1. 18/8/2015 St Thérèse of Lisieux RC Primary SEND School Offer “Live in Love”

2. At St. Thérèse of Lisieux we base our philosophy on the great commandment that Jesus gave us and on which St. Therese based her life: ‘This is my commandment love one another as I have loved you.’ (John 15: 12) With these words in mind we aim: to provide a SEN Policy to ensure that all pupils have access to a broad and balanced curriculum. to provide an enriched curriculum which is based on realistic but high expectations appropriate to the needs and ability of every individual child. to ensure the identification of pupils requiring SEN provision as early as possible in their school career. to provide a clear structure for identification and assessment of SEN. to build good relationships with our parents and to keep them informed of their child’s progress and attainment. to ensure that every adult working with children approaches SEN teaching and learning in a consistently positive, respectful manner. to provide a learning environment in which the safety and happiness of every child matters. to develop self-confidence and self-esteem by providing a clearly structured positive approach to learning, including agreed shared terminology and using language which places emphasis on success and possibilities rather than limitations. to provide an emotionally secure, and stimulating learning environment to enable each individual child to develop his/her full potential. to ensure all SEN children are listened to and involved, where practicable, in decisions affecting their learning and wellbeing. to work in close partnership with other agencies and professionals to ensure our children are receiving the best possible provision. to fulfil statutory requirements and guidelines as set out in 2014 SEN Code of Practice and Stockton LA guidelines. St Thérèse of Lisieux RC Primary School Core Offer

3. St Thérèse of Lisieux RC Primary School Meet the Special Educational Needs and Disabilities Team (SEND): Headteacher: Mrs Stott Special Educational Needs Coordinator (SENCo): Mrs Tyson Special Educational Needs Governor: Mrs Hall Contact: St Therese of Lisieux RC Primary School Lamb Lane Ingleby Barwick Stockton-on-Tees TS17 0QP Tel: (01642) 763623

4. For further information: Stockton-on-Tees Early Years and Complex Needs Team : The Early Years and Complex Needs Team provides advice, support and guidance to children and young people with complex needs and disabilities and their families. They work closely with other services and agencies to make sure the needs of children are met and their families are appropriately supported. http://www.stockton.gov.uk/childrenandyoungpeople/childrenwithdisabilities/ Parent Partnership: Parent Partnership Services offer advice and support to parents and carers of children and young people with special educational needs (SEN). Tel: 01642 527158 SEN Code of Practice: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/32587 5/SEND-Code_of_Practice-June2014.pdf https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/32587 5/SEND-Code_of_Practice-June2014.pdf

5. How does our school know/identify that children and young people have special educational needs and/or disabilities? (SEND) What are the first steps school will take if SEND are identified? What should parents/carers do if they think their child has SEND? How can they raise concerns? (This should include contact details including name of SENCO) How will our school involve children/young people in the assessment process? How will our school teach and support children with SEND? Who will be working with your child? What expertise does the school and our staff have in relation to SEND? How does our school ensure that information about a child/ young adult’s SEND or EHC plan is shared and understood by teachers and all relevant staff who come into contact with that child? How will our school include parents and the child/young person in planning support? How will our school teach and support children/young people with SEND? What access do our SEND children/young people have to facilities and extra curricular activities? How does our school plan for transition for children/young people with SEND? Who will be talking with and keeping in touch with the parent/carer? (working together towards outcomes, reviewing arrangements etc.) and how often? How do we assess and evaluate the provision we have arranged for your child? (effectiveness, outcomes, progress) Where can parents/carers find additional information e.g. SEND policy, LA Local Offer Who will be working with your child? How is the different provision delivered in our school? What role will the child/young person’s teacher/s play in the additional provision? More information Which other services do we use to provide for and support our children/young people? How will parents/carers be kept informed of engagement in additional provision whilst it is onging? How does our school encourage parent/carers to become involved in the additional provision?

6. Main Menu In line with the SEN Code of Practice we take a graduated approach to assessing the needs of our pupils. When a teacher assesses a pupil and identifies a cause for concern they consult with the SENCo to plan further strategies and support to help that child make progress. The class teacher implements the plan. (Do) Progress is closely monitored using regular tracking systems and teacher assessment. The teacher and SENCo will review whether further action needs to be taken. Should this be the case, a meeting is held with the parents of the child and the teacher shares his/her concern and provide an opportunity for parents to express their thoughts and ideas about barriers to learning and appropriate support. This will be recorded on a blue “Cause from Concern” form. If deemed appropriate, school may request a specialist assessment from an outside agency. Following this, if adequate progress is not made or a specific need is identified, the pupil will be registered as having Special Educational Needs. At this point of registration, the parent is fully informed of the implications of this and given the school’s Special Educational Needs information booklet providing them with all relevant details. The cycle of Assess, Plan, Do, Review will begin again and parents and pupils are provided with opportunities to express their views about ways to help them make progress. The Special Educational Needs of the majority of children at St Therese is met effectively through SEN Support. However, in a small number of cases, where the child remains a significant cause for concern, an assessment for an Educational Health Care Plan can be requested by the school or parent or outside agency. What should parents/carers do if they think their child has SEND? How can they raise concerns? Please make an appointment to meet with your child’s Class Teacher. If you wish to discuss the matter further, Mrs Tyson our school SENCo, is happy to meet with you.

7. Main Menu Communication and Interaction Social, Emotional and Mental Social, Emotional and Mental Health Difficulties Health Difficulties Cognition and Learning Cognition and Learning Sensory and/or Physical Needs Sensory and/or Physical Needs This section is about the additional support our school offers children/young people with Special Educational Needs and Disabilities. There are four broad areas of need: Click the links above to find out more about the wide range of resources we offer to our pupils.

8. Main Menu When a pupil has been identified with Special Educational Needs, the class teacher will ensure, through quality teaching, that their needs are met and they can access the curriculum more easily. Teachers or Teaching Assistants may be allocated time to work with the pupil in a 1-1 or small focus group to target more specific needs. If a child has been identified as having a special need, they will be given an Individual Education Plan (IEP). Targets will be set according to their need. These will be monitored by the Class Teacher and SENCo. If appropriate, specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pencil grips or easy to use scissors. Every effort will be made to ensure that children with SEN have secure access to activities such as trips, visits and enrichment activities. Parents and carers may contact the class teacher to discuss specific adaptations that could be made to ensure their child is included in all activities.

9. Main Menu Rigorous monitoring and assessment of pupil progress will be continuous throughout the school year and will be shared with parents at least once a term. Pupils are informed of their ongoing progress against targets and are fully involved in dialogue with their teachers about how their needs are to met and the best ways to secure successful learning.

10. Plan Menu Communication and Interaction We have access to small group and/or individualised interventions to develop skills in communication, interaction, emotional awareness, self care, flexible thinking. These include Drawing and Talking Lego Therapy Enhanced access to visual approaches e.g. visual timetable and behavioural cues. Access to low stimulus area Flexible approaches to timetable Modifications to lunch and/or breaktimes Enhanced access to additional aids Access technology e.g. Splashtop for Visually impaired pupils Explicit teaching of generalising skills from one context to another Careful planning of transitions Mentoring and/or buddy systems Social stories developed alongside a TA

11. Plan Menu Cognition and Learning Cognition and Learning Regular, individually focused intervention Increased access to small group support Practical aids for learning e.g. table squares, time/number lines, pictures, photos, accessible reading material suited to age Phonic development programmes Increased access to ICT Flexible groupings Enhanced access to technical aids e.g. spell checker, ICT software and/or hardware Adaptations to assessments to enable access e.g. readers, scribe, ICT Curriculum will be adapted to meet the learning needs of the child/young person Delivery Frequent repetition and reinforcement. Toe by Toe RM maths Mathletics Education City Catch Up Memory Magic

12. Plan Menu Social, Emotional and Mental Social, Emotional and Mental Health Difficulties Health Difficulties Access to time out/individual work area Mentoring Individualised rewards system Access to counselling services e.g Alliance Psychology Increased access to additional adults in the classroom Alternative curriculum opportunities Opportunities to develop Social Emotional Aspects of Learning Positive handling plans Staff trained in Team Teach Positive handling plans

13. Plan Menu Sensory and/or Physical Needs Sensory and/or Physical Needs As a school we are happy to discuss individual access requirements. Facilities we have at present include: Disabled parking Wide entrance doors to make the building accessible to all 1 toilet adapted for disable users Wide doors in some parts of the building Physical aids to support access e.g. wheelchair, walking frame, hearing aids, large print materials and exercise books Access to a specialist teacher/LSA for the hearing/visual impaired. Concrete apparatus available to support learning e.g. iPad with Splashtop Access to support for personal care Therapy programmes delivered in school, designed by specialists e.g. Occupational Therapists, Physiotherapists Adapted curriculum to enable full access e.g. alternative recording devices, modified PE curriculum.