1. There are many times during a child’s life at school when they may need extra support with their learning, communication, physical or emotional needs. With the help of the school SENCO, teacher’s identify what that need is through observations and communicating with parents. An intervention can be identified within class to help support them. However for some children the concern can remain and we feel as a school the child may need additional support outside the classroom from one of our many interventions that promote accelerated learning. If we feel that a child has a significant extra need that we may need specialist advice or support then we would recommend that they are registered on the SEN Code of Practice. This decision would be discussed with parents first. If a parent or carer has any concern or think that their child may have SEND then they are able to make an appointment with the school SENCO. This currently is Mrs Eddies, Christ the King’s Deputy Head Teacher. Our SEN school Governor is Mrs Findlayson. Our SEN children are well supported in class through well differentiated planning and lessons. Most classes have access to extra TA support and teachers who offer specialist support? Our teachers and TA’s are well trained in meeting the needs of our SEND children and regularly have CPD based on recent SEND trends in school. Our PEP’s and EHCP are shared in confidence with relevant staff that are involved in the care of any SEND child. Parents and children are involved each term in reviewing a SEND child’s PEP and intervention data. All our SEND children have access to after school facilities which include football, table tennis, netball, art club and cheerleading. No child is preventing from attending. Transition plans helps our SEND children transfer into the next class or key stage. Regular meetings with the secondary SENCO supports key stage 3 transfer. Our parents work with their child’s class teacher and SENCO to write targets for their child’s PEP. Teachers listen to what parents priorities are and help us to build a picture of their child’s needs in school and at home. We evaluate the PEP targets each term with our parents as well as collecting information and data from our interventions. This evidence helps us to ensure that provision meets the needs of the child. If parents would like any additional information we have a parent leaflet in school, our inclusion policy is on our school website and there are links to the new SEN Code of Practise on this website. Many of our TA’s have specialism’s which they are responsible for such as our CODE X reading intervention. Teachers are kept informed about progress when a SEND child takes part in an intervention not based in class. Parents are also invited to attend information meetings about the intervention. More information We know at Christ the King that we can not be specialists in everything therefore sometimes it is necessary to look at other provision from outside agencies. Parents are kept informed at all times if we would like to seek outside support. Parents advice on this matter is always sort.

2. Main Menu Our School Inclusion policy (SEN policy) is available on our school website by clicking on the following link. If your child is in year 6 with SEND we carefully and respectfully meet your child’s needs so that they can access SAT’s. We support by offering a weekly homework club and booster class specifically tailored for year 6 SAT’s. Please click on the link below to find more details out about access arrangements for SAT’s. If there is a concern which can’t be solved in school then our complaints procedures is available on our website. Please click below. Also, if you would like to read the new SEN Code of Practice or read the Local Authority Offer, please click below.

3. 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 We believe at Christ the King that Quality First Teaching is the most important aspect in ensuring that our SEND children make progress. Our teachers use plans that highlight our SEND children through carefully differentiated lesson plans. We have high expectations for all of our children and expect our children with SEND to make as much progress as other groups of children. Most of our classes have access to TA’s so our SEND children benefit from accessing small groups with either a TA or teacher. Classes are resourced so that SEND children learn valuable independence skills alongside scaffolded learning. At our school we have many staff who have been trained in specific interventions such as Maths Whizz (8:30am maths club) Lexia and CODE X. All of our children on interventions have their progress tracked at the start and end of each term and this is reported to parents. If a child for some reason is not making progress on an intervention then we can place them on an alternative intervention or seek outside advice in moving their progress forward. We also have trained staff using the Rainbows counselling service.

4. Main Menu In addition to in school interventions, we also liaise with Speech and language, Occupational health, CAMHS, EP service as well as a SEN consultant who can assess a child’s specific needs and train staff and parents. Some children in our school need a significant amount of extra support which we can apply to receive extra funding from the LA. These children have access to one to one TA or teacher as a resource and all have access to a personalised timetable. Those children who receive extra support from the LA have access to a termly review meeting. All our SEND children access trips and residential holidays. Any extra support that a child may need on a trip is dealt with directly with the parents and in confidence.

5. Main Menu All of our parents of SEND children are invited to a termly review meeting to meet to discuss progress and concerns with the class teacher and SENCO. Parents are involved in writing new termly targets with the class teacher and helping staff to create a complete picture of their child. All of our children are involved in setting their targets and knowing when they have achieved them. Children have an assessment rocket on their classroom wall to see what level they are working on in each core subject. Every term, our Head Teacher and Deputy Head Teacher meet with all staff to discuss class progress and spotlight children are identified from this meeting.

6. Plan Menu Communication and Interaction All of our staff have had training recently with SALT and also with the Autism Outreach team. We have access to AOT and SALT to support our staff in continuous CPD. Picture timetables and home/school communication is paramount for our children who have communication difficulties. We have quiet rooms in our school that allow children with communication difficulties to be calm and peaceful. Our year 6’s are buddies for our younger children and some of our children who need extra support at playtimes and lunchtimes. Our year 5’s are Play Leaders at lunchtimes and ensure all children take part in games if they would like to.

7. Plan Menu Cognition and Learning Cognition and Learning In our school we offer the following interventions which have highly trained staff leading them under the supervision of the SENCO/Deputy Head Teacher. All interventions have data collections at the end of each term to track progress. Maths Whizz-to support maths at al levels. 8:30am breakfast math’s club for KS2 children. Lexia-a phonics based intervention on the computer. CODE-Daily reading based intervention that improves reading, phonic knowledge and comprehension. Other interventions include Toe by Toe, Power of 2 and ALS. Taking part in our interventions is a fun and engaging experience. Maths Whizz and Lexia and also be accessed at home.

8. Plan Menu Social, Emotional and Mental Social, Emotional and Mental Health Difficulties Health Difficulties We run weekly Rainbows counselling sessions for children who have experienced loss or death in their lives. Our staff are highly trained and we offer groups for all age ranges across the school. We engage with services such as CAMHS, social care, Key worker service, NHS and social care to ensure that our children are supported and we have access to the specialist knowledge. For any children that are at our school with specific health needs, then all staff are trained. Recently staff have taken part in Alcohol Fetal Syndrome training, Epipen training, diabetes awareness and Downs Syndrome training.

9. Plan Menu Sensory and/or Physical Needs Sensory and/or Physical Needs Our school is designed on one level and has wide corridors with good access in all classrooms. Our outside area is fully accessible. We also have several disabled toilets across the school as well as a separate shower room for our disabled pupils. We liaise with Occupational health and Physiotherapists to deliver specific programmes to support a child’s development. Furniture can be adapted and chairs with backrests and footrests can purchased when necessary.