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SEN Information Report 2018-19

(St. Stephen’s CE Primary School Offer for SEND)


Parents/Carer’s Questions and answers

1. Who are the best people to talk to at St. Stephen’s school about my child’s difficulties with learning, special educational needs or disability?

  • Talk to your child’s class teacher about your concerns.
  • It is likely that the class teacher will have discussed your concerns with Ms Woolf the school’s interim Inclusion Leader. You may wish to arrange a meeting with Ms Woolf.
  • If you continue to have concerns arrange to discuss these with Miss Prevett, the Head of School. (See Roles and Responsibilities below.)


2. How will the school let me know if they have any concerns about my child’s learning, special educational needs or disability?

  • Your child’s class teacher may initially speak to you at the beginning or the end of a normal school day and arrange a further time to discuss the concerns.
  • The class teacher may also talk to you about any issues at a parent meeting.
  • The Inclusion Leader may contact you and arrange a meeting to discuss your child’s difficulties with learning and any possible support strategies the school might be considering.


3. How will the school consider my views and those of my child with regard to her/his difficulties with learning, special educational needs or disabilities?

  • At St. Stephen’s school we believe it is very important for parents/carers to be involved in all areas of their child’s learning and we actively encourage discussions. We believe, where appropriate, that it is essential to understand your child’s views on any difficulties they may experience with their learning.
  • You will be able to share your views and discuss your child’s progress at regular meetings with the class teacher and others.
  • If your child has an identified special educational need you will be invited to additional meetings with the class teacher and the Inclusion Leader to discuss current progress, support strategies being used and expected outcomes.
  • If your child has a Statement of special educational need or an Education, Health and Care plan (EHCP) you and your child will be able to share your views at the Annual Review.


4. How does St. Stephen’s school ensure the teaching staff are appropriately trained to support my child’s special educational needs and/or disability?

  • At St. Stephen’s school we believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teacher.
  • We regularly review the school training schedule and professional development for all teaching and support staff to ensure there is the appropriate expertise to support children with special educational needs.
  • The school is able to access training programmes from different organisations including the Triborough Training and Outreach team based at QE2 School.
  • Individual training can also be arranged when necessary.


5. How will the curriculum and the school environment be matched to my child’s needs?

  • At St. Stephen’s school we believe that your child’s learning needs will first be met through the high quality teaching delivered by her/his class teacher.
  • We carefully plan our curriculum to match the age, ability and needs of all children.
  • The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability.
  • It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs.
  • Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning.
  • St. Stephen’s school regularly reviews its Accessibility Plan to ensure that all children have the fullest access to the curriculum and the school site as possible.


6. What types of support may be suitable and available for my child?

This really depends upon the nature of your child’s needs and difficulties with learning. But our education provisions will match the needs of the four broad areas of need as defined in the SEN

Code of Practice 2014:
• Communication and interaction
• Cognition and Learning
• Social, emotional and mental health
• Sensory and/or physical needs
At St. Stephen’s school we have a 3 tiered approach to supporting a child’s learning.
• Universal – this is the quality first teaching your child will receive from her/his class teacher and may include some very minor adaptations to match learning needs.
• Targeted – it may be appropriate to consider making additional short term special A differentiated curriculum and Q.F.T educational provision to remove or reduce any obstacles to your child’s learning. This takes the form of a graduated four part approach of
o a) assessing your child’s needs,
o b) planning the most effective and appropriate intervention,
o c) providing this intervention and
o d) reviewing the impact on your child’s progress towards individual learning outcomes.
Specific targeted one to one or small group interventions may be run outside the classroom. These will be limited to a number a weeks to minimise disruption to the regular curriculum. You will be kept informed of your child’s progress towards learning outcomes.
• Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, sensory advisory teachers and the child development service. The school may need to prioritise referrals to these services. For a very small number of pupils access to these specialists may be through a Statement of SEN or an EHC Plan.
Current interventions at St Stephen’s school (Hyperlink to Provision Map of Interventions)


7. How will you support my child to reach his/her learning outcomes?

  • The class teacher and other staff working with your child ensure that your child receives appropriate teaching and support in order to reach these goals. The learning plan, strategies and progress will be reviewed termly.
  • External agencies and specialists may also review your child’s progress and adapt their planning accordingly.


8. What is an EHC Plan and who can request one for one for my child?

  • The purpose of an EHC Plan, which replaces Statements of SEN, is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes for him/her across education, health and social care and, as he/her gets older, prepare for adulthood. An EHC Plan will contain the views and aspirations of you and your child, a full description of his/her special educational needs and any health and social care needs, establish outcomes for your child’s progress, specify the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes
  • You, your child (where appropriate and aged 16 and over)and/or the school, usually the Inclusion Leader or Head Teacher, can request that the local authority conduct an assessment of your child’s needs. This may lead to an EHC Plan.


9. How will you help me to support my child’s learning?

  • There may be suggested strategies or activities for you to do at home to support your child’s learning.
  • We sometimes run parent/carer workshops in school to help you understand the strategies used in school. In addition, we may be able to offer you individual training in specific support strategies relevant to your child.
  • The Inclusion Leader may also support you with strategies, resources and ideas for supporting your child’s learning at home.
  • You may have an opportunity to meet with other professionals involved in supporting your child.


10. How is support allocated to children and how do they move between the different levels of support in school?

  • St. Stephen’s school receives funding from the Education Funding Agency and/or the local authority. These funds include money to support the learning of children with SEN and/or disabilities.
  • The Head teacher, in consultation with the school Governors, decides the budget for SEN provision on the basis of the needs of the children in the school.
  • The Head teacher and the Inclusion Leader discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs.
  • This process is reviewed regularly to ensure the best possible intervention is provided to those children who require additional support to learn.


11. How will the school know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?

  • Your child’s progress will be assessed both in terms of his/her regular learning within the class and with regard to specific intervention programmes.
  • The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary. It may be decided that a further period of support would be beneficial for your child.
  • You and your child will be kept informed and encouraged to be actively involved at all stages of this support.


12. What support will there be for my child’s happiness and well-being at St. Stephen’s school?

  • At St. Stephen’s school we believe that the happiness and well-being of all our pupils is paramount. All members of staff take this aspect of school life very seriously.
  • You can be confident that in particular your child’s class teacher, the teaching assistants, Learning Mentor and the Inclusion Leader are available to provide support to match your child’s needs.
  • You should also feel free to contact your child’s class teacher if you have any concerns.


13. How is my child included in all the same activities as his/her peers at school?

  • St. Stephen’s school is an inclusive school and committed to providing equal opportunities for all children.
  • School clubs, educational visits and residential trips are available to all children.
  • When necessary the school will make reasonable adjustments to ensure that children with SEN and/or disabilities are included in all activities.
  • You should also feel free to contact your child’s class teacher if you have any concerns.


14. How will St. Stephen’s school support my child in transition stages?

  • We liaise closely with the school or nursery your child is transferring from. We are able to discuss with the relevant teachers any individual needs and how best to support your child in school.
  • While at St. Stephen’s school we take care to ensure that during transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils needs, learning progress and best support strategies.
  • St. Stephen’s school makes arrangements to ensure there is a smooth transition when your child transfers to his/her secondary school of choice. Please contact us for further details.
  • If your child has an EHC Plan, we will participate and/or facilitate its review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and asked to attend the reviews.


15. If I have any other questions about my child at St. Stephen’s school, who can I ask?

At St. Stephen’s school we are very happy to speak to you about any aspects of your child’s education. It is best to speak to one of the following in this order;

  • The class/form teacher
  • The Inclusion Leader
  • The Head teacher

Parents’ guide to St Stephen’s school Interventions


Roles and responsibilities

Head teacher

  • To lead, manage and support the continued development of the academic, pastoral, social, financial and religious life of the whole school
  • pursue the vision and ethos of St Stephen’s School, and execute all aspects of the School Improvement Plan and other agreed strategies.
  • To promoting Christian education for the pupils whilst embracing the place of other faiths.
  • To providing effective, collaborative leadership on behalf of the Governors in order to develop and implement with the teaching staff a fun, innovative and thought-provoking curriculum.
  • To monitor, evaluate and improve the quality of teaching and learning
  • To implement the school’s budget and financial planning, and management


The Inclusion Leader

  • To manage and develop the SEN provision in the school.
  • To support staff in understanding the learning needs of pupils with SEN and the importance of raising their achievement.
  • To co-ordinate the day-to-day operation of the SEN policy, ensuring that the name of any pupil identified as a cause for concern, including those with behavioural problems, is entered, where appropriate, on the SEN register
  • To monitor the progress made in setting objectives and targets for pupils with SEN, assist in the evaluation of the effectiveness of teaching and learning, and use the analysis to guide further improvement.
  • To advise the Head teacher and governing body on the level of resources required to maximise the achievements of pupils with SEN.
  • To liaise with and co-ordinate the contribution of external agencies.
  • To teach individuals and groups of children who require additional support


Occupational Therapist:

  • Occupational therapy is a health profession whose goal is to help people achieve independence, meaning and satisfaction in all aspects of their lives. Some of the responsibilities of an OT .
  • To undertake assessments of physical, communication, interaction and cognitive skills
  • To plan and provide appropriate treatment/graded activities
  • To give advice and arrange support for family members, carers and clients
  • To undertake general administrative tasks, for example writing reports, making telephone calls, maintaining records and case notes
  • To liaise with doctors, family members/carers and other professionals and keeping them updated
  • To plan further treatment and review progress
  • To assess treatment success at multi-professional case conferences/meetings.


Educational Psychologist

  • An educational psychologist is concerned with helping children or young people who are experiencing problems within an educational setting with the aim of enhancing their learning. Some of their responsibilities may include:
  • To advise the school staff about the best teaching strategies for individual children or groups of children.
  • To assess children using observation, interviews and test materials.
  • To offer a wide range of appropriate interventions to individuals or groups.
  • To provide in-service training for teachers and other professionals on issues such as behaviour and stress management.
  • To research and advise on educational provisions and policies.



  • To deliver a creative, stimulating and learning focused curriculum that meets the needs of all pupils, including those with SEN and those whose first language is not English
  • To teach, according to their educational needs, the pupils assigned to them, including the setting and marking of work to be carried out by the pupil in school and elsewhere
  • To model effective teaching and learning as well as the building of effective relationships at all times.
  • To assess, record and report on the development, progress and attainment of pupils
  • To make records of and reports on the personal and social needs of pupils
  • To communicate and consult with the parents of pupils
  • To help foster and develop good relationships with the school community
  • To maintain good order and discipline among the pupils and safeguard their health and safety both when they are authorized to be on the school premises and when they are engaged in authorized school activities elsewhere


Teaching Assistant

  • To supervise and provide particular support for pupils, including those with special needs, ensuring their safety and access to learning activities
  • To establish constructive relationships with pupils and interact with them according to individual needs
  • To encourage pupils to interact with others and engage in activities led by the teacher
  • To set challenging and demanding expectations and promote self-esteem and independence
  • To provide feedback to pupils in relation to progress and achievement under guidance of the teacher
  • To provide detailed and regular feedback to teachers on pupil’s achievement, progress, problems etc.
  • To prepare, maintain and use equipment/resources required to meet the lesson plans/relevant learning activity and assist pupils in their use


Learning Support Assistant

  • To assist students in the location and use of learning resources, including IT based and multi-media facilities.
  • To work with individual students or small groups of students to deliver an agreed programme devised by academic staff.
  • To enable the students to successfully undertake his/her studies.
  • To support students in class and supervise them during the breaks
  • To take a proactive role in promoting positive behaviour by students, adopt a consistent approach in dealing with student discipline in accordance with School policy and advise academic and/or senior staff of any issues relating to student discipline.
  • To support teaching staff in the delivery of learning programmes.