Archive for January, 2017

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Sacred Heart Primary School Special Educational Needs and Disabilities Policy

Wednesday, January 25th, 2017

Our Promise

“High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. This is special educational provision under Section 21 of the Children and Families Act 2014. Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision is underpinned by high quality teaching and is compromised by anything less.” (SEN Code of Practice 2014 s1.24)
At Sacred Heart we are committed to meeting the educational needs of all children, including those with special educational needs and disabilities, and ensuring that they make progress. In line with our mission statement and current legislation, we endeavour to ensure that every child is included in all aspects of school life and is supported appropriately to access a broad and balanced curriculum.

Definition of Educational Special Needs

The SEN Code of Practice 2014 states: “A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • Has a significantly greater difficulty in learning than the majority of others of the same age, or
  • Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

Our Aims

In providing for children with Special Educational Needs we aim to:

  • Develop all children to their full potential and to value them equally; irrespective of ability, disability, race, gender or background and to give everyone access to the whole curriculum.
  • Identify children’s needs as early as possible, in order to support their physical, social, emotional or intellectual development.
  • Make sure that there is a consistent, whole-school approach to the identification and provision for pupils with special needs throughout the school.
  • Involve parents in a partnership of support.
  • Monitor and evaluate the child’s progress, providing the appropriate information and records as part of this process.
  • Embrace inclusion for all pupils and ensure a policy of integration into all activities of the school.
  • Comply with the 2014 Code of Practice.

The school aims for each child to realise their full potential in a caring, supportive environment, which provides equal opportunities for all. All children have individual needs, many of which can be met within the normal environment of the classroom through a differentiated curriculum.

Identification of pupils with SEN

  • Pupils may be identified by parents or the school. The progress of all children is monitored and pupils making less progress than their peers will be brought to the attention of the school SENCO and Headteacher. Monitoring will be through testing such as SATs, the use of RAISE on line, through class based assessment and through informal observation.
  • At this point parents will be asked to discuss these difficulties and will be involved in formulating a plan of action for that child with the class teacher and SENCO.
  • The plan of action may be formalised and monitored using an SEN Support plan and/or Individual Education Plan which will be overseen by the class teacher and the SENCO, with copies kept in class, on the secure server and the pupil’s file after it has been discussed with parents. The child’s name will be added to the Special Educational Needs Register.
  • If external advice is required e.g. specialist academic assessment, medical advice (e.g. from the physiotherapist, occupational therapist, paediatrician, speech and language therapist), this will be recorded on the pupil’s file and relevant provision will be put in place.
  • If necessary, teachers and teaching assistants will receive training to deal with the specific needs of the child.
  • Pupils with complex or extreme difficulties may have the support of an Education, Health and Care Plan (EHCP). The All About Me Profile within this will be completed alongside the parents and will be personalised to the needs of the individual child.


  • Provision for children with Special Educational Needs and Disabilities will be in accordance with the schools local offer.
  • Every effort will be made to include pupils with SEN within the full curriculum where this does not cause danger or distress to the child, to members of staff, or the rest of the class. This applies to curriculum activities in and out of school.
  • In line with the Special Educational Needs Disability Discrimination Act (2001), school will endeavour to ensure that all children with SEN enter fully into all aspects of school life: children with SEN are involved in all PE activities, including swimming, and are also considered for school teams.
  • Extra curricular activities such as choir, sports, drama productions and clubs are open to all children.
  • The needs of SEN children are considered carefully on all school visits so that they can participate in the activities. We consider this particularly important as many learning opportunities are afforded during these visits. The Risk Assessment will specify any particular needs.
  • Children requiring help with medical needs, social care or self-help skills will be treated sensitively and have their needs specified on a Care Plan which has been agreed and signed by the child’s parents.

Roles and Responsibilities

The Governors

  • Will appoint a representative to oversee SEN issues.
  • Will ensure that monies are set aside to develop resources in curriculum areas.
  • Will ensure that staff are kept fully up to date regarding SEN issues and undertake appropriate training.
  • Will ensure that funding delegated into school for pupils with SEN will be used to employ support staff ad specialist teachers, to undertake specialist assessments, for staff training and to provide specifically modified resources.
  • Will ensure access for pupils or parents with disabilities. The school has made certain that physical access to the building meets all requirements for children presently on roll. Physical access via doors and corridors meets all requirements for any person using a wheelchair. Changing facilities, toilet and shower facilities are all within recommended guidelines.
  • Will ensure that the building is audited, if required, to ensure that the physical space is suitable e.g. for pupils with toileting, mobility or auditory needs.
  • Will ensure that a special educational needs policy is in place, monitored and updated annually, and is available to staff, parents and the school Governors.

The Headteacher

  • Is the school’s person who is responsible for ensuring the needs of all pupils are met.
  • Will liaise regularly with the Governors to ensure that the needs of all pupils are considered.

The SENCO (Special Needs Co-ordinator)

  • Will ensure the effective day to day operation of the SEN policy within school.
  • Will contribute to the school development plan within the area of SEN.
  • Will co-ordinate provision for all pupils identified as having a special educational need by liaising with teachers, identifying training needs, checking the appropriate nature of IEPs, liaising with professionals, arranging meetings, EHCPs are correctly followed, organising Annual Reviews and transition meetings, liaising with TAs, keeping the SEN register up to date and ensuring all relevant paperwork is up to date.
  • Will also be responsible for collating information regarding pupils’ medical reports.
  • Will be responsible for having an up to date knowledge of current SEN legislation at national and county level.
  • Will ensure that this statement is followed and arrange for it to be reviewed as required with input from all the relevant professionals. This is currently 6 months after the EHCP is issued, and annually thereafter.

Teaching Staff

  • Will be responsible for differentiating the curriculum for pupils with special educational needs and will monitor their progress with guidance and advice from the school SENCO, and where appropriate, outside agencies. This includes writing appropriate IEPs which reflect the Action Plan set out in discussion with parents.
  • Will review and monitor the progress made by all children in their subject area as well as the effectiveness of resources and other curriculum material.
  • Will ensure that all children participate in their learning and take responsibility for their behaviour and learning as far as possible. They will also ensure that the attainment of pupils with special educational needs is maximised.
  • Will monitor the progress of pupils with a differentiated curriculum using PIVATS where appropriate. This is used to record progress for pupils making small steps of progress.
  • Will meet with parents termly to review progress made by children.
  • Will select the most appropriate strategies for teaching those children with SEN in the classroom.

Teaching Assistants:

  • Will work as directed by the class teacher, SENCO or Headteacher.
  • Are responsible for ensuring that programmes given to them are carried out and a record is made. This record will be used to evaluate the IEP.
  • May support pupils within class, withdraw to a quiet or more appropriate area of school to work one to one, or offer small group interventions.
    Welfare staff
  • Will be made aware of the needs of children who require specific supervision.
  • Will report back to the class teacher who will inform the SENCO of any problems.


  • Will be treated as partners and invited into school to participate in review meetings. If they are unable to attend, a copy of the new IEP will be sent home and the parents’ views will be welcomed.
  • Will be welcome to discuss their child’s progress at any time.

Will be supported in order that they will be able and empowered to:

  • Recognise and fulfill their responsibilities as parents and play an active and valued role in their child’s education.
  • Have knowledge of their child’s entitlement within the SEN framework.
  • Make their views known about how their child is educated.
  • Have access to information, advice and support during assessment and any related decision making processes about special educational provision.

The Pupil

  • Wherever possible, the child’s view of progress will be sought and treated as a valuable contribution when future action is considered.

IEP Reviews

The class teacher, SENCO, parents and the child will regularly review the progress of all children with SEN at least termly in line with the guidance laid down in the Code of Practice.

This review will focus on:

  • Progress made by the child.
  • Effectiveness of support programme.
  • Future action.
  • Provision which may also be impacting on progress.

Parents of a pupil on the special needs register should discuss any concerns they have with the school SENCO. If these are not resolved then the Headteacher or SEN Governor would become involved.

To make communications effective all staff should:

  • Acknowledge and draw on parental knowledge and expertise in relation to their child;
  • Focus on the child’s strengths as well as areas of additional need;
  • Recognise the personal and emotional investment of parents and be aware of their feelings;
  • Ensure that the parents understand procedures, are aware of how to access support in preparing contributions, and are given documents to be discussed well before meetings;
  • Respect the validity of differing perspectives and seek constructive ways of reconciling different viewpoints;
  • Respect the differing needs parents themselves may have, such as a disability or resources etc.

Reference has been made to the following reviews and reports:
SEN Code of Practice
The Authority Policy on SEN
The Equality Act 2010
LCC Criteria for Carrying Out Statutory Assessments and Drawing Up Statements of Special Educational Needs

Reviewed by: Mrs. H. Bowden (SENCo) 12th January 2017

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SEN Information Report January 2017

Wednesday, January 25th, 2017

The following document is the SEN Information Report for Sacred Heart RC Primary School. It is in keeping with the requirements which can be found in the Code of Practice on page 106, section 6.79.

1. What kinds of special educational needs do we provide for?

Sacred Heart RC Primary School is a mainstream primary school and has an annual intake of 30 children. Sacred Heart RC Primary School is an inclusive school and we ensure that all children regardless of race, gender or ability are catered for within the life of the school. The school’s mission statement reflects this commitment:
‘Love one another as I have loved you.’

During the past and current academic year, the school has catered for children who have specific SEND needs including:

• Speech and language needs,
• Physical needs,
• Dyslexia,
• Emotional and behavioural needs,
• Complex medical needs.

Prior to this, the school have also supported children with visual impairments, hearing impairments, dyscalculia and autism.

Sacred Heart RC Primary School is fully accessible to wheelchair users. The main school is all on one level and where necessary, ramps have been installed as opposed to steps for accessibility. Accessible toilet facilities are available. The school also has one disabled parking space.

2. Information, in relation to mainstream schools and maintained nursery schools, about the school’s policies for the identification and assessment of pupils with special educational needs.

The staff at Sacred Heart RC Primary School work very hard to ensure that all children receive a smooth transition into school. Upon arrival, the relevant staff are fully aware of any needs a child may have, either from previous settings (previous school or early years setting), medical professionals or parents. The school also ensures that they are in receipt of any important documents linked to a child as quickly as possible. Staff are happy to attend transition meetings were ever possible to aid this transition.

Sacred Heart RC Primary School has a robust tracking system in place. Each child is closely monitored throughout their time at the school. Staff use a range of different assessment tools to assess, including published assessment tasks, (testbase, previous SATs papers), the Lancashire KLIPs, more informal observations and their own professional judgement. It is through these assessments that staff are quickly able to identify those children who either need extra support or more targeted intervention. The school employs a graduated response in ensuring that children with specific SEN achieve their full potential. The school also employs a Family Learning Mentor (FLM) to support children who may have any social, emotional, or behavioural barriers to learning.

3. Information about the school’s policies for making provision for pupils with special educational needs whether or not pupils have EHC Plans.

Sacred Heart RC Primary School has a strong monitoring system in place to evaluate the effectiveness of any SEN provision. Staff are expected to write termly IEPs for any identified children and write their own provision map for their cohort. At the end of every term, staff evaluate both documents and write new targets accordingly. If any child causes concern, they are quickly highlighted to the school SENCo and the wider senior management team.

Class teachers are expected to cater for all children in their class through quality first teaching, regardless of any SEND. If it is deemed that a child would benefit from extra intervention, the class teacher will put the child in the appropriate intervention group. As children start an intervention programme, a baseline assessment is made and then again following the completion of the programme. All intervention taking place, is recorded by staff taking the groups. This information is used to help evaluate any IEPs and to also monitor the impact of the various groups. The SMT regularly make observations of the planned intervention taking place throughout school. These observations are discussed as part of SMT meetings and appropriate actions are then taken to take the children’s learning and the SEND provision of the school forward. Children’s work books and planning are also regularly monitored. The school uses many intervention programmes including:

  • POPs reading scheme,
  • Early Literacy Support
  • Max’s Marvellous Maths
  • Numicon,
  • Smart Moves,
  • Fine Motor Skills
  • WellComm
  • Speech and language programmes provided by trained speech and language therapists,
  • Toe-2-Toe
  • Handwriting groups,
  • Nurture groups with FLM.

As well as designated teaching staff, support staff throughout the school support the various intervention groups.
Some children within school will need a more tailored, personalised curriculum to meet their individual needs. In these cases, individual education plans (IEPs) will be put into place. After evaluation, if it is thought that the child has struggled to meet the specific, personalised targets, advice from outside agencies and / or an educational psychologist may be sought. This advice will be sought in accordance with a graduated response. All children with SEND are also actively encouraged to participate in wider school life including after school clubs and school trips.

All class teachers have a set level of children who are expected to achieve in line with expectations. This is linked to performance management. School data is rigorously analysed by the SMT and any children giving cause for concern are quickly highlighted and the appropriate cause of action is taken.

The staff at Sacred Heart RC Primary School appreciate that parents have a key role to play in their child’s education and therefore, seek to engage them as much as possible in helping their child achieve their maximum potential. The school holds regular parent’s evenings where children’s’ attainment and progress is discussed. Parents are also aware of the school’s open door policy at the beginning and end of the school day when they can speak to the class teacher about any concerns they may have (See section 7). The school also regularly seeks the voice of the child. Sacred Heart RC Primary School has a well-established school council. All pupils are encouraged to give their opinions and ideas to the council representatives.

As well as catering for children who have academic SEN, the school also supports children who have social and emotional difficulties. The school employs a family learning mentor who works with children to overcome any barriers to learning. The school is always alert to such events as bereavement and loss and seeks to support children in such circumstances by providing pastoral support with the FLM or through other groups who can come into school e.g. hospice groups. The school has experience of working with short stay behaviour schools and in such circumstances regular meetings are set up with all parties to achieve the best possible outcome for the child.

The schools’ SEND and anti-bullying policy is regularly reviewed by the appropriate member of staff.

4. In relation to mainstream schools and maintained nursery schools, the name and contact details of the SEN co-ordinator.

The SENCo at Sacred Heart RC Primary School is Mrs. Helen Bowden. She is available all day Monday to Wednesday and Thursday morning.
The Head teacher, Mr Paul Eaton, is available if an urgent response is needed.

5. Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secured.

As mentioned before, the school has had experience of working with children with a range of special educational needs. The school has one experienced teaching assistant who regularly works with children across the school with speech and language difficulties. Speech and language therapists regularly make appointments to come into school to update teaching staff in relation to any child’s speech and language care plan.
Staff work closely with other professionals, including Educational Psychologists, CAMHS, visual impairment specialists and other medical professionals e.g. paediatricians.
Sacred Heart RC Primary School regularly ensures that staff training is up-to-date. During the last academic year, the staff have had

  • Defibrillator training (delivered by NWAS)
  • Speech and language training (delivered by Bridge Speech Therapy)

All staff have a current first aid certificate and 3 members of staff have a paediatric first aid certificate.
During transition, the school based SENCo and the wider senior management team, seek to ensure that teachers feel fully equipped to teach children with any additional needs. Any relevant training and/or development is quickly sought.

6. Information about how equipment and facilities to support children and young people with special educational needs will be secured.

Sacred Heart RC Primary School is fully accessible to all including wheelchair users. The school has one disabled parking space.
All equipment in classrooms are at the appropriate height for the children. Some tables in the small group rooms have adjustable legs. Disabled toilet facilities are available.
Where a child has specific needs and requires the use of additional resources e.g. a raised writing platform due to a visual impairment, it would be expected that the authority whom the child is under would provide these resources in order to support the pupil in school.

Where a child is on an EHCP, depending on the banding of the EHCP, money allocated to the EHCP would be used to equip the school with the relevant resources.
The school allocates an annual budget to the development of SEN. The SENCo, along with the wider SMT make decisions about how best to use the budget in accordance with the needs of any SEND children throughout the school at that present time.

7. The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child.

Sacred Heart RC Primary School actively seeks to involve parents in the education of their child. Parents are aware of the school’s open door policy should they have any concerns about their child. Parents are notified of their child’s progress and attainment at 2 parent’s evenings during the year and through the annual school report.

Where a child is in receipt of an IEP, parents are invited to discuss this with the child’s class teacher. Parents are given a copy of the IEP so that they can work at home on the same targets.
Where a child has a medical condition that dictates that they need a care plan, parents are asked to come into the school so that the child’s needs can be discussed. Sacred Heart RC Primary School also asks parents to invite any health / medical professional along to the meeting in order to formulate the best care plan for the child.

In the event that the class teacher, SENCo and/or wider SMT deem it necessary to seek advice from other professionals including educational psychologists, the SENCo and class teacher will invite the parent’s of the child to an informal meeting in the first instance to discuss the relevant matters and ask for permission to proceed with the next course of action.

For parents of children who are going through the process of applying for an EHCP, the school seek to ensure that they are kept up to date with any developments. Once an EHCP has been issued, parents are invited to attend their child’s annual review.

8. The arrangements for consulting young people with special educational needs about, and involving them in, their education.

Staff seek to consult children at all levels if they are placed on the SEN register, however consultation with children will very much depend upon their age. The school currently has no children on an EHCP, however, the staff at Sacred Heart RC Primary School in the past have encouraged children to be involved in their Annual Reviews. Where it is deemed appropriate for a child to have an ‘All About Me Profile,’ staff seek to encourage children to contribute towards the document.
The school makes use of IEPs across the school. The targets on these are shared with children and their parents too.

9. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school.

The school has adopted the LCC Complaints procedures. In the first instance the parents should speak to the class teacher and/or SENCo. If the situation is not resolved it should be referred to the Head teacher and if it is still not resolved to the governing body of the school (Chair of Governors is Mr. R. Clegg). A full copy of the complaints procedure is available in school.

10. The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with section 32.

The school SENCo (Mrs. H. Bowden) and the FLM (Miss. K. Fagioli) are happy to discuss any issues relating to their child at a mutually convenient time. If appropriate, the SENCo and FLM are able to signpost parents to the relevant agency or service.
The school SENCo and the FLM have had experience of working with, amongst others:

  • Speech and language therapists,
  • Visual impairment specialists,
  • Occupational therapists,
  • Educational Psychologists
  • Specialist behaviour, short stay schools,
  • School nurse.

11. The school’s arrangements for supporting pupils with special educational needs in a transfer between phases of education or in preparation for adulthood and independent living.

The staff at Sacred Heart RC Primary School seek to ensure that all children have a smooth transition into school, whether that be transferring into Sacred Heart (i.e. in Reception class) or transferring to a local high school.
Staff in the Foundation Stage seek to visit any nurseries children attend before they formally start school. The aim of these visits is to gather as much information about the child as possible and to highlight any additional training needs or issues.
Once children receive their high school places, all children’s files are forwarded onto the relevant school. If a child has SEND, the SENCo will contact the relevant school to discuss the child’s needs.
At Foundation Stage level, on transition to Key Stage 3, and if children transfer into Sacred Heart RC Primary School during their primary school career, the SENCo is happy to set up any transition meetings which may be needed to aid the child’s journey into the relevant school.

12 Information on where the local authority’s local offer is published.

The school’s local offer can be found on the school’s website:

Lancashire County Council’s local offer can be found on the authority’s website.

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