Below we have shared some helpful information about our belief that every child is individual and that with our support and guidance, they all shine in different ways. However, these are unprecedented times and we have had to respond differently to the needs our all our learners during these very difficult circumstances. As always, we welcome phone calls and emails if you have any personal questions or concerns. Please see our School Offer which was reviewed in May 2021 and replaces our April 2020 SEND Updatd Information Report in light of COVID-19 crisis.
All children are respected and valued at St Mary’s and learning is personalised. If your child requires extra help with a specific area of their learning, we will work together to support them in the most effective way. We have a range of learning opportunities and resources to help your child achieve their full potential. Our menu shows the range of intervention programmes we currently use to support and accelerate learning – Waves of Support and Intervention
At St. Mary’s, in EYFS and KS1, the majority of SEND needs lie within the area of Speech and Language. Our staff are supported by a trained Speech and Language Therapist and use a variety of intervention strategies and programs with these identified children.
There are a number of children with Autistic Spectrum Disorder (ASD) who are supported by a caring and knowledgeable teaching staff and support staff. Staff have all been trained to teach children with Autism and update their skills on a regular basis. Our inclusive vision means that we tailor programmes of work as needed to accommodate individual needs. Children are supported by Learning Mentors and Learning Support Assistants but are encouraged to work independently where possible and to join in with the rest of the class as appropriate.
The majority of children with SEND have moderate learning difficulties, with some dyslexic features. Staff use Dyslexia friendly strategies where appropriate, including:
- kinaesthetic learning opportunities and a range of activities to suit different learning styles
- coloured whiteboard background for contrast or coloured overlays
- differentiated phonics and spelling lessons across the key stages
- reduced whiteboard reliance/larger print copies
- the use of scribes/technology where appropriate
Regular meetings take place with the Teaching staff and senior leaders to evaluate the intervention programmes. These tailored programs ensure the children with additional needs make progress from their starting points. A list of some of the interventions offered in school can be found on the school offer on our website, under SEN.
All children are set aspirational learning targets to work towards by their teacher if, however, your child has additional learning needs they will have a specially tailored Individual Education and Health Care Plan (EHCP) which will be shared and agreed with you. Targets set on an EHCP are reviewed at regular intervals throughout the school year and new targets are set when existing ones have been achieved and celebrated. This also applies to more able pupils who, in addition have access to a wide variety of extension resources.
We liaise with outside agencies as and when appropriate and always include parents/carers at every stage to ensure maximum support for your child.
The Code of Practice for Special Educational Needs and Disabilities is in full operation throughout the school. Our SEND Code of Practice – School Offer can be found here, it is reviewed by the full Governing Board annually. A detailed description of all requirements on the Local offer is provided here- Stockport’s Local Offer can now be found at:www.sensupportstockport.uk
The school operates in accordance with the Disability Discrimination Act (1997). School policies relating to the Special Needs Practice, Gifted & Talented pupils and Whole School Inclusion are available in school. If you would like a copy, or to discuss this further, please do not hesitate to contact school.
It is estimated that one in five children will experience learning or emotional difficulties at some stage in their school life and a child’s Special Educational Needs can be identified in various forms, these being learning, behaviour, social/emotional and physical. If a child has emotional needs, they are ably supported by our school team of Learning Mentors in the first instance.
We look after the needs of all our children. We identify children with special needs as soon as possible in order to give them the best opportunity to develop to their potential. Through setting work matched to a child’s ability many difficulties can be overcome. Parents are involved from the outset of any special needs programme and regular contact is made throughout its duration.