakfast club staff.
Staff monitor playtimes and lunchtimes. We always have staff on duty at playtimes and we have a team of lunchtime supervisors. Sometimes a child may require extra support during break and lunch time and this may be indicated on their EHCP. This child may then have an assistant placed with them. Our site is secure with gated access. Some pupils may require a link teaching assistant to meet and greet them each morning. Staff, including teaching assistants and support staff accompany students on a range of school trips. Where appropriate, risk assessments are carried out to ensure the safety of the pupils in our care.

Throughout the school we have an ethos based on gospel values and one that looks out for each other. Class teachers and teaching assistants are ultimately responsible for providing support for pupil’s social emotional development and well- being. Many of these topics are covered through our Personal and Social and Relationship and Health Education such as emotional wellbeing, personal relationships, keeping safe and living in the world. The Ten Ten scheme is used across the school to support teaching in these areas.

The Safeguarding Lead (Mrs Dianne Stokes) and the Deputy Designated Safeguarding Leads Mrs Karen Walker and Miss Olivia Deakin-Mundy also support the wellbeing of pupils here at St Mary’s Catholic Primary School.

We are able to offer a signposting service to children and their families who may need to seek support for their Mental Health and Wellbeing and we are able to refer into a range of services.

The link to the anti-bullying policy can be found:
https://www.stmaryscatholicprimarybrewood.org.uk/policies/

We ask parents and carers to share any medical or personal care needs with us here at school so that plans can be put in place to ensure needs are met. Medical and care plans and the administration of medication are managed in compliance with the school policy. Mrs Hattie Beeston manages the medical care plans, holds student medication and informs of an individual’s care needs identified from pupil’s information sheets returned by parents. Where pupils require support with personal care a personal care policy, plan and risk assessment may need completing. The Medical policy is shared on the school website:
https://www.stmaryscatholicprimarybrewood.org.uk/policies/

St Mary’s Catholic Primary School Behaviour and Attendance policy and the Values and Expectations policy can be found on the school website see link below:
https://www.stmaryscatholicprimarybrewood.org.uk/policies/

Attendance across the school is monitored by Miss Hattie Beeston. The Academy Education Welfare Worker Mrs Barlow is utilised as necessary.

Pupils who are looked after are supported by the designated Teacher for LAC, Mrs Sarah Clowes. She works closely with pupils, their carers and the virtual school/relevant local authorities.

All pupils have a class teacher, who registers their attendance each morning and afternoon and who is responsible for the pastoral welfare, progress and attainment of the pupils in their class. Each class also has a designated amount of time where a Teaching Assistant will work with them. There are also members of staff who cover teachers Planning, Preparation and Assessment time (PPA) in the school. We also have sports coaches who work with the children during PE sessions and Peripatetic Music Teachers should your child wish to take up musical instrument tuition.
All pupils with an EHCP will have a designated link Teaching Assistant who will work with them.
The SENCO can be contacted for specific queries related to SEND.

At the start of each term a dedicated staff meeting is set aside for SEND. Staff are made fully aware of children in their class with Special Educational Needs. Pupils with EHCPs and who are on the SEND register have a raised profile and additional information is provided to staff at the start of each term. Pupils SEND information is shared with staff via the purple folder scheme. Information is shared with staff following the annual review of a student who has an Educational Health Care Plan, and following review meetings of Learning Passports.

The SEND register is placed on the SEND area of the google drive staff platform for staff access.

Student Passports and Support Plans are placed on the google drive staff platform for staff access

All pupils with medical needs are listed and this information is shared with staff.

The SENCO leads a team of teaching assistants and shares information pertaining to pupils with SEND with them.

Risk assessments are shared with teaching and support staff.

The SENCO, Mrs Sarah Clowes has attained the Postgraduate Qualification - The National Special Educational Needs Coordinator award. (NASENCO) from Manchester Metropolitan University. She has over 20 years of teaching experience across Early Years and primary settings at several educational establishments.. She works with dedicated, well-qualified teachers and teaching assistants.

There is an ongoing programme of In-Service training for all members of staff. Whole school training also takes place, where appropriate. The SENCO attend courses on SEND issues in order to keep up to date with local and national issues and to share good practice.

Teaching Assistants have received personalised training programmes including Read Write Inc, Fast Track Tutoring, Beat Dyselxia Training, Power Maths, Mastering Number and RWI Spelling.

Two teaching Assistants Mrs Gemma Pritchard and Mrs Jayne McKay have completed the School Led Tutoring Training enabling them to deliver tutoring sessions in school.

In February 2022 most staff received Level 1 training in Autism Awareness.

There is on-going sharing of good practice through regular departmental meetings and feedback / advice provided by the leadership group, subject leaders and the SENCO following lesson observations.

All staff receive regular updates on Safeguarding and PREVENT training.

St Mary’s has access to Autism Outreach and the school team regularly meet with those pupils in school who have a full diagnosis.
We have close links with The Educational Psychologists employed at The School Psychology Service who assess some of our pupils and provided reports, recommendations and support with the Assess, Plan, Do, Review Cycle.
The school nurse and medically trained professionals deliver training on issues such as asthma, epilepsy and diabetes and may help support Health Care Plans for children with medical needs.
The academy has regular access to advice from a range of service providers including the local district SEND and Inclusion hub.
The SENDCO and school staff work with speech and language therapists, physiotherapists, occupational therapists and other health professionals who are involved with pupils attending school and a wide range of external agencies which include:

Speech and Language Therapists
Autism Outreach Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist from The Schools Psychology Service
Child and Adolescent Mental Health Services (CAMHS)
Child Development Clinic
Occupational Therapists
Educational Welfare Workers
School Nurse
Family First Team Worker
Local Authority SEND keyworker
Consultants

Please contact your child’s class teacher if you have any general queries including concerns about academic progress.
Please contact the SENCO about concerns related to SEND:
Mrs Sarah Clowes 01902 850261 office@st-marys-brewood.staffs.sch.uk

Mrs Sarah Clowes is the SEN coordinator she can be contacted via the school office. 01902 850261 or
e-mail: office@st-marys-brewood.staffs.sch.uk

The SEN governor is Jan Fergusson. The role of the governor is to:
Help raise awareness of SEND issues at Local Governor meetings.
• Ensures the school policies with regards to SEND are up to date
• Meets regularly with the SENCO to share key information
• Holds the school accountable for provision for all SEND pupils
• 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 (Mrs Jan Fergusson) and the school SENCO (Mrs Sarah Clowes).

We recognise that all pupils have the right to be involved in making decisions and exercising choice in their education where that is possible. Pupils are encouraged to take part in Pupil Voice activities in school; to regularly evaluate their work and learning in lessons; attend review meetings when this is felt to be appropriate and useful and contribute to setting targets. Open dialogue between pupils and class teachers and teaching assistants is encouraged. There is a school council and pupil voice can be captured during class time through learning passport review meetings, and at extra-curricular activities and clubs.

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.

The SENDCO and class teachers meet regularly with families to offer support and signpost services. The SENCO works with families of pupils with SEND and other families to provide support and guidance. Referrals are made to external services eg Speech and Language Services, Children and Young Peoples Autism Services (CYPAS) Child and Adolescent Mental Health Services (CAMHS), The Child Development Clinic, School Nursing Services, Early Help and the SEND and Inclusion hub and Autism Outreach when required.

All pupils are encouraged to take part in school or class trips, extra-curricular clubs and activities. Activities and trips are available to all pupils. All pupils are encouraged to fully immerse themselves into the school life by participating in, sports day, workshops, class trips and vehicles, enrichment days, residential trips and transition days.

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.

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

Are disabled changing facilities available? Yes ?
No ?





Are disabled toilet facilities available? Yes ?
No ?






Do you have parking areas for pick-up and drop-offs? Yes ?
No ?
Do you have disabled parking spaces for pupils (post-16 settings)? Yes ?
No ?

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 in all aspects of the life of the school. Pupils, with an EHC plan, receive support from a Teaching Assistant to access the buildings, practical subjects and the full range of learning opportunities thereby facilitating integration into the life of the school. There have been modifications to the buildings in order to make the school more accessible to those pupils with a physical disability. These improvements include disabled toilet facilities and handrails.

The academy is fully accessible with handrails, a lift and toilets for the disabled. There is a disabled car parking spot marked and located next to Reception. Further educational equipment can also be obtained through the SEND department and the physical impaired service at Blackfriars or Horton Lodge.

Translators may be used as required to support EAL families. There is an electronic language translator facility on the school website.

The link to St Mary’s Accessibility Plan on our website is:
https://www.stmaryscatholicprimarybrewood.org.uk/policies/

Sensory needs are met according to individual requirements e.g. use of ear defenders, early movement between classes, accss to safe rooms.

The school website has a language translator facility for any members of the school community who do not have English as a first language. Support will be requested through MEAS to facilitate the needs of pupils with EAL where necessary.

Translators may be used as required to support EAL families. There is an electronic language translator facility on the school website.

The link to St Mary’s Accessibility Plan on our website is:
https://www.stmaryscatholicprimarybrewood.org.uk/policies/

The school website has a language translator facility for any members of the school community who do not have English as a first language. Support will be requested through MEAS to facilitate the needs of pupils with EAL where necessary.

Please find the link to the Schools Admissions Policy:
https://www.stmaryscatholicprimarybrewood.org.uk/admissions/

The school holds open days in the Autumn Term. Families have the opportunity to tour the school site and meet with staff.
Arrangements can be made to visit the school at other times by prior appointment.
To arrange a visit to school contact: office@st-marys-brewood.staffs.sch.uk

Joining School
St Mary’s has its own Nursery Class and for children beginning their schooling here at St Mary’s the SENCO and Early Years Lead work with our children in the Early Years Setting -St Mary’s Nursery. The SENDCO and Early Years lead also liaises with Early Years Settings, parents and relevant agencies so that information is gathered and shared with teaching staff and learning support assistants prior to the child starting in the Reception Class. Transition activities take place to allow children to make visits prior to starting at school including Stay and Play with parents and carers and drop off sessions where children visit by themselves. For children joining St Mary’s in another year group the SENDCO will liaise with the child’s previous school, agencies and parents to collate information and data. Transition days will also be arranged for the child to meet their class teacher and peers. A buddy system is also used for the new child.

Moving onto the Next Stage
St Mary’s has close links with the schools within the Painsley Academy including the feeder catholic high school Blessed William Howard and many primary school sporting and musical events take place across the academy. 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 Year 6 pupils transitioning to the Feeder High school visit 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 pupils at and these commence in January prior to the autumn transition point. Where practicable, the SENCO 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 pupils will have access to the SEND Year 6 information booklet. Parents/carers are invited to a meeting at the Painsley academy secondary school and are provided with a range of information to support transition between key stages.

Some children transition to a school outside of the academy. Some children transition to local Middle Schools at the end of year 4 or to secondary schools outside of the Painsley academy, some may move onto other schools at different points of transition if for example they were moving house or re-locating. The SENDCO will always identify pupils with SEND to the receiving school and work with them to ensure a smooth transition. The SENDCO of these receiving schools would be invited to EHC reviews and records would be transferred.

Transitional reviews for EHC pupils take place in Year 2 and 6. The purpose of the Transitional Review is to plan for transition between Key Stages and to plan for transition to Secondary or Specialist settings. We work closely with our Painsley Academy high school to plan provision and post primary school arrangements.

You may wish to contact the SENCO Mrs Sarah Clowes. They can be contacted via the school office.
Tel: 01902 850261 / Email: office@st-marys-brewood.staffs.sch.uk.
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 https://www.staffs-iass.org/home.aspx
?
They offer information, advice and support about education, health and social care issues to support Staffordshire’s SEND Local Offer.

? The Staffordshire Local Offer can be found: https://www. staffordshire.gov.uk/Children-and-earlyyears/hildcare-providers-and-professionals/SENDD-Local-Offer.aspx


? Independent Parental Special Education Advice (IPSEA) http://www.ipsea.org.uk/
? British Dyslexia Association http://www.bdadyslexia.org.uk
? Child and Adolescent Mental Health Service (CAMHS) https://www.combined.nhs.uk/our-services/children-and-young-people/
? Staffordshire Autism Outreach Team https://www.facebook.com/Staffordshire-Autism-Outreach-Team-112695317037942/
? Mental Health Support Pathway for Staffordshire https://www.staffordshireconnects.info/kb5/staffordshire/directory/advice.page?id=0rWBovMeR5E
? Action for Children https://www.staffordshire-ewb.actionforchildren.org.uk/
? Health visitors and School Nursing https://www.mpft.nhs.uk/services/health-visiting-and-school-nursing

The St Mary’s SEND Information report is updated annually. The latest update was November 2021.

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 should be 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.

St Mary’s Catholic Primary School and the Painsley Academy Complaints Procedure can be found on the website:
https://www.stmaryscatholicprimarybrewood.org.uk/policies/