At St Patrick’s Catholic Primary School, we recognise that every child is unique and that children may need additional support at different points in their education. We use a range of information to identify children who may have SEND or who may benefit from additional support.

We identify children’s needs through:

Ongoing assessment and monitoring by teachers – teachers regularly assess children’s learning, progress and attainment, as well as their communication, social and emotional development, behaviour and ability to access the curriculum.
Early identification – staff are alert to children who may be making less progress than expected, experiencing difficulties accessing learning or showing emerging needs in areas such as communication and interaction, cognition and learning, social, emotional and mental health, or sensory and physical development.
Parent and carer concerns – we value the knowledge and experience of parents and carers and encourage them to share any concerns about their child’s development, learning or wellbeing.
Children’s views – where appropriate, we listen to children and consider their views, experiences and wishes when identifying and planning support.
Transition information – information from previous settings, schools and professionals helps us to identify needs when children join St Patrick’s or move between year groups.
Assessment information – we use progress data, phonics assessments, reading assessments and other school-based assessments to help identify children who may require additional support.
Observation and professional judgement – teachers, teaching assistants and the SENDCo observe children across different situations and consider how they respond to learning, social situations and the school environment.
Advice from external professionals – where appropriate, we work with professionals such as educational psychologists, speech and language therapists, health professionals and specialist support services.

A child does not need to have a diagnosis to receive support. Where a child is experiencing difficulties, we follow the graduated approach outlined in the SEND Code of Practice: Assess, Plan, Do, Review.

What are the first steps if my child is identified as needing extra help?

Our first step is to develop a clear understanding of the child’s individual strengths and areas of need. The class teacher will discuss concerns with the SENDCo and, where appropriate, with the child and their parents or carers.

We consider:

the child’s strengths, interests and what they can already do
the areas in which they are experiencing difficulty
what support has already been provided and the impact this has had
the child’s views and the views of their parents or carers
whether further assessment, advice or support from an external professional may be helpful.

Support will initially focus on high-quality teaching, adaptive teaching and reasonable adjustments within the classroom. Where a child requires additional targeted support, this will be planned around their individual needs.

Where appropriate, children may be placed on the school’s SEND register and a Pupil Passport or other appropriate support plan may be put in place. Targets and provision are reviewed regularly, with parents and carers involved throughout the process.

What early intervention and additional support does St Patrick’s provide?

At St Patrick’s, we provide a range of early intervention and targeted support. The support offered will depend on the individual needs of the child and may include:

Lego Therapy – supporting communication, social interaction, collaboration and problem-solving
Sensory Circuits – supporting sensory regulation, attention and readiness for learning
Nurture provision – supporting children’s social, emotional and mental health needs
Soft Starts – providing a calm and supportive start to the school day for children who benefit from additional emotional and sensory regulation
Fresh Start – targeted literacy and phonics support for children who require additional help with reading and writing
1:1 tuition – personalised support to address specific gaps in learning
EPATT reading support – targeted intervention to develop reading skills and fluency
Targeted classroom support – including adaptive teaching, scaffolding, visual resources, additional modelling and differentiated approaches
Social communication and emotional regulation support – where children require additional help to develop these skills.

We regularly review the impact of interventions and additional support to ensure that provision is making a positive difference. If a child continues to experience significant difficulties despite targeted support, we may seek further advice from external professionals and consider whether additional assessment or specialist provision is required.

At St Patrick’s Catholic Primary School, we believe that early identification and intervention are essential in ensuring children receive the right support at the right time. We work closely with children, parents and carers and other professionals to understand individual needs and help every child to make progress, develop their independence and achieve their potential.

If you have concerns about your child’s learning, development, behaviour, communication, social or emotional needs, or how they are managing at school, please speak to us. We want parents and carers to feel comfortable raising concerns and working with us to find the right support.

Your first point of contact should usually be your child’s class teacher. They know your child well and can talk through any concerns you may have, discuss what support is already in place and consider what the next steps might be.

If you and your child’s class teacher feel that further advice or support is needed, you can speak directly with our SENDCo, Mrs Griffith. Mrs Griffith is an experienced SENDCo and will be happy to discuss your concerns, listen to your views and help you understand what support may be appropriate.

You can:

speak to your child’s class teacher
contact Mrs Griffith by email at lgriffith@st-patricks-staffs.staffs.sch.uk
contact the school office on 01785 413275 to arrange an appointment to speak with Mrs Griffith
speak to your GP if you have concerns about your child’s health or development
access information about local services and support through Staffordshire Connects.

Staffordshire Connects

We encourage parents and carers to raise concerns as early as possible. You do not need to wait for a formal diagnosis before speaking to us. Working together with families allows us to develop a better understanding of each child and identify the most appropriate support as early as possible.

At St Patrick’s Catholic Primary School, we value parents and carers as an important part of the SEND process and will work in partnership with you to ensure your child’s needs are understood and supported.

Our SEND Policy and other information relating to SEND provision at St Patrick’s Catholic Primary School can be found on our school website in the SEND section.

Our SEND Information Report provides further information about how we identify and support children with SEND, the provision available in school and how we work in partnership with parents and carers.

If you have any questions about our SEND provision or would like further information about our SEND policy or related documents, please contact our SENDCo, Mrs Griffith, via lgriffith@st-patricks-staffs.staffs.sch.uk or contact the school office on 01785 413275.

Parents and carers can also contact the school if they would like support understanding any of our SEND information or policies.

At St Patrick’s Catholic Primary School, we believe that all children should have access to high-quality teaching and the support they need to make progress, develop their independence and achieve their potential. Children with SEND are supported whether or not they have an Education, Health and Care (EHC) Plan.

How will you support my child?

Every child who needs additional support beyond what can reasonably be provided through the class teacher’s usual classroom provision will receive appropriate additional support. This support will be based on the individual needs of the child and may include adjustments to teaching, targeted intervention, additional adult support or specialist advice.

If your child is identified as having SEND, they will have a Pupil Passport or Access Card, depending on their individual needs. These documents provide staff with clear information about your child’s strengths, needs, strategies and reasonable adjustments, ensuring that everyone working with your child understands how best to support them.

Pupil Passports and Access Cards are shared with relevant staff and reviewed termly to ensure that they remain appropriate and reflect your child’s current needs.

How is support planned?

Support is planned using the Assess, Plan, Do, Review approach outlined in the SEND Code of Practice.

We consider:

your child’s strengths, interests and individual needs
their current progress and attainment
information from teachers and other staff
your child’s views
the views and knowledge of parents and carers
the impact of previous interventions and support
advice from external professionals, where appropriate.

Where a child requires support beyond the usual classroom provision, this will be discussed with parents and carers through the class teacher and/or SENDCo.

How will I be involved?

We believe that parents and carers are an important part of planning their child’s education. If your child is receiving additional SEND support, you will be invited to work with us to agree appropriate targets and identify the interventions and support that will best meet your child’s needs.

Pupil Passports and Access Cards are reviewed termly, providing an opportunity to discuss progress, review the support being provided and agree any changes needed.

We will communicate with you about your child’s additional support through their class teacher and, where appropriate, the SENDCo.

For children with an EHC Plan, we will work in partnership with parents, the child or young person and relevant professionals to ensure that the provision outlined in the plan is delivered and reviewed appropriately.

What additional learning support is available?

Depending on individual needs, children may access a range of targeted interventions and support, including:

Fresh Start for targeted literacy and phonics support
EPATT reading support
1:1 tuition to address specific gaps in learning
Lego Therapy to develop social communication, collaboration and problem-solving
Sensory Circuits to support regulation, attention and readiness for learning
Nurture provision to support social and emotional development
Soft Starts to support children who need a calm and supported start to the school day
targeted phonics, reading, writing or maths interventions
additional adult support where appropriate
support with communication, social interaction, emotional regulation and independence.

Where appropriate, we may also seek support and advice from external professionals and specialist services. This may include educational psychologists, speech and language therapists, specialist teachers and other relevant agencies. We may use recommendations from these professionals to adapt teaching and provide appropriate strategies within school.

How will teaching approaches be modified to meet my child’s needs?

Teachers at St Patrick’s use adaptive teaching to ensure that children with SEND can access learning alongside their peers. The specific adaptations will depend on the individual child and may include:

breaking learning into smaller, manageable steps
additional modelling, explanation and repetition
visual timetables, prompts and other visual supports
Now and Next boards and clear routines
scaffolding and guided practice
additional processing time
adapted resources or recording methods
differentiated or personalised tasks
movement and sensory breaks
appropriate seating and positioning within the classroom
additional opportunities for overlearning and retrieval
pre-teaching vocabulary and key concepts
support from an adult or small group where appropriate
adjustments to the learning environment to reduce distractions or sensory overload.

Where behaviour is a presenting need, a child may also have a Positive Behaviour Plan and/or Risk Assessment. These documents are designed to help staff understand the child’s needs and potential triggers, identify appropriate preventative strategies and provide clear guidance on how to respond safely and consistently.

Our approach is focused on maintaining the child’s dignity, understanding the reasons behind behaviour, preventing escalation and supporting de-escalation. We aim to ensure that children are supported in a way that is respectful, compassionate and appropriate to their individual needs.

We regularly review the impact of all additional provision. Where an intervention is not having the expected impact, we will consider what needs to change and, where necessary, seek further advice or specialist support.

At St Patrick’s Catholic Primary School, our aim is not simply to provide additional support, but to ensure that support is personalised, purposeful and helps children become increasingly confident and independent learners.

At St Patrick’s Catholic Primary School, we believe that children with SEND should have access to a broad, balanced and ambitious curriculum alongside their peers. We use adaptive teaching and reasonable adjustments to remove barriers to learning and enable children to participate as fully and independently as possible.

How is the curriculum and learning environment adapted?

Teachers plan lessons with the needs of all learners in mind. We adapt teaching, resources and the learning environment where necessary to ensure that children with SEND can access the curriculum and make progress.

This may include:

breaking learning into smaller, manageable steps
providing additional modelling, explanation and repetition
using visual supports, including visual timetables, Now and Next boards and visual prompts
pre-teaching vocabulary and key concepts
providing additional processing time
using scaffolding and guided practice
adapting resources or the way a child records their learning
providing alternative ways for children to demonstrate their understanding
providing appropriate seating and positioning
reducing unnecessary distractions or sensory demands
providing movement or sensory breaks
providing opportunities for overlearning and repetition
using small-group or individual teaching where appropriate
providing additional adult support where this is identified as appropriate
making reasonable adjustments to routines, activities and expectations where required.

We aim to ensure that adaptations remove barriers without unnecessarily reducing the ambition of the curriculum. The level of support will depend on the individual needs of the child and will be reviewed regularly.

How do we support access to the curriculum and independent learning?

We provide a range of resources and approaches to help children access learning and develop their independence. This may include visual resources, adapted equipment, sensory resources, assistive technology and structured approaches to learning.

Where appropriate, children may access our sensory room, sensory circuits, nurture provision and other targeted interventions to support their regulation and readiness to learn.

We also use approaches such as TEACCH-style structured activities, visual timetables, Now and Next boards and Pupil Passports/Access Cards where these are appropriate to the individual child.

Our aim is to gradually develop children’s ability to manage their learning and needs as independently as possible, rather than creating unnecessary dependence on adult support.

Where specialist equipment, adaptations or advice are required, we may work with external agencies and specialist professionals to identify and implement appropriate support.

What additional learning support is available?

Depending on the individual needs of the child, additional support may include:

targeted phonics, reading, writing or maths interventions
Fresh Start literacy support
EPATT reading support
1:1 tuition
Lego Therapy
Sensory Circuits
Nurture provision
Soft Starts
small-group or individual teaching
additional adult support
targeted support for communication and interaction
support with emotional regulation and social skills
specialist advice and recommendations from external professionals.

Children with SEND do not automatically receive 1:1 support. Support is planned according to the child’s individual needs and the provision required to enable them to access learning and develop independence.

Who oversees and plans my child’s education programme?

The class teacher has overall responsibility for planning and delivering the curriculum for all children in their class, including children with SEND.

The class teacher works closely with the SENDCo, Mrs Griffith, teaching assistants, parents/carers and, where appropriate, external professionals to ensure that provision is appropriate and effective.

For children with an EHC Plan, the school will ensure that the provision identified in the plan is incorporated into the child’s education programme and reviewed appropriately.

Your child’s Pupil Passport or Access Card will identify key strategies and reasonable adjustments that staff should use to support your child. These are shared with relevant staff and reviewed termly.

What reasonable adjustments are made for assessments and exams?

At primary school, we make reasonable adjustments to assessments where these are appropriate and permitted within the relevant assessment requirements.

Adjustments are based on the individual needs of the child and may include considerations such as additional time, a quieter environment, appropriate seating, movement breaks, adult support or other agreed access arrangements.

For statutory assessments, including the Phonics Screening Check, Key Stage 1 assessments where applicable and the Year 6 national curriculum tests, any adjustments will be made in accordance with the current statutory guidance and assessment arrangements.

We will discuss appropriate arrangements with parents and carers where these are relevant to their child.

Where can I find information about the curriculum?

As St Patrick’s is a mainstream primary school, we do not offer a range of formal courses or qualifications. Information about the subjects and curriculum taught at St Patrick’s Catholic Primary School can be found on our school website.

If you have any questions about how your child will access a particular area of the curriculum, please speak to your child’s class teacher or contact Mrs Griffith, our SENDCo, who will be happy to discuss this with you.

At St Patrick’s Catholic Primary School, we are committed to using our resources effectively to ensure that children with SEND receive the support they need to access learning, participate fully in school life and develop their independence.

How is the SEND budget allocated and managed?

Our SEND budget is managed as part of the school’s overall financial planning. Resources are allocated according to the needs of our pupils and the priorities identified through our Assess, Plan, Do, Review approach.

The SENDCo works closely with the Headteacher and school leadership team to identify where resources are needed and to ensure that funding is used effectively to support children with SEND.

Resources may be used to provide:

additional staffing and targeted adult support
specialist interventions and targeted programmes
specialist equipment and resources
sensory and regulation resources
training and development for staff
advice and support from external professionals
adaptations to the learning environment
resources to support communication, independence and access to the curriculum.

We regularly review the impact of our SEND provision and consider whether resources are being used effectively to improve outcomes for children.

How would we secure additional funding for a pupil?

Where a child has significant or complex needs that cannot reasonably be met through the resources ordinarily available within school, we will consider whether additional funding or specialist support is required.

This may include applying for additional high-needs funding through the local authority or seeking other appropriate sources of funding, depending on the individual circumstances of the child.

For children who have, or may require, an Education, Health and Care Plan (EHC Plan), we will work with parents, the local authority and relevant professionals to identify the provision required to meet the child’s needs. Where appropriate, evidence of the support already provided and its impact will be used to inform applications for additional funding.

We will always consider the child’s individual needs and the provision required rather than allocating support based solely on whether a child has a diagnosis or EHC Plan.

How does St Patrick’s further meet the needs of children with SEND?

We aim to meet children’s needs through a combination of high-quality teaching, reasonable adjustments, targeted intervention, specialist resources and partnership working.

Our provision includes access to a range of targeted support such as:

Nurture provision
Sensory Circuits
Lego Therapy
Soft Starts
Fresh Start
EPATT reading support
1:1 tuition
sensory and communication resources
visual timetables and structured approaches to learning
Pupil Passports and Access Cards
Positive Behaviour Plans and Risk Assessments where appropriate.

We also work with external agencies and specialist professionals where a child requires advice or support beyond the expertise available within school. Recommendations from professionals are considered and incorporated into the child’s provision where appropriate.

We work closely with parents and carers to understand what works well for their child and to ensure that resources and provision are focused on achieving meaningful outcomes.

Our approach is to identify need early, allocate resources according to individual need, monitor the impact of provision and adapt our support when required.

At St Patrick’s Catholic Primary School, decisions about support are based on the individual needs of the child, rather than simply whether they have a diagnosis or an EHC Plan. We consider what is needed to help each child access learning, participate in school life, make progress and develop their independence.

How is the decision made?

The decision-making process follows the Assess, Plan, Do, Review approach. We consider:

the child’s strengths and areas of need
their progress and attainment
their ability to access the curriculum
their communication, social, emotional, sensory and physical needs
the impact of any support or interventions already provided
advice and recommendations from external professionals
the child’s views and wishes, where appropriate
the views and knowledge of parents and carers
the resources and provision that can reasonably be provided by the school.

The type and level of support will be reviewed regularly to ensure that it remains appropriate and is having a positive impact.

Who makes the decision?

The class teacher, working with the SENDCo, Mrs Griffith, will identify and plan the support required within school. The SENDCo will work with the Headteacher and wider school leadership where decisions involve significant additional resources or changes to provision.

Where there is no specific additional funding in place, the level and type of additional support provided is determined at the school’s discretion, based on the child’s assessed needs and the resources available within the school.

Where a child has additional funding in place through an EHC Plan or high-needs funding, the local authority SEND team assesses the child’s needs and determines the level of funded support/hours. The school will then plan and deliver provision in line with the child’s assessed needs and the provision specified in their plan.

An EHC Plan does not automatically mean that a child will receive a particular number of hours of 1:1 adult support. Support is determined by the child’s identified needs and the provision required to meet them.

Who else will be involved?

Depending on the needs of the child, decisions may involve:

the child’s class teacher
the SENDCo
the Headteacher and school leadership team
teaching assistants and other staff working directly with the child
the child and their parents/carers
educational psychologists
speech and language therapists
specialist teachers
health professionals
the local authority SEND team
other relevant external agencies.

We will work with external professionals where specialist advice is required and will use their recommendations to help inform the provision put in place.

How will parents and carers be involved?

We believe that parents and carers are an important part of the decision-making process. We will listen to your concerns, knowledge and understanding of your child and involve you when planning and reviewing support.

Parents and carers will be invited to discuss their child’s Pupil Passport or Access Card, targets, interventions and additional provision. These are reviewed termly, providing an opportunity to consider progress, discuss what is working well and agree any changes that may be needed.

If your child has an EHC Plan, you will also be involved in the statutory review process and any discussions with the local authority about their provision and funding.

Our aim is to ensure that decisions about support are transparent, needs-led and focused on helping each child make progress and become as independent as possible.

At St Patrick’s Catholic Primary School, we have a range of resources, equipment and facilities to support children with SEND. These are identified and provided according to the individual needs of each child.

What resources and facilities are available?

Depending on individual need, children may have access to:

sensory resources and equipment
our sensory room
Sensory Circuits
visual timetables, Now and Next boards and visual prompts
communication and interaction resources
adapted learning resources and equipment
resources to support fine motor development and handwriting
movement and regulation resources
nurture resources and spaces
structured learning resources, including TEACCH-style approaches
assistive technology where appropriate
specialist resources recommended by external professionals
appropriate furniture, seating or positioning equipment
resources to support independence and access to the curriculum.

We also make reasonable adjustments to the learning environment where required, for example by providing a quieter working space, reducing sensory distractions or adapting the way learning is presented.

How do we secure additional resources?

Where a child requires equipment or resources beyond those ordinarily available in the classroom, their needs will first be assessed by the class teacher and SENDCo. We will consider what the child needs, what resources are already available and what adjustments can be made within school.

Where appropriate, we may seek advice from external professionals or specialist services. Their recommendations can help us identify suitable equipment, resources or environmental adaptations.

If additional resources are required, the school will consider how these can be provided through its available SEND resources and budget. Where a child has an EHC Plan or additional high-needs funding, the school will work with the local authority SEND team to ensure that the provision identified in the plan is appropriately supported.

For specialist equipment or adaptations that require additional funding, we may apply to the local authority or other relevant funding routes where appropriate.

We will always consider the individual needs of the child, the advice available and the impact that the equipment or adaptation is expected to have on their access, participation, learning and independence.

Resources and equipment are reviewed regularly to ensure that they remain appropriate and are being used effectively to support the child’s needs.

At St Patrick’s Catholic Primary School, we believe that regular communication with parents and carers is essential. We want you to understand how your child is progressing, what they are working towards and how you can support them.

How will we assess my child’s progress?

Your child’s progress will be monitored through a combination of:

ongoing assessment by their class teacher
observations of learning, behaviour, communication and independence
assessment of reading, writing and mathematics
phonics assessments and other curriculum assessments
progress towards individual SEND targets
monitoring the impact of interventions and additional provision
information from teaching assistants and other staff working with your child
feedback and recommendations from external professionals, where appropriate.

For children with SEND, progress is considered in relation to their individual starting points and needs, as well as their progress through the curriculum. Progress may include academic development as well as improvements in communication, social interaction, emotional regulation, independence and access to learning.

How often will my child’s progress be reviewed?

Children's progress is monitored continuously by their class teacher and reviewed formally through the school's assessment processes.

For children receiving SEND support, their Pupil Passport or Access Card and individual targets are reviewed termly. Parents and carers will be invited to be involved in this process through our termly SEND meetings.

Where a child has an EHC Plan, their provision and progress will also be reviewed through the statutory annual review process.

How will I know what progress my child should be making?

Your child’s class teacher will discuss their learning, progress and next steps with you. Where your child has SEND targets, these will be shared with you so that you understand what they are working towards and how their progress will be measured.

During SEND reviews, we will discuss:

what your child has achieved
the progress they have made towards their targets
what they are currently working on
which interventions and strategies have been effective
any areas where they continue to need support
the next steps and targets for your child.
How can I discuss my child’s progress?

You will have regular opportunities to speak with your child’s class teacher, both through planned parent meetings and through informal communication where appropriate.

For children receiving SEND support, parents and carers will be invited to termly SEND meetings to discuss their child’s progress, provision and next steps.

You can also request a meeting with your child’s class teacher or SENDCo, Mrs Griffith, if you have concerns or would like to discuss your child’s progress between formal review points.

How will you explain how my child’s learning is planned?

Your child’s class teacher is responsible for planning their education and will use assessment information, your child’s individual needs and their SEND targets to inform planning.

Where adaptations or additional support are required, these will be discussed with you through the SEND process. Your child’s Pupil Passport or Access Card provides staff with information about the strategies and reasonable adjustments that help your child access learning.

How will we maintain regular communication?

We believe that communication should be open and accessible. Depending on the individual needs of the child, communication may include:

conversations with the class teacher
parent/carer meetings
termly SEND meetings
meetings with the SENDCo
telephone calls or emails where appropriate
communication through the school's usual communication systems
communication with parents following significant events or changes in provision.

Where a child requires a more individualised approach to communication between home and school, this will be discussed with parents and carers and agreed according to the child’s needs.

How do we support communication with parents and carers with SEND?

We aim to ensure that communication with parents and carers is accessible and inclusive. If a parent or carer has a SEND need that affects their ability to access information or attend meetings, we will work with them to identify reasonable adjustments where possible.

This may include providing information in an accessible format, allowing additional time to discuss information, arranging telephone or alternative meetings where appropriate, or involving other professionals to support communication.

How do we work with specialist services to support learning?

Where a child requires specialist advice or support, we work in partnership with relevant external services. This may include educational psychologists, speech and language therapists, specialist teachers, health professionals and other local authority or specialist SEND services.

We use advice and recommendations from specialist services to inform teaching, interventions, reasonable adjustments and the child's wider SEND provision.

Parents and carers will be involved where referrals or specialist assessments are being considered, and we will share relevant information and recommendations with staff so that advice can be implemented consistently.

At St Patrick’s Catholic Primary School, we see parents and carers as partners in their child’s education. Our aim is to ensure that you are kept informed, have regular opportunities to share your views and understand both the progress your child is making and the next steps in their learning and development.

At St Patrick’s Catholic Primary School, we believe that parents and carers play an important role in supporting their child’s learning and development. We work in partnership with families to ensure that you understand how you can support your child at home and feel confident doing so.

How can I support my child at home?

Your child’s class teacher will share information about their learning, progress and next steps. Depending on your child’s individual needs, we may suggest simple activities and strategies that can be used at home to reinforce learning and develop independence.

This may include:

sharing books and reading regularly with your child
practising phonics and the sounds being taught in school
supporting your child to practise key skills identified by their teacher
encouraging your child to talk about their learning and experiences
developing independence with everyday tasks
using consistent strategies to support communication and emotional regulation
encouraging positive routines around sleep, homework and school attendance
using resources and strategies recommended by school or external professionals.

We recognise that families are busy and that every child is different. We will aim to provide realistic and manageable suggestions that fit your child and family.

Do we offer parent training and support?

Yes. We offer a range of opportunities to help parents and carers understand how they can support their children. These may include parent meetings, workshops, information sessions and newsletters.

Examples include:

Phonics meetings to help parents understand how phonics is taught in school and how they can support reading at home
SEND and school newsletters, which include useful information, advice and links to support
information about Early Help and services available to families in Staffordshire
parent workshops focused on emotional regulation and supporting children's wellbeing
workshops and information around sleep hygiene and healthy sleep routines
support and information about the impact of technology and screen use on children and families
opportunities to speak with school staff about individual concerns or strategies that may support your child.

We will also share relevant resources and links with families where these may be useful.

Where your child is receiving specialist support, we will share appropriate advice and strategies from external professionals so that these can be used consistently between home and school where appropriate.

At St Patrick’s Catholic Primary School, we want parents and carers to feel informed, listened to and confident in supporting their child. If you are unsure about how to support your child at home, please speak to your child’s class teacher or our SENDCo, Mrs Griffith, who will be happy to help.

At St Patrick’s Catholic Primary School, we believe that children with SEND should have a voice in decisions about their education and support. We take time to understand each child’s views, experiences, strengths and areas where they feel they need additional help.

We speak to children in a child-friendly and age-appropriate way, adapting our approach to their individual communication and understanding.

As part of the SEND review process, we talk to children about:

what they are good at and what they enjoy
what they feel they are finding difficult
what helps them to learn
what they feel they need more support with
their individual targets and what they are working towards
how they feel they are progressing
what they would like to improve or achieve
their experiences in school and how they feel about their support.

Children are supported to understand their targets and progress in a way that is meaningful to them. Their views are considered when Pupil Passports, Access Cards and individual targets are reviewed, helping to ensure that support remains appropriate and relevant.

Where a child has a Positive Behaviour Plan, we also seek to understand their views about situations they find difficult, what helps them to regulate and what strategies they feel support them. Their views help staff to develop positive and respectful approaches that maintain their dignity and support de-escalation.

We recognise that children communicate in different ways. Where a child has communication difficulties, we adapt how we gather their views and may use visual resources, choices, observations or other appropriate communication methods.

Children’s views are shared, where appropriate, with parents, carers and relevant professionals and are considered alongside assessment information and professional advice when planning support.

Our aim is for children with SEND to understand their strengths, recognise the progress they are making and have an active role in identifying what they need to succeed.

At St Patrick’s Catholic Primary School, we regularly evaluate the effectiveness of our SEND provision to ensure that the support we provide is making a meaningful difference to children’s learning, development, wellbeing and independence.

We use the Assess, Plan, Do, Review approach to monitor the impact of individual support and interventions.

How do we measure outcomes and impact?

We evaluate provision using a range of information, including:

progress and attainment data
progress towards individual SEND targets
assessment information before, during and after interventions
observations of children’s learning and engagement
attendance and participation
changes in communication, social interaction and emotional regulation
development of independence and confidence
feedback from staff working with the child
feedback from external professionals, where appropriate
the child’s own views and experiences
parent and carer feedback.

Interventions are reviewed regularly to consider whether they are having the intended impact. Where an intervention is not achieving the expected outcome, we consider whether the approach, frequency or type of support needs to change.

At a whole-school level, the SENDCo and senior leadership team monitor SEND provision, outcomes and progress to identify strengths, areas for development and any changes needed to improve provision.

How are parents and carers involved?

Parents and carers are an important part of evaluating SEND provision. We seek their views through:

termly SEND meetings
discussions with the class teacher and SENDCo
reviews of Pupil Passports and Access Cards
individual meetings where appropriate
parent voice and feedback
our Parent Forum, including opportunities to discuss the effectiveness of SEND provision and support.

Parents are encouraged to tell us what is working well, what could be improved and whether they feel their child’s needs are being appropriately supported.

How are children involved?

We seek children’s views about their support in an age-appropriate and child-friendly way. Children are asked about their experiences, strengths, targets, what they enjoy and what they feel they need help with.

Their views are considered when reviewing their Pupil Passport, Access Card, individual targets and interventions.

Where appropriate, children can also contribute to reviews of their Positive Behaviour Plan, helping staff to understand what they find difficult and which strategies they feel help them to regulate and succeed.

How do we gather feedback?

We value feedback from our school community and use parent voice and our Parent Forum to gather views about the effectiveness of our SEND provision and support.

Feedback is considered alongside assessment information and other evidence to help us identify what is working well and where further improvements are needed.

We are committed to using feedback from children, parents and staff to continually improve SEND provision at St Patrick’s.

Our aim is to ensure that SEND support is not simply provided, but that we can demonstrate that it is having a positive impact on children’s outcomes, experiences and ability to become increasingly independent.

At St Patrick’s Catholic Primary School, we recognise that some children with SEND may require additional support during less structured parts of the school day. We plan carefully to ensure that children are safe, supported and able to participate in all aspects of school life.

What arrangements are in place at the start and end of the school day?

Some children find transitions into and out of school particularly challenging. Where appropriate, we provide a Soft Start to the school day. This may include access to our breakfast provision, giving children who find the start of the day difficult an opportunity to arrive calmly, settle and regulate before joining their class.

Staff are aware of children who require additional support with transitions and will provide appropriate assistance.

At the end of the school day, staff follow the school's agreed collection and handover procedures. Where a child requires an individualised handover arrangement due to their SEND needs, this will be agreed with parents and relevant staff.

What support is available during break and lunchtime?

We recognise that unstructured social times can be particularly challenging for some children. We therefore provide additional opportunities and spaces to support children during break and lunchtime.

These include:

a Break Time Club for children who find social times challenging
a Dining Club for children who require additional support during lunchtime
access to an outdoor area which provides an alternative space for children who may need a quieter or less demanding environment
a quiet table where children can access a calmer space during unstructured times
support from our designated Nurture Team, who are available to support children and staff when additional emotional, social or behavioural support is required.

These arrangements help children to manage social situations, regulate their emotions and remain safe while developing their independence.

How are children supported during PE, transitions and school trips?

Children with SEND are supported to participate in PE, movement around school and educational visits wherever possible.

Staff consider individual needs when planning activities and transitions. Where a child requires additional support, appropriate reasonable adjustments will be made.

For school trips and visits, staff consider the individual needs of children with SEND as part of the planning process. Risk assessments are completed where required, taking into account the environment, activities, individual needs and any potential risks. Appropriate staffing, adaptations and additional support are arranged where necessary.

How do we communicate and respond to concerns?

Our staff use walkie-talkies to maintain communication across the school and ensure that support can be quickly requested when needed.

Our Nurture Team is available to support children and staff across the school. This provision is closely linked with Mrs Griffith, SENDCo, and Mr Brandon, ensuring that key staff are aware of children who may require additional support and can respond consistently.

This allows us to provide a coordinated response when a child becomes dysregulated, requires additional support or needs help to manage a situation safely.

How do we use risk assessments?

Where a child has identified risks associated with their SEND, we may complete an individual risk assessment. This is used to identify potential risks, preventative strategies and the support required to keep the child and others safe.

Where appropriate, risk assessments may be considered alongside a Positive Behaviour Plan, particularly where behaviour or emotional regulation is a presenting need.

Risk assessments are reviewed when circumstances change and as part of our ongoing Assess, Plan, Do, Review process.

Our approach is always focused on keeping children safe while maintaining their dignity, inclusion and access to school life. We aim to provide the right level of support without unnecessarily restricting children’s opportunities to participate and develop their independence.

At St Patrick’s Catholic Primary School, we recognise that children’s social and emotional wellbeing is an important part of their education. We provide a range of pastoral support to help children feel safe, valued and included, develop positive relationships and build confidence and resilience.

How do we listen to children with SEND?

We provide opportunities for children to talk to trusted adults about their experiences, feelings and any worries they may have. Children with SEND are supported to communicate their views in ways that are appropriate to their age, understanding and individual communication needs.

Our Nurture Team provides additional support for children who may need help with emotional regulation, relationships, confidence or managing difficulties in school.

Children may also access Nurture sessions and Forest School sessions, which provide opportunities to develop relationships, confidence, communication, resilience and emotional regulation in different environments.

Where appropriate, children’s views are included within their Pupil Passport, Access Card and Positive Behaviour Plan, ensuring that staff understand what helps them to feel safe, regulated and ready to learn.

How do we prevent bullying?

At St Patrick’s, we have high expectations for behaviour and relationships. Our school behaviour expectations are built around three simple questions:

Are you being safe?
Are you being respectful?
Are you ready to learn?

These expectations apply throughout the school day and help children understand how we expect everyone to treat one another.

We actively promote kindness, respect and inclusion and take concerns about bullying seriously. Staff monitor children's relationships and interactions and respond promptly when concerns are raised.

Our Behaviour Policy and Anti-Bullying information can be found on the school website.

How do we help children make friends?

We recognise that some children with SEND may need additional support to develop and maintain friendships. We provide opportunities for children to develop social communication, cooperation and relationship skills through:

Lego Therapy
Nurture sessions
Forest School
supported play and social opportunities
structured group activities
adult modelling and support
targeted social communication activities.

We also have a buddy system, including a buddy arrangement between Year 6 and Reception, which supports positive relationships, belonging and a sense of community.

Where a child has specific difficulties with friendships or social interaction, these needs can also be reflected in their Pupil Passport or individual support plan.

Is a mentor or buddy system available?

Yes. Our Year 6 and Reception buddy system provides children with opportunities to build positive relationships with older pupils and develop a sense of belonging within the school community.

Children who require more individualised emotional or pastoral support may also have access to trusted adults within our Nurture Team.

How do we develop self-esteem and confidence?

We encourage children to recognise their strengths, celebrate their achievements and develop a positive view of themselves.

Through classroom teaching, Nurture, Forest School, interventions and wider school opportunities, we provide children with opportunities to experience success, develop independence and take on appropriate responsibilities.

We monitor children’s confidence and emotional wellbeing through staff observations, conversations with children, parent feedback and reviews of individual SEND provision. Where a child’s self-esteem or emotional wellbeing is a particular area of need, this can be included within their individual targets and support.

Is sibling support available?

We recognise that SEND can affect the wider family. Where appropriate, we will work with parents and carers to understand any concerns relating to siblings and consider what support or signposting may be appropriate.

Where a family requires support beyond what school can provide, we can signpost parents to appropriate Early Help and wider family support services.

What additional emotional and mental health support is available?

Children can access our Nurture Team and targeted Nurture sessions, alongside Forest School and other pastoral opportunities.

We also have access to the Mental Health Support Team, who can provide advice, support and interventions where appropriate.

Where a child requires support beyond what can be provided within school, we will work with parents and relevant external services to identify appropriate support.

At St Patrick’s Catholic Primary School, our aim is for every child to feel safe, respected, valued and ready to learn. We want children with SEND to develop positive relationships, confidence and resilience and to know that there are trusted adults they can turn to when they need help.

At St Patrick’s Catholic Primary School, we recognise that some children with SEND may require additional support with medical needs, medication or personal care. We work closely with children and their families to ensure that these needs are understood and managed safely, respectfully and with the child’s dignity at the centre.

How do we manage medicines and personal care?

Medicines are managed in line with our school Supporting Children with Medical Conditions and Medication Policy. Medication will only be administered by appropriately trained and authorised staff and in accordance with the relevant procedures and parental consent.

Where a child requires personal care, including support with toileting, eating or other personal care needs, this will be discussed with parents and carers and an appropriate care plan will be put in place. Staff supporting the child will be made aware of the agreed arrangements and any relevant training or guidance required.

We aim to promote independence wherever possible and ensure that personal care is provided sensitively, respectfully and in a way that maintains the child’s privacy and dignity.

What happens in a medical emergency?

All staff follow the school's emergency procedures. Where a child experiences a medical emergency, staff will respond in accordance with their training and the child's individual medical or care plan.

Where necessary, emergency services will be contacted and parents/carers will be informed as soon as possible.

Children with significant or complex medical needs will have an appropriate individual healthcare or care plan, which provides staff with clear information about their condition, required support and emergency procedures.

How do we support children attending medical appointments?

We understand that children may need to attend medical appointments or specialist assessments during the school day. We will work with families to support attendance at appointments and minimise the impact on the child's education wherever possible.

Parents and carers should inform the school about planned appointments in accordance with our usual attendance procedures. Where appropriate, relevant information from appointments can be shared with school to help us understand and support the child's needs.

How do we develop and share care plans?

Where a child has significant medical, personal care or health needs, we work in partnership with the child, their family and relevant health professionals to develop an appropriate care or healthcare plan.

Our Health and Safety Lead, R Davies, works with families and relevant staff to ensure that plans are appropriate, up to date and understood by those responsible for supporting the child.

Care plans identify, where relevant:

the child's medical or personal care needs
the support they require
medication and administration arrangements
emergency procedures
any known triggers or warning signs
the responsibilities of staff
any training required
arrangements for reviewing the plan.

Care plans are displayed within classrooms so that relevant staff have immediate access to the information they need to support the child safely and appropriately. Staff are made aware of the plans and any changes to them.

Where specialist training is required, this will be arranged with the appropriate professional or health service.

Care plans are reviewed when a child's needs change and in partnership with parents and relevant professionals to ensure that the information remains accurate and appropriate.

At St Patrick’s Catholic Primary School, we aim to ensure that children with medical and personal care needs can access school safely and confidently, while promoting their dignity, privacy, independence and inclusion.

At St Patrick’s, we recognise that behaviour can be a form of communication and that some children, particularly those with SEND, may need additional support to understand and manage their emotions, behaviour and relationships. Our approach is preventative, supportive and focused on understanding the underlying needs of the child.

We have clear and consistent expectations across school. Children are reminded to ask themselves:

Are you being safe?
Are you being respectful?
Are you ready to learn?

Where a child is experiencing difficulties with behaviour, we work closely with the child and their family to understand possible triggers and barriers. This may include communication difficulties, sensory needs, social understanding, emotional regulation, anxiety, difficulties with transitions or changes in routine, or other factors affecting the child's ability to access learning.

Support may include:

A Pupil Passport or Access Card identifying individual needs, strengths, triggers and strategies that help the child to regulate and access learning.
A Positive Behaviour Plan and/or Risk Assessment where appropriate, developed with the child, family and relevant staff.
Support from our designated Nurture Team, who are available to support children and staff throughout the school day.
Access to our Nurture provision, including opportunities for children to develop emotional regulation, resilience, social skills and confidence.
Soft Starts, Break Time Club and Dining Club for children who find particular parts of the school day challenging.
Access to a quieter space, outdoor area and quiet table during less structured times.
Sensory Circuits, movement breaks and other sensory regulation strategies where appropriate.
Individual or small-group support to develop social communication, emotional regulation and positive relationships.
A trusted adult or key member of staff to provide check-ins and support when needed.
Adaptations to the learning environment, timetable, transitions or expectations where appropriate.
Regular communication with parents and carers so that home and school can work together consistently.
Close monitoring of behaviour patterns and incidents to identify triggers, consider the impact of interventions and make changes where necessary.

We use the Assess, Plan, Do, Review approach to ensure that support is monitored and adapted according to the child's needs and the impact of the strategies being used. Where a child is at risk of suspension or exclusion, we seek to understand the reasons for the behaviour and consider what additional support or reasonable adjustments may be required.

External agency support

Where appropriate, we work with a range of external professionals and services to support behaviour, emotional wellbeing, inclusion and attendance. This can include:

Cicely Haughton at Tillington SEDIS, where additional support is required around behaviour, emotional regulation and inclusion.
Staffordshire Educational Psychology Service, where advice, assessment and consultation may be appropriate.
Staffordshire Autism Inclusion Team and other specialist SEND services, where relevant to the child's needs.
Speech and Language Therapy, where communication difficulties may be contributing to behaviour.
Mental Health Support Team, where children require additional support with emotional wellbeing and mental health.
Other health, social care and Early Help services where appropriate.

Advice from external professionals is used to inform the child's support, classroom strategies, risk assessments and individual plans.

Attendance

Attendance is monitored closely and we work with families at the earliest opportunity when attendance begins to cause concern. Where a child's SEND, emotional wellbeing, anxiety or behaviour is affecting attendance, we work with the child and family to understand the barriers and agree appropriate support.

This may include a personalised attendance plan, additional pastoral support, a Soft Start, a trusted adult, phased or supported reintegration where appropriate, adjustments to the school day or environment and involvement from relevant external agencies.

Our aim is to support children to attend school regularly, feel safe and successful in school and develop the skills and confidence they need to access education.

Our current Behaviour for Learning Policy can be found on our school policies page.

At St Patrick’s, we recognise that children who are looked after by the local authority may have additional educational, emotional, social and SEND needs. We provide individualised support to ensure that children feel safe, included and able to make progress.

Mrs Griffith is our Designated Teacher for Looked After Children (LAC) and works closely with the child's class teacher, SENDCo team, foster carers, social workers and the Virtual School to ensure that the child's needs are understood and appropriately supported.

For children who are looked after and have SEND, we:

Ensure their SEND needs and care status are considered together when planning support and provision.
Work closely with foster carers, social workers and the Virtual School to share information and coordinate support.
Ensure the child's voice, strengths, interests and aspirations are considered when planning their education and support.
Use the Assess, Plan, Do, Review approach to monitor progress and evaluate the impact of support.
Ensure that relevant information is shared appropriately with the adults supporting the child.
Coordinate SEND support with the child's Personal Education Plan (PEP) and other relevant plans.
Use available funding appropriately to support the child's identified educational needs and improve outcomes, including targeted interventions, resources and additional support where appropriate.
Monitor attendance, progress, wellbeing and engagement closely and act early if concerns arise.
Work with external professionals and specialist services where additional advice or support is required.
Ensure that any provision identified through an Education, Health and Care Plan (EHCP) is delivered and reviewed appropriately.

We recognise the importance of stable, trusting relationships for children who are looked after. We therefore work closely with the adults around the child to provide consistency, promote positive relationships and support their educational progress, wellbeing and long-term outcomes.

A range of staff work together to support every child at St Patrick’s. We believe that good communication between school, children, families and professionals is essential to ensure that children receive the right support at the right time.

Your child's class teacher is the main person responsible for their day-to-day education, progress and wellbeing. They work closely with the SENDCo, teaching assistants, pastoral staff and other professionals where appropriate.

Who will be working with my child?

Depending on your child's individual needs, the people involved may include:

Class teacher – responsible for planning and delivering your child's learning, assessing progress, adapting teaching and putting agreed SEND strategies and support in place.
SENDCo – Mrs Griffith – oversees SEND provision across the school, coordinates support, works with families and external professionals and ensures that children with SEND receive appropriate support through the Assess, Plan, Do, Review process.
Teaching Assistants and support staff – provide additional support in class and through targeted interventions, following the guidance of the class teacher and SENDCo.
Nurture Team – provides pastoral and emotional regulation support for children who need additional help with wellbeing, behaviour, relationships or accessing school.
Senior Leadership Team – provides strategic oversight of inclusion, behaviour, safeguarding and SEND provision.
External professionals, where appropriate, including Educational Psychology, Speech and Language Therapy, specialist SEND services, Mental Health Support Team, health professionals, social care and other agencies.

Where your child has an EHCP, we will also work with the professionals and services identified within their plan and ensure that the specified provision is delivered and reviewed.

What is the role of my child's class teacher?

Your child's class teacher has overall responsibility for their education and is usually your first point of contact. They will:

Get to know your child's strengths, interests, needs and aspirations.
Plan and deliver an ambitious, inclusive curriculum which is appropriately adapted to meet your child's needs.
Use adaptive teaching and reasonable adjustments to remove barriers to learning.
Monitor your child's progress through assessment, observation and work in books.
Identify when your child may need additional support and discuss this with the SENDCo and you.
Implement strategies and interventions identified through your child's Pupil Passport, Access Card, EHCP or other support plans.
Work with teaching assistants and other staff to ensure support is consistent.
Monitor the impact of interventions and adjust provision where necessary.
Contribute to Assess, Plan, Do, Review cycles and SEND reviews.
Listen to your child's views and involve them in decisions about their learning and support.
Communicate with parents and carers about progress, concerns and next steps.
Work with external professionals and implement advice where appropriate.
How can I contact school?

Your child's class teacher can be contacted through the usual school communication systems or via the school office.

For SEND-related concerns, you can contact Mrs Griffith, SENDCo, by email at lgriffith@st-patricks-staffs.staffs.sch.uk or through the school office on 01785 413275.

We encourage parents and carers to speak to us as soon as they have a concern so that we can work together to identify the right support for their child.

At St Patrick’s, we ensure that relevant information about children with SEND is shared with the staff who work with them so that support and reasonable adjustments are understood and implemented consistently.

Children on the SEND register will have a Pupil Passport and/or Access Card where appropriate. These documents identify the child's strengths, needs, targets and the strategies and reasonable adjustments that help them to access learning and the wider school day.

All relevant staff are expected to read and understand the information within the Pupil Passport or Access Card and pay particular attention to the reasonable adjustments that need to be put in place. This ensures that support is consistent across different lessons, adults and areas of the school.

Where a child requires additional support from teachers or other key adults, staff will communicate directly with each other to ensure that they understand the child's needs and how best to support them. Targets and provision are discussed and reviewed with the relevant staff so that everyone understands the intended outcomes and their role in supporting the child.

SEND information is also shared through:

Regular communication between the class teacher, SENDCo and support staff.
SEND meetings and discussions around individual children.
Reviews of Pupil Passports and Access Cards, including targets and reasonable adjustments.
Staff briefings and professional discussions where appropriate.
Advice and recommendations from external professionals.
EHCPs and other individual plans, where applicable.
Positive Behaviour Plans and Risk Assessments where these are required.

We regularly review information to ensure that it remains relevant and reflects the child's current needs. Where a child's needs or circumstances change, information is updated and communicated to the appropriate staff.

Our aim is that staff do not simply know that a child has SEND, but understand what the child's individual needs are, what reasonable adjustments should be made and how they can support the child to access learning, develop independence and make progress.

At St Patrick’s, we recognise that supporting children with SEND is the responsibility of the whole school. Staff have a range of SEND knowledge and expertise, from general awareness and understanding through to enhanced knowledge in specific areas.

Our SENDCo, Mrs Griffith, is a qualified SENCo and has responsibility for coordinating SEND provision across the school, supporting staff, working with families and liaising with external professionals.

Staff across school have developed enhanced knowledge and skills through training and practical experience in a range of areas, including:

Emotional regulation and supporting children's wellbeing.
EPATT training, supporting approaches to reading and literacy.
Phonics and targeted phonics tuition.
Lego Therapy, supporting social communication, interaction and teamwork.
Supporting children with sensory and emotional regulation needs.
Adaptive teaching and making reasonable adjustments to enable children with SEND to access learning.
Understanding and implementing strategies identified within Pupil Passports and Access Cards.
Ongoing staff development

SEND training is an ongoing part of our professional development. Staff receive training and support according to the needs of the children in school and the priorities identified through our SEND provision.

This may include:

Whole-school SEND training and staff briefings.
Training in specific areas of need, such as emotional regulation, phonics, EPATT and Lego Therapy.
Sharing advice and recommendations from external professionals.
Coaching, modelling and support from the SENDCo and experienced staff.
Discussion of individual children's needs and reasonable adjustments.
Review of the effectiveness of SEND strategies and interventions through our Assess, Plan, Do, Review approach.
Opportunities for staff to develop their expertise in response to the changing needs of children in school.

Where a child has more specialist or complex needs, we seek advice and training from appropriate external professionals and specialist services so that staff can develop the knowledge and skills needed to support the child effectively.

Disability awareness

Disability awareness and inclusion are promoted across the school. Staff are supported to understand individual children's needs, recognise barriers to participation and learning and make appropriate reasonable adjustments so that children with SEND can access school life as fully as possible.

We are committed to continuing to develop staff expertise so that children with SEND are understood, included and supported to achieve their potential.

At St Patrick’s, we work closely with a range of external agencies to ensure that children with SEND receive the right support. We recognise that some needs require specialist advice and expertise beyond what can be provided by school alone.

The SENDCo works closely with parents, children, school staff and external professionals to coordinate support. Where appropriate, advice and recommendations from professionals are incorporated into the child's Pupil Passport, Access Card, EHCP, Positive Behaviour Plan or other support plans.

External agencies we may work with include:

Staffordshire Educational Psychology Service – consultation, assessment and advice around learning, behaviour, emotional wellbeing and SEND.
Speech and Language Therapy (SALT) – support and advice for children with speech, language and communication needs.
Staffordshire Autism Inclusion Team – advice and support for children with autism or social communication needs.
SEDIS, including support from Cicely Haughton at Tillington – support around behaviour, emotional regulation and inclusion.
Mental Health Support Team – support for children's emotional wellbeing and mental health.
Health professionals and Community Paediatrics, where appropriate.
Early Help and Family Support services where children and families require additional support.
Social Care, where this is appropriate to the child's needs and circumstances.
The Virtual School, for children who are looked after by the local authority.
Other specialist services where a child's individual needs require additional assessment, advice or intervention.
How do we work with other agencies?

We work collaboratively with external agencies and families to ensure that support is coordinated. This may include referrals, professional consultations, observations, meetings, assessments and sharing relevant information with appropriate consent and in line with safeguarding and information-sharing requirements.

The SENDCo coordinates much of this work and ensures that advice is communicated to the child's class teacher and relevant staff. External recommendations are considered alongside the child's views, parental views, school assessment and existing provision.

Our governing body has oversight of SEND provision through the school's leadership and reporting arrangements. Governors are kept informed about SEND provision, outcomes and areas for development and have a role in ensuring that the school meets its responsibilities to children with SEND.

Which health or therapy services can children access in school?

Where appropriate, children may access support from health and therapy professionals within the school setting, depending on the service, the child's individual needs and the professional's assessment.

This may include:

Speech and Language Therapy, including advice, assessment and targeted support.
Educational Psychology, including consultation and observation where appropriate.
Specialist SEND professionals, including the Autism Inclusion Team.
Mental Health Support Team support where appropriate.
Other health or therapy professionals who may visit school to observe a child, provide advice or deliver/oversee agreed interventions.

Not all services are permanently based on the school site. Where a service cannot be delivered in school, we work with families and professionals to ensure that appropriate appointments, assessments and recommendations are coordinated and reflected in the child's education and support.

Our approach is to ensure that external advice strengthens the support provided in school and that staff have the knowledge and strategies they need to help children make progress, develop independence and participate fully in school life.

We encourage parents and carers to speak to us as soon as they have a question, concern or something they would like to discuss. We want families to feel that they can approach school and that concerns will be listened to and dealt with promptly.

Your child's class teacher is usually the first point of contact for questions or concerns about your child's learning, progress, behaviour, friendships or wellbeing. You can speak to the class teacher at an appropriate time or contact the school office to arrange a meeting.

For concerns specifically relating to SEND provision, additional needs or support, you can contact our SENDCo, Mrs Griffith.

Mrs Griffith – SENDCo
lgriffith@st-patricks-staffs.staffs.sch.uk
01785 413275

If you are unsure who you need to speak to, please contact the school office on 01785 413275 and they will direct your query to the most appropriate member of staff.

Where concerns require additional support, we will work with you, your child and any relevant professionals to understand the concern and agree appropriate next steps.

Our SENCo is Mrs Griffith. She is responsible for coordinating SEND provision across the school, working closely with children, parents and carers, school staff and external professionals to ensure that children with SEND receive appropriate support.

If you would like to discuss your child's SEND needs or provision, you can contact Mrs Griffith:

Mrs Griffith – SENCo
lgriffith@st-patricks-staffs.staffs.sch.uk
01785 413275

Alternatively, you can contact the school office and request an appointment with Mrs Griffith.

Our governors have an important role in providing strategic oversight, challenge and accountability for the school. They monitor the quality and impact of provision and ensure that the school meets its responsibilities to children and young people, including those with SEND and children who are looked after.

Our SEND Governor is Hannah Brewer. Hannah has a background in education and social care, providing valuable knowledge and experience in relation to SEND, inclusion and the wider needs of children and families.

Hannah visits school termly to meet with the SENDCo and review SEND provision. During these visits she:

Reviews the provision and support in place for children with SEND.
Looks at the impact of SEND provision and interventions.
Meets with relevant staff and discusses current SEND priorities and developments.
Completes a SEND monitoring form and action plan following each visit.
Reviews progress against previously identified actions and agrees further actions where required.
Considers how effectively the school is identifying and meeting the needs of children with SEND.
Provides challenge and support to school leaders around SEND provision and outcomes.

The SEND Governor also has an awareness of the needs of children who are looked after by the local authority, including those who have SEND. The school works closely with the Designated Teacher for Looked After Children, foster carers, social workers and the Virtual School to ensure that the educational needs of looked after children are appropriately considered and monitored.

The governing body receives information about SEND and looked after children through the school's leadership and monitoring arrangements. Governors use this information to provide appropriate challenge and to ensure that resources, provision and school priorities are focused on improving outcomes for children.

At St Patrick’s, we believe that every child has the right to have their views heard and taken seriously. We ensure that children with SEND are supported to communicate their views in a way that is appropriate to their age, understanding and individual communication needs.

Children are encouraged to share their views about:

What they enjoy and are good at.
What they find difficult or challenging.
What helps them to learn and feel safe.
The reasonable adjustments and support that work best for them.
Their friendships and relationships.
Their emotional wellbeing and how they feel in school.
Their targets and progress.
Their hopes, interests and future aspirations.
How do children contribute their views?

Children's views are gathered through everyday conversations with trusted adults, observations, pupil voice activities and through their involvement in reviewing their own support.

Children with SEND are encouraged to contribute to their Pupil Passport and/or Access Card, including identifying what helps them to learn, regulate and participate. Their views are also considered when setting and reviewing SEND targets and interventions.

Where children have a Positive Behaviour Plan or Risk Assessment, we seek their views about situations they find difficult, possible triggers and strategies that they feel help them to regulate.

Children are also given opportunities to contribute their views through school-wide pupil voice activities, pupil questionnaires, class discussions and our pupil leadership opportunities.

How do we support children with SEND to have a voice?

We recognise that not all children communicate their views in the same way. Staff adapt how they gather pupil voice according to the individual child. This may include:

Using simple, age-appropriate language.
Giving children additional processing time.
Offering choices.
Using visuals, photographs, symbols or other communication resources.
Talking with children individually or in a quieter environment.
Using observation to understand a child's communication where they find it difficult to express themselves verbally.
Working with parents and professionals to understand the child's preferred communication methods.
Providing a trusted adult to help the child express and communicate their views.

Children are supported to understand their strengths, recognise what helps them and gradually develop confidence and independence in communicating what they need.

Supporting aspirations

We want children with SEND to have high aspirations for themselves. Staff talk to children about their interests, strengths, achievements and future hopes and use these to help shape their learning and support.

As children get older, we encourage them to take increasing responsibility for understanding their needs, identifying helpful strategies and contributing to decisions about their education.

Pupil voice and leadership

Children have opportunities to contribute to school life through class discussions, pupil voice activities, questionnaires and pupil leadership opportunities. These provide opportunities for children to share their experiences and help shape aspects of school life.

We ensure that children with SEND are supported to participate in these opportunities and that their views are valued alongside those of other pupils.

Our overall aim is that children feel heard, valued and understood, and that their views make a genuine difference to the support and experiences they receive in school.

At St Patrick’s, we value the contribution that parents and carers make to our school community. We encourage families to become involved in school life in ways that suit their interests, skills and availability.

Parents and carers can become involved through:

Our PTFA, supporting and helping to organise school events, fundraising activities and community events.
Volunteering as parent readers, supporting children with their reading in school.
Helping with school trips and visits, where appropriate and subject to the school's safeguarding requirements.
Supporting school events and activities throughout the year.
Taking part in parent workshops, meetings and Parent Forum opportunities, helping us to develop and evaluate our provision.
Sharing their skills, knowledge and experiences with the school community where appropriate.
Becoming a school governor

Parents and carers can also become involved in the strategic leadership of the school by becoming a school governor. Governors play an important role in providing strategic direction, support and challenge to the school.

When governor vacancies arise, information about how parents can express an interest or apply is shared with the school community. We welcome governors who can bring a range of skills, experience and perspectives to support the school and its pupils.

If you would like to find out more about volunteering, joining the PTFA or becoming a governor, please contact the school office on 01785 413275.

At St Patrick’s, we recognise that families may need support with a range of issues that can sometimes affect a child's education, wellbeing and ability to access school. We aim to provide a supportive, non-judgemental approach and help families to access the right services.

We can support families with a range of practical and emotional needs, including:

Financial difficulties, including signposting to relevant support, advice and services.
Housing concerns, including helping families to identify and access appropriate advice and support.
Early Help, including support with referrals and accessing Early Help services.
Family Practitioner support, where this is appropriate.
Help to understand and complete forms, applications and paperwork relating to a child's needs.
Support with writing letters and providing information for applications, including applications for benefits or additional support.
Support with identifying appropriate SEND and specialist services.
Signposting to community and voluntary organisations that may be able to provide additional support.
Support with concerns around attendance, behaviour, family circumstances or emotional wellbeing where these may be affecting a child's education.
Who provides this support?

The SENDCo, pastoral staff, Nurture Team and other appropriate members of the school team can provide initial support, depending on the family's needs. We can help families understand what support may be available, assist with paperwork where appropriate and make referrals or signpost families to specialist services.

Where more specialist support is required, we work with services such as Early Help, Family Practitioners, social care, health services and other relevant agencies.

Parents and carers can access support by speaking to their child's class teacher, contacting Mrs Griffith, SENDCo, or speaking to the school office. We will listen to the family's circumstances and help identify the most appropriate next step.

Mrs Griffith – SENDCo
128231; lgriffith@st-patricks-staffs.staffs.sch.uk
128222; 01785 413275

Our aim is to work alongside families, helping them to access the support they need while promoting independence and ensuring that children are able to attend, participate and achieve in school.

At St Patrick’s, we believe that children with SEND should have the same opportunities as their peers to take part in activities outside the classroom. We make reasonable adjustments and plan additional support wherever possible so that children can participate fully in school trips, visits, clubs, sporting activities and wider school experiences.

Our aim is always to include children with SEND rather than exclude them because of their needs. The only circumstances where participation may present a significant concern are where a child's behaviour or needs create a level of risk that cannot reasonably be managed safely, even with appropriate adjustments and support. In these circumstances, we will work with the child, parents and relevant staff to identify what additional support or adjustments could enable them to attend.

Activities outside the classroom

Children have opportunities to take part in a wide range of activities and experiences in addition to the core curriculum, including:

School trips and educational visits.
Sporting activities and competitions.
Forest School and outdoor learning.
School performances and celebrations.
Choir and music activities.
Lunchtime and after-school clubs.
Special events, visitors and enrichment activities.
Leadership and pupil voice opportunities.
Residential experiences where appropriate.

We also provide opportunities for children who need additional support during less structured parts of the day, including Break Time Club, Dining Club and Soft Starts.

Before and after school provision

We offer Soft Starts in the morning, including breakfast provision for children who may find the start of the school day challenging. This gives children an opportunity to settle into school in a calm and supportive environment before returning to class.

Other before and after-school opportunities and clubs are offered throughout the year depending on the school programme. Information about individual clubs, availability and any costs is shared with parents and carers when activities are offered.

Making activities and trips inclusive

When planning activities, clubs and trips, we consider the individual needs of children with SEND in advance. This may include:

Additional adult support.
Reasonable adjustments to activities or expectations.
Sensory or movement breaks.
Access to quieter spaces where available.
Visual information and preparation in advance.
Additional transition support.
Adapted equipment or resources.
Consideration of medical, dietary, communication, sensory or physical needs.
Individual Risk Assessments where required.
Positive Behaviour Plans where appropriate.
Working with external professionals where specialist advice is needed.

Where a child has an EHCP, Pupil Passport, Access Card or other individual plan, relevant information is considered when planning their participation.

Supporting my child to attend

We will always do our upmost to enable children to attend trips and activities. We will discuss the child's needs with parents and relevant staff beforehand and identify the support required.

Where a child has previously experienced difficulties with behaviour or regulation, we will consider what strategies have worked in school and how these can be adapted for the activity or trip. This may include additional staffing, a trusted adult, planned breaks, visual preparation or changes to the environment.

If there are significant safety concerns, these will be discussed openly with parents and carers. We will consider whether additional measures can be put in place to manage the risk rather than assuming that the child cannot attend.

Working with parents and carers

Parents and carers are involved in planning for trips and activities where their child's individual needs require additional consideration. We will discuss relevant needs, medical information, behaviour or regulation strategies, reasonable adjustments and any practical arrangements that may help their child to participate successfully.

We want parents and carers to feel confident that their child's needs have been considered and that the school is doing everything reasonably possible to support their participation.

Our approach is that every child should have the opportunity to experience the wider life of the school, develop independence, build friendships and make positive memories alongside their peers.

Provide details of the physical accessibility of the setting

St Patrick’s is a single-storey school, which supports access for children with a range of physical and mobility needs. There are very limited steps around the school and we consider individual access requirements when planning for children with SEND.

Wheelchair accessibility

The majority of the school is accessible without the need to use stairs. Where a child uses a wheelchair or has mobility difficulties, we will consider their individual needs and make reasonable adjustments to ensure they can access classrooms, learning spaces and school activities as fully as possible.

Where necessary, we will work with parents, health professionals and other relevant services to identify any additional equipment or adaptations required.

Accessible toilets and changing facilities

The school has accessible toilet facilities for children and adults who require them. These can be used by pupils with physical disabilities or mobility needs.

Where a child requires additional personal care or changing arrangements, we will work with the family and relevant professionals to agree appropriate support which protects the child's privacy, dignity and independence.

Parking, drop-off and pick-up

The school has limited parking available on the school site and access to the school is managed to ensure the safety of children, families and staff.

Where a child has a disability or mobility need that requires specific consideration for drop-off or collection, we will work with the family to make reasonable arrangements wherever possible.

Parents and carers are encouraged to speak to the school if their child's physical or mobility needs mean that they require an individual arrangement for accessing or leaving the school safely.

At St Patrick’s, we recognise that the school environment can have a significant impact on children's ability to feel safe, regulated and ready to learn. We make reasonable adjustments to support children with SEND to access the school environment and participate in school life alongside their peers.

Supporting children with sensory needs

We have a range of strategies and facilities to support children who experience sensory processing or regulation difficulties, including:

A dedicated sensory room where children can access appropriate sensory regulation activities.
Sensory Circuits to support children to regulate and prepare for learning.
Access to our Nurture provision and designated Nurture Team.
Opportunities for movement breaks and access to outdoor spaces.
A quiet table and quieter areas for children who find busy or unstructured environments overwhelming.
Soft Starts for children who find the beginning of the school day challenging.
Consideration of seating, positioning and the level of sensory distraction within the classroom.
Visual timetables, Now/Next boards and other visual supports to help children understand routines, transitions and expectations.
Access to appropriate sensory resources and equipment based on individual need.
Individual reasonable adjustments identified through a child's Pupil Passport or Access Card.

Where a child has particular sensory needs, staff work with the child and family to identify what helps them to remain regulated and access learning.

Accessing facilities available to all pupils

We aim for children with SEND to access the same facilities, activities and opportunities as their peers wherever possible. SEND should not be a barrier to participation.

Where a child requires additional support, we may provide:

Additional adult support.
Reasonable adjustments to the environment or activity.
Adapted equipment or resources.
Visual information and preparation before changes or unfamiliar activities.
Sensory or movement breaks.
Access to a quieter space when required.
Support with transitions between different areas of school.
Individual risk assessments where a child's needs require additional consideration.
Support from the Nurture Team during less structured or challenging times.

Children's individual needs are considered when accessing areas such as the playground, dining areas, hall, PE facilities, outdoor learning spaces and school trips. We work with parents, children and relevant professionals where specialist advice or additional equipment is required.

Our aim is to remove barriers to participation while promoting independence, so that children with SEND can access the full range of facilities and experiences available within school.

At St Patrick’s, we recognise that children and families communicate in different ways. We aim to ensure that communication is accessible, inclusive and appropriate to individual needs.

Supporting children with SEND

We regularly use a range of communication methods and adapt our approach according to the needs of each child. This may include:

Visual timetables to support understanding of routines and expectations.
Now/Next boards to help children understand what is happening now and what will happen next.
Visual prompts, symbols and photographs where appropriate.
Simple, clear and consistent language.
Giving children additional processing time.
Offering choices to support children to communicate preferences and make decisions.
Use of Pupil Passports and Access Cards to identify individual communication needs and effective strategies.
Alternative ways for children to demonstrate their understanding, rather than relying solely on spoken or written communication.
Observation and other non-verbal methods of understanding a child's communication where appropriate.
Support from the Nurture Team and trusted adults for children who find it difficult to communicate their feelings or needs.
Advice and strategies recommended by Speech and Language Therapy or other external professionals where appropriate.

Alternative and visual forms of communication are used routinely where they are identified as helpful for an individual child. Staff are expected to follow the reasonable adjustments and communication strategies identified for children with SEND.

Supporting parents and carers whose first language is not English

We want all parents and carers to be able to understand information about their child's education and communicate effectively with school.

Where a parent or carer has limited English, we will consider their individual communication needs and may use:

Clear, straightforward written and spoken communication.
Visual information where appropriate.
Translation or interpreting support where this is required.
Additional time or opportunities to discuss important information.
Support from appropriate services where specialist interpretation or translation is needed.

We will not rely on a child to interpret important information for their parent or carer.

Inclusive communication

We recognise that communication is not limited to speaking and writing. We encourage children to use the communication method that works best for them and make reasonable adjustments to enable them to express their needs, feelings, choices, views and aspirations.

Our approach is to ensure that every child and family can understand what is being communicated, communicate their own views and be listened to and understood.

If you are considering St Patrick’s for your child, your first point of contact is the school office. They can provide information about admissions, entry arrangements and the support available to children with SEND.

School Office
128231; office2@st-patricks-stafford.staffs.sch.uk
128222; 01785 413 275

Information about our admissions policy and arrangements for admission can be obtained from the school office. This includes information about arrangements for children with disabilities and SEND.

Parents and carers are encouraged to contact the school to discuss their child's individual needs before admission where appropriate. This allows us to understand the child's strengths and needs, consider any reasonable adjustments that may be required and work with the family and relevant professionals to support a smooth transition.

Where a child has SEND, the school will work with parents, the child's current setting and relevant professionals to gather appropriate information and plan for their needs. Where an EHCP is in place, we will work with the local authority and family in accordance with the statutory processes relating to school placement.

Our SEND Information Report provides further information about how we identify and support children with SEND once they are attending St Patrick's.

We welcome prospective parents and carers to visit St Patrick’s and find out more about our school.

We usually offer three Open Days for prospective families to visit the school, meet staff and find out more about our curriculum, provision and school community. Details of Open Days are shared with prospective families when dates are confirmed.

For in-year admissions, where a place becomes available, we can arrange an individual visit or tour with a member of staff. This gives parents and carers an opportunity to look around the school, ask questions and discuss their child's individual needs.

If your child has SEND or additional needs, we are happy to discuss these during the visit so that we can begin to understand what support or reasonable adjustments may be needed.

To arrange a visit or find out about upcoming Open Days, please contact the school office:

128231; office2@st-patricks-stafford.staffs.sch.uk
128222; 01785 413 275

We want families to feel welcome and informed and encourage parents to ask any questions they may have about joining our school.

At St Patrick’s, we recognise that transitions can be particularly important for children with SEND. We work closely with children, families and other settings to make transitions as smooth and positive as possible.

Joining St Patrick’s

Before a child joins us, we gather relevant information from parents and carers and, where appropriate, the child's previous setting or school. This may include information about:

The child's strengths, interests and aspirations.
SEND and medical needs.
Communication and sensory needs.
Current provision and reasonable adjustments.
Strategies that support learning, behaviour and emotional regulation.
Any relevant Pupil Passport, Access Card, EHCP or other support plans.

Where appropriate, we will liaise directly with the child's previous setting and relevant professionals to ensure that important information is shared and understood.

We can arrange visits and additional transition opportunities for children who may need them, including opportunities to meet key adults, see their classroom and become familiar with the school environment.

Moving on to secondary school

As children approach the end of Year 6, we work closely with their receiving secondary school and their SENCo to ensure that appropriate information is shared and provision is in place before the child starts.

For children with SEND, this may include:

Sharing the child's Pupil Passport, Access Card and relevant support plans.
Sharing information about successful strategies, reasonable adjustments and interventions.
Sharing information about communication, sensory, emotional and social needs.
Discussions between our SENDCo and the receiving secondary school's SENCo.
Additional transition visits where required.
Opportunities for children to visit their new school and become familiar with the environment and key staff.
Supporting children to understand and prepare for the changes involved in moving to secondary school.
Involving parents and carers in transition planning.
Ensuring that information from the child's EHCP and annual reviews is shared appropriately.

Where a child has more complex needs, we work with the receiving school and relevant professionals to plan transition carefully and ensure that the appropriate support is identified before the child moves on.

Preparing children for independence

Although we are a primary school and do not provide vocational awards, apprenticeships, traineeships, supported internships or formal work experience, we recognise that developing independence and life skills begins at an early age.

Children are encouraged to develop independence through everyday school life, including:

Managing their belongings and equipment.
Developing personal care and self-help skills.
Making choices and expressing their views.
Developing communication and social skills.
Managing emotions and developing regulation strategies.
Taking responsibility for tasks and routines.
Developing confidence, resilience and problem-solving skills.
Participating in pupil voice and leadership opportunities.

We encourage children to understand their strengths and interests and to develop aspirations for their future.

As a primary school, we do not provide careers advisors, job coaches, apprenticeships or supported internships. Where appropriate, we will work with families, the child's secondary school and relevant professionals to ensure that information about the child's needs, strengths and aspirations is passed on to support their future planning.

Our aim is to ensure that every child leaves St Patrick’s with the confidence, independence, skills and support they need to make a successful transition to the next stage of their education.

There are a number of services available to support children and families with SEND in Staffordshire. We can help families to identify the most appropriate service and, where appropriate, support them with referrals or accessing information.

Staffordshire SENDIASS (SEND Information, Advice and Support Service)
Staffordshire SENDIASS provides free, impartial and confidential information, advice and support to children and young people with SEND and their parents and carers. They can provide support around SEND provision, Education, Health and Care Plans, meetings, appeals and understanding your rights.

Families can access further information and contact details through the Staffordshire SENDIASS website.

Staffordshire Connects
Staffordshire Connects provides information about local services and support for children, young people and families, including SEND, health, education, childcare, family support and community services.

Staffordshire County Council – SEND Local Offer
The Staffordshire SEND Local Offer provides information about services, support and provision available for children and young people with SEND across Staffordshire.

Families can also speak to Mrs Griffith, our SENDCo, or the school office if they are unsure which service may be able to help. We can listen to the concern, provide information and signpost or support families to access the appropriate service.

School contact:
128231; office2@st-patricks-stafford.staffs.sch.uk
128222; 01785 413 275

We work closely with families and external services to ensure that children receive appropriate support and that parents and carers know where they can go for further advice.

02.09.2026 - Reviewed February 2027

At St Patrick’s, we want parents and carers to feel able to raise concerns and provide feedback. We take concerns seriously and aim to resolve them quickly, openly and respectfully.

If you are unhappy about something relating to your child's education, SEND provision or wellbeing, we encourage you to:

Speak to your child's class teacher in the first instance, where appropriate.
If your concern relates specifically to SEND provision, you can speak to Mrs Griffith, our SENDCo.
If the concern has not been resolved, you can contact a member of the Senior Leadership Team or Headteacher.
If you remain unhappy, you can follow the school's formal complaints procedure.

Parents and carers can provide feedback through meetings with staff, SEND reviews, parent meetings, Parent Forum opportunities, telephone conversations, email or by speaking to the school office.

We encourage concerns to be raised as soon as possible so that we have the opportunity to understand what has happened and work with the family to find a suitable resolution.

Complaints policy

Our Complaints Policy sets out the school's formal process for making and responding to complaints, including the different stages of the procedure and how a complaint can be escalated if it is not resolved.

A copy of the policy is available through the school's policies section on the school website or can be requested from the school office.

School Office
128231; office2@st-patricks-stafford.staffs.sch.uk
128222; 01785 413 275

We aim to work in partnership with families and encourage parents and carers to speak to us if they have concerns. Our priority is to listen, understand the issue and work together to achieve the best possible outcome for the child.