We know when pupils need help if:
Concerns are raised by parents/carers, teachers, or the pupil’s previous school/preschool provider.
Tracking of attainment indicate a lack of or slower rate of progress compared to their peers.
Pupil observation indicates that they have additional needs in one of the four areas:
• Communication and interaction;
• Cognition and learning;
• Social, mental and emotional health;
• Sensory/physical.
A pupil asks for help.

Early action:
All pupils have individual curriculum targets set in line with national outcomes. These are discussed with parents at events such as Parents Meetings. Pupils attainments to meet these targets are tracked using the whole school tracking system.
Pupils who are failing to make expected levels of progress are identified very quickly and immediate action taken as a result of discussion between the school staff and parents/carers.
This action will include reflection upon the effectiveness of teaching strategies and the implementation of adjustments to increase progress. If appropriate, this will include identification by the pupil of their perceptions of barriers to learning and the action needed to reduce/remove them.
Where it is decided that formal action is required to increase rates of progress, this will follow an assess, plan, do and review model.
An individual assessment of the pupil will be undertaken in order to make an accurate assessment of their needs. Parents will always be invited to this early discussion to support the identification of action to improve outcomes.

If you have concerns regarding your child’s progress, then please discuss these first with your child’s teacher. This may result in a referral to the schools Special Educational Needs and Disabilities Co-ordinator whose name is Mrs Kay Hanson and whose contact details are 01283 840206 or via email: SENDCO@richardclarke.staffs.sch.uk

All parents’ concerns will be listened to. Parents’ views and aspirations for their child will be central to the assessment and provision that is provided by school.

Policies and information relating to Special Educational Needs and Disability can be found on the school website. These Include:
Admissions policy
Accessibility Plan
Equality information and objectives
SEND Information for parents that outlines the school’s policy towards pupils with Special Educational Needs and/or disabilities
Pupil Premium strategy
Safeguarding policy
Health and Safety policy
Anti-bullying policy
Intimate care toileting policy
Attendance policy
Behaviour policy
Assessment and reporting policy
Teaching and learning policy
Remote learning policy
First Aid and Medical policies

All pupils will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners.
Pupils with a Special Educational Need and/or a disability will be provided with “reasonable adjustments” in order to increase their access to the curriculum.
The quality of teaching is monitored through a number of processes that includes:
• monitoring by the senior leadership team, the Special Educational Needs and Disabilities Co-ordinator and external verifiers;
• ongoing assessment of progress made by pupil in specific intervention groups;
• work sampling on a termly basis;
• scrutiny of planning;
• teacher meetings with the Special Educational Needs and Disabilities Co-ordinator;
• pupil and parent feedback when reviewing target attainment;
• whole school pupil progress tracking and intervention analysis;
• attendance and behaviour records.
If a child is identified as may having Special Educational needs and/or a Disability (SEND):
Additional action to increase the rate of progress will be identified and recorded. This will include a review of the impact of the differentiated teaching being provided.
If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class teacher with advice from the Special Educational Needs and Disabilities Co-ordinator (SENDCO).
Parents will be informed that the school considers their child may require SEND support and their partnership sought in order to improve attainments.
SEND support will be recorded on a plan that will identify a clear set of expected outcomes, which will include relevant academic and developmental targets. Progress towards these outcomes will be tracked and reviewed termly with parents and where appropriate, by the pupil.
If progress rates are still judged to be inadequate despite the delivery of high-quality interventions, advice may be sought from external agencies. This will be undertaken after parent’s have been consulted and may include referral to:
• Special Educational Needs Inclusion Service (SENIS)
• Behaviour Support Service
• Autism Outreach Team
• Hearing/Visual Impairment team
• Educational Psychologist Service
• Social Services
• School Nurse/Mental health support services
Occasionally, some pupils may fail to meet the expected levels of progress, despite the relevant and purposeful action taken to meet their special needs. In this instance, the school or parents may consider requesting an Education, Health and Care needs assessment that will be undertaken by the Local Authority.

Teachers plan using pupils’ achievement levels and National Curriculum guidelines based upon the age of the children they teach. They carefully differentiate work to match the ability of all pupils in the classroom.
When a pupil has been identified as having Special Educational Needs, their work may be further differentiated by task, outcome or the support (both peer and adult) by the class teacher to remove barriers to learning and enable them to access the curriculum more easily. In addition, they may be provided with additional support that may include specialised equipment, resources or ICT (Information Communication Technology).

The school receives funding to respond to the needs of pupils with Special Educational Needs and Disabilities from a number of sources:
A proportion of the funds allocated per pupil to the school to provide for their education (the Age Weighted Pupil Unit).
The Notional Special Educational Needs budget, allocated by the Local Authority and based upon proxy indicators that include pupil poverty.
For those pupils with the most complex needs, the school may be allocated Additional Educational Needs funding via the Local SEN Hub or additional funding to provide resources identified in an Education Health and Care plan from the Local Authority.
This funding is then deployed to provide the support required by pupils with Special Educational Needs and Disabilities through, for example:
• In-class teaching support from teaching assistants;
• Small group support from teaching assistants e.g. intervention groups, literacy and numeracy support;
• Specialist support from teachers e.g. 1:1 tuition;
• Medical support;
• Bought-in support from external agencies e.g. speech and language support;
• Provision of specialist resources;
• Continuous Professional Development relating to Special Educational Needs and/or Disabilities for staff.

For pupils with Special Educational Needs and/or Disabilities but without an Education, Health and Care plan, decisions regarding the support required to enable pupil progress will be taken at joint meetings with the Special Educational Needs and Disabilities Co-ordinator, class teacher and parent.
For pupils with an Education, Health or Care plan, decisions regarding support will be reached with the Local Authority in agreement with parents and school when the plan is being produced or at an annual review.
Arrangements relating to the deployment of Special Educational Needs and/or Disability funding, are shared with and agreed by the Local Governing Board.

Resources to support pupils with Special Educational Needs and/or Disabilities will be provided by the school as funding allows.
For pupils with more significant needs, an Educational Health and Care needs assessment will be requested by the Local Authority in line with statutory guidance in the SEND Code of Practice and the legal requirements outlined in the Children and Families Act 2014. If this application results in an Education, Health and Care plan, then the additional resources to meet the pupils’ needs will be funded by the Local Authority.
In some situations, targeted additional resources to support individual pupil learning and inclusion may be provided by external agencies e.g. occupational therapists/speech and language therapists, local special schools.

The aims of outcomes of interventions will be discussed with parents at each review and appropriate targets decided.
Parents are encouraged to make appointments to meet with class teachers, communicate with teachers via email or telephone, at times accessible to both, to discuss individual pupil’s progress to target attainments.
In all cases, attainments towards the identified outcomes will be shared with parents termly through consultation meetings that will include a review of the impact of the Assess, Plan, Do, Review cycle.
For pupils with more significant needs or where it is appropriate (for instance for assessing the effectiveness of action targeting pupils social, emotional and mental health needs) reviews will be more regular with spacing agreed with parents.
Reviews will include consideration of any external support that might further support pupil progress e.g. referral through the GP to therapists.

Parents are encouraged to use the school website www.richardclarke.staffs.sch.uk. to locate links to websites and resources useful in supporting parents to help their child learn at home.
The class teacher or the Special Educational Needs and Disabilities Co-ordinator may also suggest additional ways of supporting your child’s learning as appropriate.
The school organise parent workshops during the year. These are advertised on the school newsletter and aim to provide useful opportunities for parents to learn more about the curriculum that is being offered to their child.
Parents are always welcomed into the school to discuss additional home learning opportunities for their child.

As appropriate, pupils are involved in ongoing discussions regarding their progress towards targets identified with them and any further action they feel might be needed to promote increased success. Discussions are ongoing with staff providing interventions and support. Brief notes of pupils’ views are recorded and available to share with parents during reviews.

Termly meetings are held between the Special Needs and Disabilities Coordinator and the SEN link governor who has additional qualifications in delivering support to pupils with additional needs.
During these meetings, results of annual parent and pupil surveys, data on progress, impact of interventions etc are scrutinised. Briefings on these meetings are recorded and shared with members of the Local Governing Board.

All arrangements for pupil handover are identified on the school website but reasonable adjustments are made as required for pupils with Special Educational Needs and/or Disabilities.
Pupils who find outside class times difficult are provided with a support plan that includes strategies to support social inclusion.
Supervisory staff are trained in supporting all pupils to be included in out-of-classroom activities such as break times
PE lessons are differentiated to enable all pupils of all abilities to take part. Where necessary PE interventions and support are offered.
Risk assessments are carried out and procedures are put in place to enable all children to participate in all classroom and school activities including visits and trips.

The school’s behaviour and antibullying policies and practices, place an emphasis on inclusion and friendship. The impact of these policies are evaluated and reported annually through both pupil and parent questionnaires.
The school’s curriculum and extra curricular activities supports the development of friendships and positive relationships throughout the curriculum and in particular our RE (Relationships Education), PSHE (Personal Social Health and Economic Education), and our RE (Religious Education). Assembly themes and our core values of TEAMWORK, RESPONSIBILITY, CONSIDERATION, FIRENDSHIP and SUCCESS, all contribute to support for children's social and and emotional development.

Pupils with medical needs will be provided with a detailed Health Care Plan, compiled in consultation with NHS representatives, parents and if appropriate, the pupil themselves.
Staff who administer medicine complete training and are signed off by the NHS representatives as competent.
All medicine administration procedures adhere to the Local Authority policy and Department for Education guidelines included within Supporting pupils with Medical Conditions at School (DfE). https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions

RCFS has a positive behaviour policy that has been written in partnership with parents of pupils with Special Educational Needs and/or Disabilities.
Early conversations take place between class teachers, the Special Educational and Disability Co-ordinator and parents to identify potential reasons for negative behaviours that may impact on pupil learning and social success.
Actions are agreed to reduce behaviours that adversely impact on pupils learning and inclusion and regularly monitored for impact.
If necessary, parental agreement is sought to involve external specialists to contribute to the identification of strategies to support individual pupil inclusion and success. This may include referral to external agencies such as social care, health and/or behaviour specialists.

All pupils who are in the care of the Local Authority receive additional support and monitoring to ensure their success and inclusion. In most cases, this will include seeking input and support from the Local Authorities Virtual Headteacher for Looked after Children.
Mrs Kay Hanson is the school's Looked After Children lead.
The Local Governing Board link governor for Looked after Children is Mrs Carol Smart who monitors data on all vulnerable pupils outcomes and ensures evidence-led strategies are in place to support them.

Class-teachers and teaching assistants assigned to that class.
Special Educational Needs and Disability Coordinator.
Supervisory staff.
Parents and/or carers.
External agencies as appropriate.

Information on individual pupils with Special Educational Needs and/or Disabilities is stored in individual files and these are shared with class teachers/teaching assistants.
Termly meetings are held between class teachers/teaching assistants and the Special Educational Needs and Disability Coordinator where the progress and inclusion of each child on the Special Needs or vulnerable child register are discussed and action decided and recorded.
Specific issues that require support out of the classroom e.g. medical or social and emotional needs, are shared with supervisory staff to ensure all action is taken to promote pupil care and social integration in and outside of the classroom.

School staff have received a range of training at three levels; awareness, enhanced and specialist. This has included training on:
• How to support pupils with a diagnosis of dyslexia.
• How to support pupils on the autistic spectrum
• How to support pupils with social, emotional and mental health difficulties
• How to support pupils with speech, language and communication difficulties
• How to support pupils with attachment issues
• Lego as therapy
• Motor skills United and Sensory circuits
• Relax Kids mindfulness
• Adverse Childhood Experiences and Trauma informed
• Talking Partners
• Fisher Family Trust (FFT) reading and writing intervention.
• Attendance at the termly SENDCO(Special Educational Needs and Disabilities Co-ordinator) Update
The school has gained full dyslexia support status and implements strategies to support the success of all pupils with literacy difficulties.
Recent training has been delivered to all staff on the impact of trauma on pupils’ learning and behaviour. We are a Trauma informed school and this is reflected in our policies and practices.

The school involves, as appropriate, specialists in health to support pupils with medical, social emotional and mental health needs.
Parents are alerted to contact their GP if school becomes aware of difficulties that might benefit from medical investigation e.g. Autism Spectrum Conditions (ASC), Attention Deficit Hyperactivity Disorder (ADHD), Emotional and Mental Health issues, Speech, Language and Communication issues (S&L), fine and gross motor skills
Members of staff have undertaken training in trauma awareness and provide talking therapies such as Lego as Therapy to pupils when needed.
The school has a visiting Speech, Language and Communication therapist who supports the staff with meeting the needs of pupils with difficulties in these areas.

Parents with concerns regarding their child should speak in the first instance to their child’s class teacher.

The Special Educational Needs coordinator is Mrs Hanson. Her contact details are; SENDCO@richardclarke.staffs.sch.uk.
01283 840206

The Local Governing Board act a ‘critical friend’ to the school and are the eyes and the ears of the Trust board in terms of monitoring the running and performance of the school.
The SEN link Governor is a member of the Local Governing Board and meets termly with the Special Educational and Disability Coordinator to discuss issues relating to pupils with special educational needs, those with a disability, vulnerable pupils including those looked after by the local authority and those pupils who are eligible for Pupil Premium.
Notes from meetings are discussed at Local Governing Board meetings where decisions are taken regarding future action needed.
The SEN link Local Governing Board member is Mrs Carol Smart who can be contacted by parents via the school office.

Pupils are encouraged to contribute to all decision making relating to delivery of strategies to respond to meeting their additional needs. This takes place formally at review of their support but is also an ongoing process in conversations during times where interventions are delivered.

All pupils are enabled and supported to provide feedback appropriate to their age during the annual pupil survey. Results of this survey are discussed at Local Governing Body meetings and any further action need as a result decided and implemented.

Opportunities for parent involvement are identified in the weekly parent newsletter and include for instance encouragement to join parent focus groups, volunteer for school-based tasks such as hearing readers, take part in parent awareness raising sessions on curriculum areas, join the Parent Teacher organisation or the Local Governing Body as vacancies occur.

RCFS is proactive in supporting parents to access external support and benefits and reminds parents that this service is available to them.
RCFS has a history of providing ongoing support to the whole family and not just the pupil.

All pupils are included in all school activities inside and outside of the classroom. This includes trips, events, after school clubs.
In appropriate cases, risk assessments are completed with parents and reasonable adjustments put in place to support their child’s active inclusion.
All out of classroom events, trips and after school clubs are shared with parents via the school website and through the weekly parents’ newsletter.
There are charges attached to some of these events, but parents are encouraged to contact the headteacher if these present a barrier to their child’s attendance.

The following adaptations have been made to the school environment:
All steps edged with yellow to ensure they are easier for those with visual impairments to negotiate
A medical room which hosts a fridge has been provided in order to enable a safe place for insulin testing/injections.
Changes to school entrance and courtyard have improved accessibility for pupils and visitors.


All statutory policies and other information relating to Special Educational Needs and/or Disabilities are available on the school website to promote accessibility.
Is the building wheelchair accessible? Partially Accessible
The school includes Victorian buildings but most of the site can is accessible to wheelchair users by utilising different routes.
Are disabled changing facilities available? Yes
Disabled changing can be provided in the medical room.
Are accessible toilet facilities available? Yes
Accessible toilet facilities are available (female staff toilet)
Does the school have parking areas for pick-up and drop-offs? Yes
This area is clearly marked and is just outside the school entry. Please ring for entry through the gates once school is in session.

The following adaptations have been made to the school environment:
The school has a small shared break out space to support pupils with SEND. It is a multi purpose space and can be used for interventions, nurture and for sensory needs. It is timetabled as appropriate.

The school has an Accessibility Plan that describes the actions the school has taken to increase access to the environment, the curriculum and printed information.

RCFS is committed to making arrangements to communicate with parents whose first language is not English.

Planned admission for our school is 30 pupils.

Full time places in reception classes will be available in the September of the academic year within which the child becomes five years old.

RCFS follow the Local Authority admissions policy.

For in year admissions please contact the school to find out if there are spaces. 01283 840206 or email office@richardclarke.staffs.sch.uk

Arrangements for Open days are identified on the school website and are usually in October.

A video of a Virtual Open Day (2020) is located here. https://www.richardclarke.staffs.sch.uk/about-us/virtual-open-day-event-october-2020/

All parents who wish to visit the school are welcome to do so. Please contact the school office for an appointment 01283 840206

A number of strategies are in place to enable effective pupil’s transition.
These include:
On entry:-
A planned programme of visits are offered, including the lunchtime experience in the summer term for pupils starting in September.
Parent/carers are invited to two induction meetings at the school and are provided with a range of information to support them in enabling their child to settle into the school routine.
For new pupils, the Special Educational Needs and Disabilities Co-ordinator will discuss any concerns/needs via telephone or meet with all previous providers staff (where applicable) or parents of pupils who are known to have Special Educational Needs and Disabilities, to allow concerns to be raised and solutions to any perceived challenges to be located prior to entry.
If pupils are transferring from another school, the previous school records will be requested immediately and a meeting will be set up if requested with parents to identify and reduce any concerns.

Transition to the next school:
The transition programme in place for pupils in Y4 provides a number of opportunities for pupils and parents to meet the staff and peers in the new school. These opportunities are further enhanced for pupils with SEND on an individual case basis.
The annual review in Y3 or 4 for pupils with an Education, Health and Care plan begins the process where parents are supported to make decisions regarding their middle school choice.
Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information is comprehensive but accessible.
Parents will be enabled to consider options for the next phase of education and may like to take advantage of the support offered by the independent Staffordshire School Choice. Information on this service is located on the Staffordshire website.
Accompanied visits to other providers may be arranged as appropriate.
For pupils transferring to local schools, the Special Educational Needs and Disabilities Co-ordinators of both schools will discuss the needs of pupils with Special Educational Needs and Disabilities in order to ensure a smooth transition.
Feedback from the previous years’ pupils on the effectiveness of the transition process will inform any future process.
The records of pupils who leave the school mid-phase will be transferred as soon as possible after parents have notified their child has been enrolled at another school.

Staffordshire SENDIASS SEND Family Partnership
If you have a general enquiry, would like to speak to one of the team or a parent wanting to request information and support please telephone 01785 356921 during office hours. Alternatively email on sfps@staffordshire.gov.uk

Information Advice & Support Service leaflets and information (see link)

SEND Code of Practice 0-25 years (DfE) SEND code of practice: 0 to 25 years - GOV.UK (www.gov.uk)

The school’s SEN Information Report is updated at least annually. It was last reviewed in September 2021.

If parents have worries relating to the provision being made for their child please raise concerns with:
The pupil’s class teacher.
The Headteacher/Special Educational Needs and/or Disability coordinator – Mrs K. Hanson.
The School Governor with responsibility for Special Educational Needs and Disabilities - Mrs Carol Smart.
The Uttoxeter Learning Trust CEO - Mrs S. Clark