‘Learning together, Playing together, Praying together’
At the heart of the work of every primary school class is a continuous cycle of planning, teaching and assessment which takes account of the wide range of abilities, aptitudes and interests of the children. The majority of children will learn and progress within these arrangements. Those children whose overall attainments and achievement in specific subjects fall significantly outside the expected range may have Special Educational Needs (SEN).
At Holy Family Primary School, we provide a broad and balanced curriculum for all pupils based on three principles:
Children have a learning difficulty if they:
For children who have a specific learning difficulty or a disability, our Special Educational Needs and Disabilities (SEND) policy outlines the educational support we provide – this is often referred to as our ‘SEND Offer’, detailed below. This provision is alongside the Doncaster Local Offer.
Read our SEND Policy here.
How we support pupils with SEND
Here at Holy Family we have an inclusive ethos and work in partnership with children, parents and other agencies to provide the best possible educational outcomes. We continuously monitor the professional development of all staff and regularly host in house training to ensure we deliver the best possible teaching and learning experience for all individuals. In 2012 we were awarded the Inclusion Chartermark in recognition of our high quality provision. We have high expectations of all our children. We assess their attainment, progress and needs regularly and put support in place at the earliest possible stage where needed.
We use the Department for Education’s definition of what Special Educational Needs (SEN) is:
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child has a learning difficulty or disability if he or she:
The Role of the Pupil:
Every individual child and their learning is at the heart of all we do and this is clearly evident. With great teaching, support and guidance, we expect all children in our school to achieve their full potential. Children’s role is to participate fully in the teaching and learning process. They should listen carefully, contribute ideas and answers, try their very best in their independent learning and seek help when they need it. Children should also follow our school rules – this applies to all children, all the time.
Parents are vital partners in the child’s journey through school and are invited to attend review meetings of their child’s progress. For example, this could be a parents’ / carer’s evening appointment or a meeting with the class teacher and Miss Dyson, the Inclusion Leader (a role often referred to as SENDCo – SEND Co-ordinator). Where the child has more complex needs, parents / carers are also invited to annual reviews which may involve other professionals. We expect parents / carers to engage with school and to support their child’s learning at home. Central to this is hearing their child read on a daily basis, making sure their child learns spellings and tables and helping with homework tasks.
Parents are invited to attend meetings about their child at least three times a year. During this meeting, targets are reviewed, additional support offered if required and transition details if applicable.
All our children are treated as individuals and the class teacher, alongside support staff, plan an appropriately differentiated curriculum for children. This ensures high quality teaching and learning with effective support and resources. When needed, we put in place targets, plans and appropriate provision to meet the additional needs of children with SEN. We review these regularly. Assessments are carried out to ensure children are on track to meet targets and that planning accurately addresses their needs. Progress and plans are regularly reviewed and evaluated to inform next steps.
Many staff in school are trained, and have worked alongside other professionals, to develop their skills, knowledge and expertise in specific areas of SEN. For example, we have staff who have developed high levels of expertise in the delivery of speech and language therapy. High priority is given to the emotional and social wellbeing of our children and we offer nurture groups and 1:1 support for children who may benefit.
Staff ensure that their classrooms are stimulating and provide prompts and challenges for all pupils. Children with SEN benefit from the ‘learning wall’ displays and the posters around class which remind them of spelling rules, writing genres, vocabulary etc.
All SEN provision is overseen and managed by the Inclusion Leader, Miss Dyson. She is supported by the Headteacher who has overall responsibility for assessment in school and therefore monitors the progress. Together, they monitor, review and evaluate all SEN provision on a regular basis throughout the year. They set high expectations for all pupils and staff.
Leaders ensure that the school’s physical environment is as appropriate and accessible as possible, within the means and confines of the school building
With the needs of the child at the heart of what we do, we may seek support from other agencies. This would be when we need specific or substantially greater help such as advice from Educational Psychologists, the School Nurse and the Complex Needs Team. We work with other schools in a cluster who can provide services such as Family Outreach Workers, Counselling and Therapeutic Services.
You should contact your child’s teacher initially or arrange a meeting with the Inclusion Leader, Miss Dyson. We will listen carefully to concerns and put appropriate actions in place. This may involve suggesting other professionals who might be able to help. Because we closely monitor every child’s attainment and progress, it’s likely that we will have already spoken to you about any concerns we have.
The class teacher will plan specific targets and the support needed to meet those targets. This is likely to include lots of extra practice of a specific aspect of learning over the course of the week as well as differentiated tasks within lessons. This will be overseen by the Inclusion Leader and any other professionals involved with the child. Any alternative provision will be delivered by teachers and support staff and will be reviewed regularly by teachers and the Inclusion Leader. Any plans or targets will be shared with you at parents’ evenings or at review meetings with the Inclusion Leader.
As well as individual plans and targets, which would usually be delivered on a one to one basis, we make sure that all children have access to a curriculum which meets individual needs. We might also group children so they access targeted support or specific resources together – this group work often helps with their learning and social needs. Transition support are offered to all pupils throughout the school and this may involve parents or support staff. Please see the Transition Policy.
In addition to normal reporting arrangements, there are parents’ evenings and review meetings where there will be opportunities for you to discuss your child’s progress with the class teacher. The Inclusion Leader is always available on these evenings for further discussion and to support you with any concerns you may have. You can be involved in supporting your child’s education in consultation with the class teacher. This may involve special homework tasks or reinforcement of classroom strategies in the home. We will always try to offer parent training or learning events to help this process and we welcome suggestions from you if there’s anything else that you would like support with.
Holy Family has a caring and supportive ethos. We are an inclusive school. We make sure all our children have the highest levels of pastoral care possible. This support may include specific sessions, where programmes are planned to meet the additional emotional and social needs of individual children. We have close partnerships with outside agencies. This ensures support is available for families who may need additional support. We also have two members of staff trained in the Common Assessment Framework (CAF) which can provide support to families in need. All our staff are trained in child protection procedures and there are two members of staff, the Inclusion Leader and Learning Mentor, who are specially designated to ensure the safeguarding of all children.
Our open door policy ensures you can feel confident when you approach school with a problem. You can tell us your concerns and we will access a range of services to provide support. This may involve referral to targeted services such as counselling or family support. Where education is the issue, the Inclusion Leader has access to specialists such as Educational Psychology, Speech and Language Therapists, Complex Needs Team. We recognise the importance of early diagnosis and intervention and have close links with the Early Years Team .Similarly, we work closely with the School Nurse, who is available to train staff when children have specific medical issues and links with many other support agencies.
Many staff have become trained and specialised in the development of speech and language groups and the delivery of individual programmes of study. Through in-house training and input from outside providers, we also have high levels of expertise in the understanding of behavioural difficulties and have robust systems in place to support and monitor children whose barriers to learning lie in this area. Staff have attended extra training to support their own learning and have become specialised in areas of need such as phonics, dyslexia and specific learning support programmes.
We ensure all children with SEN are able to access all activities and school trips enjoyed by their peers (although these may have be adapted for those with specific needs). We consult with parents / carers when planning activities to ensure safety and inclusion when it will help meet the child’s needs. Some children with complex needs will receive extra funding and this will be used where possible to employ staff on a one-to-one basis to promote independence but to also support inclusion at all times. Children are consulted with where applicable to determine their interests, needs and involving them in their education. For example, transition from primary to secondary.
An appropriate and accessible learning environment is provided within the confines of the building and is adapted where possible with additional funding if necessary. Most of the school is accessible for wheelchairs but having an first floor makes some classrooms, including ICT and the library severely limited.
Transition arrangements are firmly established in the school. You and your child, where appropriate, will be involved in any decisions made. Social and emotional support is planned to ensure all children make transitions smoothly and confidently. Please see the Transition Policy.
The school is funded on a national formula per pupil. Blocks of money are allocated depending on the number of children who meet the criteria and who are on the school’s inclusion register. We would use the additional funds to put appropriate support in place to meet the specific needs of your child. This may take the form of a one-to-one support worker to support the child to access a personalised timetable, develop independence and access all areas of the curriculum. However, do be aware that there are strict criteria for additional funding to be granted.
The Inclusion Leader will take advice from all professionals involved with the child alongside the views of you and your child. The best possible package of support will be put in place. We will regularly monitor the support and update where necessary.
Parents are kept informed about teaching and learning through regular newsletters, the news page for each class on our website, parents’ evenings and other events. We have learning workshops to show parents our methods of teaching phonics, reading and maths. Teachers are happy to meet with parents, often on a drop-in basis, to discuss ways to support your child at home. The SENDco meets parents at least three times a year to review progress, set targets and involve the child as much as possible in their education.
If you’re considering applying for a place, contact the office, who will direct you to our Inclusion Leader, Miss Dyson for further information and help with your application.
If you want to discuss something about your child, contact the class teacher in the first instance.
If you want information about other support services, ask our Inclusion Leader, Miss Dyson
If you want information about the local authority’s Local Offer, visit their website or ask the Inclusion Leader, Miss Dyson.
handling complaints...Please refer to the school's Complaints Policy