As part of the Children and Families Act 2014, all schools in Redbridge are required to make available their Local SEND Offer to families which details how they can support children and young people with a special educational need and/or disability (SEND).
Scroll down or click on the headings below to see details of this school's local SEND offer:
- An overview of the school
- Identifying children’s additional needs
- Dedicated contacts at the school
- Involving pupils and parents/carers in planning support
- Range of support available my child
- Measuring children’s progress
- Accessibility of the school
- Starting or changing schools (Transitions)
- Further information for families and practitioners
St Bede’s Catholic Primary School and Nursery caters for children from 3 to 11. We are a two form entry school, with places for 52 children in our Nursery (part time sessions, morning or afternoon) and 420 children in our school. Our mission statement is ‘Shine Like A Lantern, in the Presence of the Lord’. We are first and foremost a Catholic school; an extension of home and parish. Christ is at the centre of all that we do and our school is firmly based on Catholic values. We are proud of our faith, which is taught and ‘lived out’ at our school. All staff have high expectations for each and every pupil, whatever their starting point.
The school SENCO is responsible for leading and managing the school’s Special Educational Needs provision across Early Years Foundation Stage and Key Stage 1 (Nursery to Year 2) and Key Stage 2 (Years 3 to 6)
Identifying children’s additional needs
How will the school know if my child needs additional help and how will the school share information with me?
It is the school’s aim that any special or additional need is identified at the earliest stage. Needing additional help does not necessarily mean a child has Special Educational Needs. Some children need time limited input to ‘catch up’. However, some children may need a Special Educational Needs (SEN) Support plan written for them to ensure their needs are met and that they make at least expected progress, if not more.
If a class teacher believes a child may have a Special Educational Need, or a parent or carer raises a concern, the SENCO is consulted and the ‘Initial Concern’ process is started. This is 4 – 6 weeks of information gathering and observations, involving the pupil, their family, the class teacher and SENCO. At the end of this time period, a decision is made whether to write a SEN Support plan for the pupil, which details targets (agreed outcomes) how these will be achieved (provision, staff involved and ways in which parents and carers can support their child at home) and a date for review. A programme of targeted support is then put into place.
Children who have attended another setting may already have particular needs identified. If this is the case, the SENCO will draw up a ‘Transition Plan’ in consultation with the pupil’s parents, carers and current setting.
Who should I contact if I have any questions or concerns about my child's SEND?
In the first instance, parents and carers should contact their child’s class teacher. The SENCO is also available to discuss any concerns with parents and carers.
Involving pupils and parents/carers in planning support
How will the school involve me as a parent and my child in meeting our SEND needs and in general school life?
- Planning and review meetings
- Advice on how to support learning at home
- Regular contact between home and school, e.g. home/ school book, email or text
- Individual pupil/ teacher conversations
What different kinds of support are available to children with SEND?
- Curriculum adaptations/differentiation
- Specific teaching interventions
- Support for behaviour
- Support for communication needs
- Support for health needs
- Grouping of pupils
- Specific individual support
- Specialist teaching groups
How will the school know how well my child is doing and how will they inform me about this?
The school monitors how well all pupils are progressing through the rigorous scrutiny of pupil performance data by the Senior Leadership team. This happens termly.
Each term, parents and carers have the opportunity to meet with their child’s class teacher to discuss progress. Parents and carers are always welcome to arrange meetings with the class teacher to discuss any concerns they may have at other times.
For those pupils with a Special Educational Needs Support plan, review meetings are held once a term. These involve the class teacher, pupil and their family and sometimes the SENCO. It may also involve outside agency staff. Our review process places the pupil at the centre and they attend all, or part, of the review meeting, as appropriate. Their views are represented as part of the review paperwork and they take an active part in agreeing new targets.
Support and training for school staff
- National Award for Special Education Needs – SENCO
- Person Centred Planning – SENCO
- British Sign Language & Makaton – EYFS Support Staff
- Picture Exchange System (PECS) – EYFS Teaching and Support Staff
- Colourful Semantics – EYFS/KS1 Support Staff
- Lexia reading programme training – all Teaching and Support Staff
- Annual Epipen training – all Teaching and Support Staff
- First Aid training – Support Staff
- Paediatric First Aid Training – Support Staff
- Type 1 Diabetes management in school, Insulin pump training – 7 Teaching and Support Staff.
How is the school accessible to children with SEND?
The school is all on one level and is accessed by ramps throughout the premises. There are accessible toilets in both infant and junior buildings. The most recent decorations conform to the accessibility requirements for the visually impaired. There are specialist teaching areas for small group work in both the Infant and Junior blocks.
How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?
No child is prevented from taking part in curriculum or after school activities because of special need or disability; additional resources are provided to allow them to access activities, if necessary.
How will the school support my child to change classes and/or move on to a new school when they reach the appropriate stage(s)?
Transition work begins as soon as staffing arrangements allow. Depending on individual need, this may involve: the use of social stories; providing photographs of the new classroom/teacher/LSA; spending additional time with the new teacher and/or Learning Support Assistant(s); extra visits to the new classroom,
Year 6 pupils take part in the transition sessions planned for their year group. If a class teacher feels that a pupil requires additional support beyond this provision, individual or small group sessions are run by Outside Agency Support, the SENCO or Learning Support Assistant, supported by the SENCO. These sessions may involve pupils with, and pupils without, SEN.
To support a smooth transition for pupils with SEND, a Key Stage 2 to Key Stage 3 transition plan is drawn up by the SENCO, in conjunction with the pupil’s receiving school, the pupil and their parents and carers. The pupil is invited to share their thoughts about how they would like their transition to the new setting managed. The plan is shared with the pupil and their family. Extra visits to the receiving school may be arranged, dependent on individual need.
Transition in to EYFS - Children who have attended a nursery or other setting may already have particular needs identified. If this is the case, the SENCO will draw up a ‘Transition Plan’ in consultation with the pupil’s parents, carers and current setting.
Please visit our website for more details www.st-bedes.redbridge.sch.uk , to read our prospectus, our SEND policy and view our latest OFSTED report. Our SEND Policy is also available on the website and this gives more detail about the school’s SEND provision.
Visits to the school are welcomed – please contact the school office on 0208 590 1376