SENDCO:    Mrs E Wilson-Thickens

SEND CLINIC 

Every Tuesday from 9.00 am until 10.00 am.

If you have any concerns or worries, please do not hesitate to get in touch.

There will be two, half hour sessions each week for Parents/Carers that would like the chance to talk through any problems or worries.  Please ring the School Office to book an appointment.

The two slots available are 9.00 am -9.30 am and 9.30 am -10.00 am.

In line with the SEN Code of Practice (2014) we are currently supporting 17 children with educational needs following a graduated response.

17 children have SEN School Support which involves them working in small groups or a small amount of 1:1 support with a Teaching Assistant and can involve them having outside agency support and more intensive support to meet their specific needs.

3 children have an Educational Health and Care Plan. These children receive extra funding from Walsall LEA. They have had multi-agency assessment and their progress is monitored very closely by the outside agencies involved as well as our school. 

Progress is being tracked through normal school tracking system, through IEP and review meetings, IEP target tracking using traffic light system and a more detailed SEN tracking sheet which includes reading age, spelling age, High Frequency Sight Words known, phonic level etc.

For further information please contact Mrs Wilson-Thickens via the School Office.

Copies of our SEN Policy and Special Educational Needs Report are accessible below.

Access Facilities for Children with SEND

Disabled parking is available within the staff parking area, a disabled toilet is situated in KS2, one pathway has a slope of a degree that is suitable for wheelchair access, access to most areas of the School is via ramps and all classes have a soundfield system to improve access for hearing impaired children.

The Woodland Room

Welcome to the Woodland Room - this is an additional classroom that is used to support children with specific special educational needs.

It is a child-friendly, working classroom which contains two areas; a working classroom for children of all ages and a woodland quiet area specifically for SEND needs, allowing children to relax, unwind and explore.

The classroom is a warm, inviting room where interventions will take place when a child needs extra support.

Within the Woodland room there is a range of activities and equipment to explore and enjoy. The craft area is where children can use their imaginative skills to design and make things linked to their learning. Musical instruments are on hand to create an atmosphere of woodland sounds, gentle music plays in the background and a quiet woodland reading garden where children can sit quietly and enjoy the books. The tepee sits amongst the tree stumps and children can hide themselves away in a safe environment to regulate and calm down when needed.

It is a wonderful opportunity for the children of St Bernadette’s to access when they need a calming moment away from the mainstream classroom or for specific focus intervention groups.

Our Duty to make Reasonable Adjustments

In our School we believe that our children/ young people have the right to an education that is:

• Free from excess anxiety
• Helps prepare for life
• Equitable
• Inclusive
• Enjoyable
• Helping us make well-balanced decisions
• Creating and developing our talents
• Teaching us key skills of responsibility, respect and participation

Education at St. Bernadette’s is child centred and empowering. We believe strongly in the dignity of all children and we promote the positive skills of life.

In School we have a graduated approach.

WAVE 1 – SUPPORT

Identify children who need support

Cause for concern forms

Intervention forms

Discussion with SENDCo

Quality first teaching

Teacher adapts teaching and puts in class support in place

WAVE 2 – INTENSIVE SUPPORT IN SCHOOL

Pupil ADPR, EHCP or other diagnosis that requires further support

Liaison with families

Assessments to pinpoint accurate levels of need

Regular reviews

Nurture groups

Interventions

WAVE 3 – EXTRERNAL AGENCIES

High adult support needed, class disruption of dysregulated

External observations

Reports from agencies

Support plans and one page pupil profiles

Some children will need more than these provisions. For these children we have the alternative provision resource. The children that access this provision have work underpinned by high quality teaching.

ALTERNATIVE PROVISION RESOURCE (Woodland Room) (OVERARCHES ALL 3 WAVES)

Behaviour needs

Mental Health

Complex needs

How do we decide which children access our provision?

• Children on the SEN register
• Children for whatever reason, not being able to access their learning in the classroom. Eg: anxiety, noise, emotions
• Children who need to work at a slower pace

Who decides entry to the alternative provision resource?

• Teacher judgement if they feel the child would benefit from it
• Child judgement agreed by the teacher where needs have been previously identified.

How does the Alternative Provision resource link to the classroom?

• Class teachers have a form to be completed each time a child has access to the Alternative provision resource. (Woodland Room) This form gives the objective and any details needed. When the child leaves the APR, the teacher/TA in there that day, completes the bottom section which explains if they had help or worked independently on their task.
• If a child spends a whole lesson in the room, they have their own ‘wow’ book where they complete their work. These are used alongside class exercise books when making judgements or assessments.

How are parents/caregivers involved?

• SENDCo meets with parents/ caregivers. We will discuss the room and the benefit it would have for your child.
• Parent signs form to allow their child to use the provision room and understand how it will be used for their child’s education.

Useful Websites

School SEN Documents