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Provision for Children with Special Educational Need and Disabilities (SEND) at St. Joseph’s Catholic Primary school

We believe that for all pupils to thrive, they require a safe, caring, and enriched environment in which they see themselves as successful learners. The majority of children make good progress through high quality teaching within the classroom. However, there are times when some pupils experience difficulties in their learning. This might be for a variety of reasons some of which will be temporary and others which may last throughout their school career.

St Joseph’s has a strong tradition of supporting children with special educational needs and disabilities. Staff have experience and training in the teaching of children with Speech and Language difficulties, Autistic Spectrum Disorders, Dyslexia and Dyscalculia. The school is on a single level so is accessible for children with motor disabilities. Soundfield systems are fitted in classrooms those with hearing impairment. Staff and children make use of Makaton signing to support those with speech and language difficulties.

When a pupil is not making expected progress, further assessments are carried out to identify where there are gaps in learning. A targeted plan of learning will be developed which will identify the specific learning interventions that will be used to support the individual child. This will be shared with parents and reviewed at least termly. This Assess, Plan, Do and Review process is referred to as the Graduated Approach.

Within school we have a range of expertise and interventions that will be used as appropriate to support children’s learning. The additional provision is managed by the Special Educational Needs co-ordinator (SENCo), Mrs Lisa Gudgin, who can be contacted through the school office.

Specialised intervention includes;

1.Speech and Language development

Makaton signing

ELKLAN Speech Therapy

2.Literacy Development

Toe by Toe


FFT Literacy programme

Catch up Literacy programme/Further Literacy programme

3.Numeracy Development

Talking Maths

Overcoming barriers to mathematical learning

4.Motor Skills Development

Gym Trail

The Teodorescu Perceptuo-motor Programme

5.Social and emotional Development

Nuture group

Talking Partners

Social stories

All programmes are taught by suitably qualified and trained staff. Many children may participate in the above interventions during their time at St Joseph’s, however this in itself does not mean they have SEND. The SENCo oversees the progress of SEND children participating in specific programmes with the classteachers.

Partnerships with Pupils and Parents

We feel it is vital that each pupil is aware of the progress they have made and what they need to do to achieve their new targets. Through the learning conversations which take place each term, pupils and parents are asked for their views and these are taken into consideration when planning the next steps for learning.

Partnerships with Outside Agencies

We recognise the roles and responsibilities of External Support Services in the identification, assessment and support of our pupils with Special Educational Needs.

We liaise closely with the following services to help us meet the more complex needs of our pupils:

Advisory Teacher for Special Educational Needs
Advisory Teacher for Visually Impaired
Advisory Teacher for Hearing Impaired
Educational Psychologist
Speech and Language Therapy Service
Occupational Therapist
School Doctor/Nursing service
Educational Welfare Officer
Behaviour Support Services
Centre for SPLD Wickhambrook
CIR -County Inclusive Resource for children on the Autistic Spectrum
Thomas Woolsey outreach for pupils with physical needs

Partnerships with other schools at the point of Transition

In the Summer term, prior to transition to high School, the needs of all pupils, including those with SEND are shared with key staff of the receiving school. Pupils have an opportunity to meet with staff and experience a range of visits prior to starting in September. An additional transition programme takes place tailored to the needs of the individual pupil. All records are then transferred to the high School.

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