St Andrew's CE VC Primary School
A church school that grows, learns and achieves together
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This is a GOOD School (OfSTED)

Pupils contribute positively to the school.

Extensive sporting and extra-curricular experiences

Pupils of all ages help each other.

Safeguarding is effective.

SEND and Inclusion

St Andrew’s CE Primary School is a voluntary controlled maintained church primary school and as such follows the policies and guidance of South Gloucestershire Council.

South Gloucestershire maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities (SEND) and are supported by the local authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs being met in a mainstream setting wherever possible, where families want this to happen.

Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or disability?

The SEND Co-ordinator (Special Educational Needs and Disabilities Co-ordinator) – Phillippa Gatehouse
Responsible for:

  • Coordinating all the support for children with special educational needs and disabilities and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are:
    • involved in supporting your child’s learning
    • kept informed about the support your child is getting
    • involved in reviewing how they are doing
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
  • Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.

Class teacher
Responsible for:

  • Checking on children’s progress and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SEND Leader know as necessary.
  • Writing individual plans to support learning , sharing and reviewing these with parents at least once each term and planning for the next term.
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • She will give responsibility to the SEND Leader and class teachers but is still responsible for ensuring that your child’s needs are met.
  • She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEND Governor
Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND
  • Monitoring provision and delivery including liaising with SEND leader

What are the different types of support available for children with SEND at St Andrew’s School

Class teachers ensure excellent targeted classroom teaching for all pupils

For your child this would mean:

  • The teacher has the highest possible expectations for your child and all pupils in their class.
  • All teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class, for example using more practical learning approaches.
  • Specific strategies, which may be suggested by the SEND Leader or outside agencies, are in place to support your child to learn.
  • Your child’s teacher will have assessed carefully their progress and will have identified the gaps in their understanding. Additional support will be provided to meet your child’s needs.

Intervention groups.
These may be:

  • run in the classroom or another teaching space.
  • run by a teacher, teaching assistant or outside professional.

These are for children identified by the class teacher as needing some extra support in school.

For your child this would mean:

  • He/ She will engage in group sessions with specific targets to help him/her to make more progress.

A small number of children are identified by the class teacher/ SEND Leader as needing some extra specialist support from a professional outside the school. (This is where less than 16 hours support would be necessary). You may also have raised concerns about child’s needs or progress.

This may be from:

  • Local Authority central services eg Inclusion Support or BST (Behaviour Support Team)
  • Outside agencies such as the Speech and Language therapy (SALT) Service or the school nurse.

For you and your child this would mean:

  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g a Speech and Language Therapist or Educational Psychologist. This will help you and the school to better understand your child’s particular needs and therefore provide appropriate support.
  • The specialist professional will work with your  child to understand their needs and make recommendations, which may include:
    • Giving advice about how your child is supported in class
    • Setting targets based upon professional guidance
    • Running specific interventions e.g a social skills group

This type of support is available for children with specific barriers to learning that cannot be overcome through normal classroom practice and intervention groups.

Specified Individual support
(This is where it has been identified that more than 16 hours support is required).

This is usually provided via a Statement of Special Educational Needs (these are being phased out) or an Education, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher/ SEND Leader as needing a particularly high level of individual or small group teaching, which cannot be provided from the school budget.

Your child will also need specialist support from an outside agency.

This may be from:

  • Local Authority central services eg Inclusion Team
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which determines whether your child’s needs are sufficiently complex to require statutory assessment. If this is the case, they will ask you and all professionals involved with your child, to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.
  • Once all the information has been collected, the Local Authority will decide if your child’s needs are severe, complex and lifelong (0-25 years). If this is the case they will write an Education and Health Care Plan (EHCP). These are replacing Statements of Special Educational Needs.
  • If this is not the case, they will ask the school to continue with current support and to ensure a plan is in place which ensures your child makes as much progress as possible.
  • The Statement or EHC Plan will outline the number of hours of additional support your child will receive, how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • An additional adult may be employed to support your child with whole class learning, run individual programmes or run small groups including your child.

How can I let the school know I am concerned about my child’s progress in school?

  • If you have concerns about your child’s progress you should speak to the class teacher.
  • If you are not happy with the way that the concerns are being managed and that your child is still not making progress you should speak to the SEND Leader or Headteacher.
  • If you still have concerns you can speak to a school Governor. A list of governors is available on the website or from the school office.

How will the school let me know if they have any concerns about my child’s learning in school?

If your child is then identified as not making progress, the school will call a meeting to discuss this in more detail and to:

  • listen to any concerns you may have,
  • plan any additional support your child may receive,
  • discuss any referrals to outside professionals to support your child’s learning.

How is extra support allocated to children?

  • The school budget, received from South Gloucestershire LA, includes money for supporting children with SEND.
  • The Head Teacher sets the budget for SEND in consultation with school governors, on the basis of school needs. This includes resources, training and support for staff and pupils.
  • The Head Teacher and the SEND Leader discuss all the information they have about SEND in the school, including:
    • children receiving support already,
    • children needing extra support,
    • the children who have been identified as not making expected progress

Who are the other people providing services to children with SEND in this school?

Directly funded by the school:

  • Parent Support Worker if needed
  • Teaching assistants
  • Educational Psychologist (additional time)
  • Behaviour and Support Team
  • Inclusion Support team
  • Educational Welfare Service

Paid for centrally but delivered in school:

  • Educational Psychology Service (Statutory time)
  • Sensory Service for children with visual or hearing needs
  • Speech and Language Therapy
  • Inclusion Team (Statutory)
  • School Nurse
  • Occupational Therapy
  • Physiotherapy

How are the teachers in school helped to support children with SEND and what training do they have?

  • The SEND Leader’s role is to support the class teacher in planning for children with any additional needs.
  • Training needs are identified and reviewed in conjunction with school needs.
  • The school has a comprehensive training plan to improve the teaching and learning of children, including those with SEND.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

How will the teaching be adapted for my child with SEND?

  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.

How will we measure the progress of your child in school?

  • Your child’s progress is continually monitored by his/her class teacher.
  • His/her progress is reviewed formally every term and assessed against the National Curriculum in reading, writing, numeracy and science.
  • ‘P’ levels are used to assess progress where a child is significantly below national expectations
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS).
  • Children’s individual plans are reviewed, with your involvement, every term and updated.
  • The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The SEND Leader will also monitor that your child is making good progress.

What support do we have for you as a parent of child with an SEND?

  • The class teacher will discuss your child’s progress or any concerns you may have and share information about successful strategies.
  • The SEND Leader is available to meet with you to discuss your child’s progress or any concerns you may have.
  • All information from outside professionals will be discussed with you, or where this is not possible, given to you in a report.
  • Learning plans will be discussed with you when reviewed.
  • Homework will be adjusted to suit your child’s individual needs.
  • A home/school contact book may be used to support communication if appropriate.

How is St Andrew’s accessible to children with SEND?

  • The building has some limitations for those with physical disabilities (stairs in main building).
  • Adaptations have been made to ensure accessibility as far as possible eg ramps outside,
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • After school provision is accessible to all children including those with SEND.
  • Extra curricular activities are accessible for children with SEND.

How will we support your child when they are leaving this school or moving on to another class?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

  • If your child is moving to another school:
    • We will contact the school SEND Leader and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • We will make sure that all records about your child are passed on as soon as possible.
    • Special visit opportunities for children with SEND are arranged with local secondary schools
  • When moving classes in school:
    • Information will be passed on to the new class teacher; a transition meeting will take place. All records will be shared with the new teacher.
    • If your child would be helped by a book to support him/her understanding of moving on, then it will be made to his/her needs.

For more information about SEND in South Gloucestershire please see the South Gloucestershire Local Offer

If you would like a paper copy of the information available on this website, please contact the school office. This can be provided free of charge.