Our Lady and St Edward’s School Offer
At Our Lady and St Edward’s Catholic Primary School our fundamental aim is the education of the whole child. This includes spiritual, moral, intellectual, emotional, social, physical and artistic development. We cater for each pupil’s needs, encouraging them to develop their talents and so achieve their personal goals.
According to the Code of Practice (2015) Special Educational Needs is defined as ‘A child or young person that has a learning difficulty or disability which calls for special educational provision to be made for him/her.’ At Our Lady and St Edward’s we strive to meet the needs of each individual child. All staff are committed to supporting children through their education. We strive to ensure Children identified as having special educational needs or being part of a vulnerable group have access to a broad and balanced curriculum and are fully included within the school community. The Governing Body wants to support children with SEND and have provided both time and financial support to implement a team of specialist staff to deliver and support the development of the SEND agenda. Specialist Staff include
- Head Teacher – Elaine McGunigall
- Deputy Head Teacher – Felicity Sailsbury
- Chair of Governors – Eileen Rogan via Clerk to Governors Therese Harris c/o school
- Educational Psychologists – Dr Richard Skelton and Dr Lee Randall
- SENDCo/safeguarding officer – Mrs Clare Sutton
- Achievement Mentor/Safeguarding Deputy – Mrs Debbie Smith
- Attendance + Data Officer – Mrs Joanne McLaughlin
- Speech and Language Therapist – Miss Sophie Price
- Speech and Language Specialist Teacher – Mrs Joanne Schultz
- Counsellor – Ms Cecelia Gregory
- Polish Teacher – Mrs Ewa Adamczewski
- Assistant Educational Psychologists – Ellie Bramham and Rachel Bullock
This team work alongside class teachers and support staff to promote a fully inclusive school where all children are valued and respected as individuals and are supported to reach their full potential. The Governor for Special Educational Needs is Mr Temple.
Teaching and Learning
In order to meet the needs of all children at Our Lady and St Edward’s, a differentiated curriculum is offered and small learning groups are provided within each year group. Children are grouped in English and Maths ability sets according to their ability which is assessed, updated and monitored each half term. Due to regular assessment children who are not meeting their individual targets are identified and intervention is delivered. If children are identified support from the Inclusion team is sought. Since January 2018 school has implemented a KS1 and KS2 hub for children who have difficulty accessing the National Curriculum at their year group level.
Through the curriculum our aim is to place children at the centre of their own learning and place great emphasis on nurturing skills and attitudes such as problem solving, resilience and co-operation and team work. Teachers bring the curriculum alive by making links between the specific subjects, areas of learning, skills and themes.
Assessment, Tracking and Attainment
At Our Lady and St Edward’s we strive to ensure that each child reaches his/her full potential. In order to achieve this we have comprehensive assessment arrangements. Teacher assessment takes place daily, with marking and discussion of work with individuals and groups of children. Each child has individual targets in Maths and English with progress evaluated during half termly assessment meetings. During these assessment meetings relevant staff are present including year group staff, Head Teacher, Assessment Co-ordinator. Children who are identified as having gaps in their learning are given specific intervention and additional support either individually or in groups. During these meetings referrals can be made to the Inclusion Team if specialist support is deemed appropriate.
Specific Expertise and Programmes in Partnership with Parents
The Inclusion Team offers specialist knowledge and experience to support children identified as needing additional provision. The Inclusion Team will work alongside the Class Teacher to provide support and additional interventions if necessary. These interventions are designed to meet the varying needs of the children within the school. Additional provision supports children in the areas of need identified in the code of practice 2015. These areas are communication and interaction, cognition and learning, Social, Emotional and Mental Health and Sensory and/or physical. The following interventions have been implemented and are delivered by the inclusion team;
- Time to Talk –delivered to children in small groups from year 1,2 and 3. It aims to encourage children in social interaction and teaches skills such as listening and turn taking. It also aims to develop a child’s self- esteem.
- Socially Speaking – delivered to children in small groups from year 3,4,5 and 6 and much like time to take focus’ on social interaction and developing self-esteem.
- Speech and Language Therapy – delivered throughout the school to children identified as having speech difficulties. A qualified speech and language therapist works with children on a one to one basis.
- Speech and Language Groups – delivered to children in F2, Y1 and Y2. Children work in small groups to develop language skills.
- EAL Support Groups – due to a number of children with English as an additional language they are supported in their learning by a qualified Polish teacher who provides small group interventions.
- Identiplay – delivered on a one to one basis and supports children with specific communication difficulties. It promotes the development of social skills, understanding, imagination and exploration.
- Maths and English additional interventions – delivered throughout the school to children identified as off track and therefore not meeting their individual targets.
- Phonological Awareness Training (PAT) – delivered in small groups from year 1 – Year 6. This intervention supports children with specific difficulties in reading, spelling and writing.
- Dyscalculia interventions – delivered to children identified as having specific difficulties with number.
- Ready, Set, Remember – delivered to small groups of children who have difficulties with auditory memory. It teaches active strategies to work within the auditory memory capacity for each child.
- Achievement Mentor Support –delivered on a one to one basis and works to develop a child’s self-esteem or support a child in an area of emotional or behavioural need.
- Counselling Sessions – delivered by a qualified counsellor who works with children on a one to one basis to develop the child’s emotional wellbeing and support them in areas of need.
- Coping Power – delivered to small groups of children to support them in managing anger and behaviour.
- Gross Motor Interventions – delivered to small groups or individual children with gross motor difficulties to develop fundamental skills through physical activity.
- Emotions and Feelings – delivered to individual or small groups of children learning to identify their feelings and understand appropriate ways to respond to them
- Attention and Listening - This programme encourages children to actively listen and follow instructions using various games and worksheets.
- Flexible Thinking - This programme provides ways to teach students with social and communication difficulties to develop further awareness of their own thinking and social behaviours and learn strategies to help them develop better self-regulation.
- Relaxation and Breathing – To learn and practice strategies to calm down in order to apply these during their everyday life when they need them
- Starving the Anxiety Gremlin – delivered to individual children using cognitive behavioural principles, it helped to teach children aged 5-9 years how to manage their anxiety by changing how they think and act.
- Starving the Anger Gremlin – delivered to individual children using a cognitive behavioural approach to teach children to recognise and manage their anger.
Our SENDCo is Mrs Clare Sutton. Please contact her through the school office.
Dr Richard Skelton and Dr Lee Randall are dedicated to helping school and parents/carers meet the complex needs of children who are struggling to fulfil their potential. This includes children who are experiencing difficulties with their learning, emotions, behaviours, wellbeing, social and communication skills despite the support that they have already received through the graduated framework. This can be done through assessment and consultation with parental consent.
Speech and Language
Sophie Price works with school to identify, assess, and implement 1:1 speech and language provision with parental consent. She supports children throughout the school one day a week and is able to liaise with staff and parents/carers to give strategies to continue this support. The school speech and language co-ordinator JoAnne Schultz supports children through the Wellcomm and Sound Listening programme. Teaching Assistants have also received training in order to deliver speech and language packs to individual children and groups of children. These packs have been provided by the speech and language therapist.
The school’s policy on the administration of medication follows the guidance laid down in Managing Medicines in Schools and Early Years Settings (2005). The management and administration of medication is managed by Mrs Smith in close liaison with the school nurse. Consent for the administration of medication is given by parents. Appropriate staff are trained first aiders and are able to administer specific medication.
Pupils with medical /physical needs which impact upon learning or safety in school will be provided with a Health Care Plan drawn up with the support of the parent, school nurse, paediatrician, class teacher SENCo, Physical Medical Coordinator (LA) and other appropriate persons. The pupil’s views are sought and older children are invited to contribute to the meeting. A Risk Assessment may be necessary. A review should take place at least annually.
Pupils are encouraged to have a healthy lifestyle and F2 parents are invited to sample the healthy lunchtime food in order to encourage their children to choose healthy options.
Health and Safety
Risk assessments are carried out in accordance with statutory requirements and in line with school policies on a regular basis. Staff are trained in accordance with their roles and responsibilities across the school, to be able to carry out assessments of risk and plan to reduce and manage the risk.
There are handover arrangements at the beginning and the end of the day where appropriate and there is a high level of supervision on playgrounds at play times and lunch times.
At Our Lady and St Edward’s we have high expectations of behaviour. The positive side of discipline is stressed in an atmosphere of co-operation between children, teachers and parents. Reward systems are used throughout the school and positive reinforcement is emphasised. Children have access to a school Achievement Mentor who is available to discuss any concerns or worries with the pupil. School links with parents/carers are strong. In order to support pupils who are displaying emotional and possibly mental health difficulties a trained counsellor is available to meet with pupils and liaise with their parents/carers. Behaviour and Anti- Bullying Policies are available to support staff, pupils and parents/carers alike.
Home School Communication
When a child starts at Our Lady and St Edward’s it is the beginning of a partnership between parents/carers, children, school and the parish. We welcome parents/carers as real partners in the education of their child and have an open door approach. There are termly Parent/Carer/Teacher meetings throughout the year. These meetings are designed for the discussion of children’s progress and the necessary steps for future developments. In January and June parents/carers will receive a written report about their child. There will be an opportunity to discuss these reports at Parents Evening in the spring and summer term. If a parent has continued concerns regarding their child’s progress individual meetings are offered with key members of staff. We also offer informal parent groups and drop ins with specialist and support staff where parents can ask questions regarding their child’s education. We strive to support our families and have an achievement mentor who attends social care meetings and is available to discuss relevant concerns regarding a child’s behaviour or emotional wellbeing. Often if there is a concern regarding behaviour school will provide a home school book to continue the link between school and home. We understand the importance of having a partnership between home and school and believe that a parent knows their child best. When developing one page profiles to support individual children we consider the views of both staff, parents/carers and the child in order to complete an effective plan for the child. We also offer regular reviews with parents/carers and relevant professionals. These meetings are informative and helpful to all involved. Parents/Carers are invited on a regular basis to assemblies, come and share activities and school performances.
As a school we acknowledge that good attendance and punctuality are essential to the progress of each child and parents are encouraged to ensure that their children do not stay away from school without good reason. We offer strong links between school and home and our school attendance officer is able to monitor and support parents/carers and children who are experiencing difficulties regarding punctuality and attendance. Children also receive rewards for good attendance. These rewards are given during assembly for weekly 100% attendance, half termly 100% attendance and end of year 100% attendance.
Information is available to parents/carers through newsletters and websites. Questionnaires give parents/carers the opportunity to air their views of the school in confidence and the outcomes are analysed in order to make school improvements. Staff are able to signpost parents/carers to relevant advice and support when requested. School work closely with children and families and social care where there are safeguarding or child protection concerns.
Transitions to New Schools
F1 and F2 staff work closely together to support the transition of children into F2. F1 and F2 have shared activities such as playtimes and lunchtimes in order for F1 to familiarise themselves with their surroundings. Transitions to new schools are supported by planned regular visits to the school. Pupils are accompanied by school staff when appropriate. Links with the receiving school are established and enhanced transition provision especially for Year 6 pupils can be arranged.
At Our Lady and St Edward’s we offer an extensive range of extracurricular activities for all children from f2 to year 6. These activities are led by class teachers and take place throughout the week during lunchtimes.
During term time for F2 to Year 6 we offer a toast club from 7:45am and an afterschool club each day until 5:45pm. For F1 we offer Toast club from 7:30am and afterschool club until 6:15pm. We understand the difficulties of working parents and offer child care during the school holidays for pupils. Holiday club hours are 8am until 5:30pm with exception of public bank holidays and school inset days. This holiday club is staffed by highly skilled, experienced staff.
Pupils are encouraged to engage in all activities and take ownership of their behaviour and progress. Their views are valued and a school council gives the pupils the opportunity to express their opinions through questionnaires and discussions. House teams and house captains provide a vehicle for participation within the school.
Concerns should be first raised with the Class Teacher. However the SENCo, Deputy Head Teacher and Head Teacher are also available. If not resolved parents/carers should seek an appointment with the named SEN Governor. Under the Special Educational Needs and Disability Code of Practice 2015 parents can request an Independent Disagreement Resolution. The school encourages an early dialogue with parents/carers and their views are valued.
September 2018 to be reviewed in September 2019