SACRED HEART CATHOLIC PRIMARY SCHOOL, LEIGH

SEND INFORMATION REPORT

2022 - 2023

 

Mission Statement

‘Live and learn with Jesus.’

At Sacred Heart Catholic Primary School, Leigh we aim to meet every child’s needs to ensure that they achieve to the best of their ability.  As parents, you may have questions about what our school has to offer and how we support your child.  The following information will explain what provision we offer with regards to your child’s education, health and care needs.

 

What is SEND?

In July 2014, the Department for Education produced a Special Educational Needs and Disability Code of Practice which defines SEND as:

A child or young person has SEN if they have a learning difficulty or disability which calls for special provision to be made for him or her.’

Wigan Authority have published their Local Offer document and the intention is to offer choice and transparency for families, as well as providing a resource for professionals to detail the range of services and provision locally.

The Local Authority Local Offer can be found at www.wigan.gov.uk/sendlocaloffer

 

Who should I talk to if I have concerns about my child?

If you have concerns or worries about your child, then you should firstly speak to their class teacher. The class teacher can then share information on how they are doing in class and any support they may be receiving.  If appropriate, the class teacher may feel it necessary to arrange a further meeting with you as parents and carers, alongside support from the Head Teacher Mrs. Ahmed, Deputy Head Mrs. Warner, Inclusion Manager Mrs. Pasquill or Pastoral Manager Miss. Sanders.

How does the school know if a child needs extra help?

All the children’s progress, academically, socially and emotionally is regularly monitored by teaching staff and the Senior Leadership Team within school.  Class teachers complete ongoing assessments daily and weekly, and formal assessments are completed termly to check progress and achievements.  If the class teacher is concerned with a child’s progress, then it is raised with the Senior Leadership Team or Inclusion Manager whose role it is to oversee additional needs, support and provision in school.  Following these discussions, a plan will be put into place, if necessary, with regards to appropriate support or interventions needed.  Other methods of highlighting needs are:

  • Teacher/Teaching Assistant observations of behaviour, social and emotional needs
  • Concerns raised by children, parent/carer or outside agency
  • Links with health & care services

Our Inclusion Manager and Pastoral Manager work closely together with the Senior Leadership Team in ensuring that each child’s holistic development is considered.  As a school, we liaise closely with other agencies such as Wigan’s Targeted Education Support Service (TESS), Educational Psychology Service (EP), Speech and Language Team (SALT), Occupational Health Team (OT) and the Ethnic Minority Achievement Service Team (EMAS).

How will school staff support my child?

Through Quality First Teaching (class teacher input via targeted classroom teaching), we provide a broad, balanced and bespoke curriculum created to meet the needs of every child and to provide them with the knowledge and life skills required for the next stage in their learning journey.  This means that:

  • The class teacher has high expectations for all children.
  • A wide range of teaching and learning styles are used to ensure your child is engaged in learning.
  • Teaching is based on prior knowledge, what they can do and what they understand
  • Progress is carefully monitored.
  • Specific strategies are in place to offer the appropriate level of support and challenge in every lesson – including group work or interventions.

All children in school receive this as part of excellent classroom practice when needed.

For children who may have some additional needs or require some additional support, they will:

  • Engage in smaller group activities with specific targets to help make greater progress.
  • Have differentiated work supported by an adult or,
  • Be referred to the Inclusion Manager or Pastoral Manager.

For some children, professional support or advice may be sought from TESS, EP Service, SALT, OT, CAMHS or EMAS.  This means that:

  • The child has been identified as needing more specialist input in addition to quality first teaching and intervention groups already provided.
  • You will be invited into school to discuss your child’s progress and help identify a way forward.
  • You may be asked to give permission for specialist support from an outside agency.
  • A very specific programme of support may be put into place and recommendations made for school and home.

If a child is still identified as having specific additional needs or is not making progress despite all the above being in place, then school may apply for an Education, Health and Care Plan.  Evidence over 2 or 3 terms is required to show that current practice does not meet their needs and a higher level of support and intervention is required.

What is an Education, Health and Care Plan?

An EHC Plan looks at all the needs that a child has within education, health and care that are identified as a barrier to their learning.  The child, with their family and other professionals, will consider what outcomes they would like to achieve and this plan identified what is needed in order to achieve those outcomes.  This means that:

  • School (or yourself), can request that the Local Authority carries out a statutory assessment of your child’s needs.
  • School (or yourself), will gather information to support the application with evidence of two or more professionals being involved with your child’s provision.
  • The Local Authority will review the application and decide whether they think your child’s needs seem complex enough to require a statutory assessment. If this is not the case, school will continue to provide support already in place.
  • If the Local Authority deems that your child’s needs are severe, complex or lifelong and they require a high level of support in order to make good progress then an EHC Plan will be written for your child.
  • The EHC Plan will clearly state provision to be put into place and outline an amount of money the school will receive in order to carry out the recommendations. It will include short-term and long-term goals for the child.
  • Depending on the EHCP recommendations, your child may have an additional adult to support them in their learning, day to day activities or small group interventions.
  • The EHCP will be reviewed on an annual basis with yourselves, the class teacher and other professionals to ensure the plan is appropriate and meeting the needs of the child.

 

How are the school’s resources allocated and matched to children’s Special Educational Needs?

Each year, SEND is allocated an amount of money from our school budget.  This money is used to support children who are identified as having additional needs.  We have a variety of resources available and we regularly review the effectiveness of them and update them as and when appropriate.  If your child has an Education, Health and Care Plan then they are allocated further funding specific to their area of need and this will be used to provide a high level of adult support and specialist resources/equipment if needed.

 

How will I know how my child is doing and how will you help me to support my child’s learning?

Here at Sacred Heart, we strive to develop and foster good relationships with you as parents and carers in supporting your child and helping them achieve their full potential.  Staff are always willing to meet with you, and a brief discussion can be held either before or after school as you drop or pick up your child.  If you wish to discuss something in more detail, then it is best to make an appointment with your child’s class teacher so that an appropriate time and place can be given.  Messaging your child’s teacher on dojo is the best way to do this or by contacting the school office who can then pass on the message.

In the Autumn Term, we have ‘Meet the Teacher’ so that you can come into school, have a look at your child’s class setting, discuss how they are settling into school and how they are progressing with the new curriculum and routines.  Following assessments, we also have Parents’ Evenings in autumn and spring to share progress and targets for learning.  Our end of year reports, sent out in the Summer Term will inform you of your child’s progress throughout the whole year.

What support will be there for my child’s overall well-being?

Here at Sacred Heart, our mission statement and strong Catholic ethos underpin the heart of everything we strive to provide.  We aim to ensure the development of the whole child through God’s love, learning, growth and friendship.

Staff work closely together to plan and deliver support for all children’s academic, social, emotional and physical needs.  Our Pastoral Manager works hard to provide specific support for children and their families should they need it with regards to issues such as:

  • Attendance
  • Bereavement
  • Parental support
  • Mental Health

If your child has a specific medical need we will complete an Individual Health Care Plan with you to ensure that your child’s medical or health needs are appropriately supported.  Staff regularly take part in first aid training as well as with specific medical conditions such as epilepsy, asthma, diabetes and anaphylaxis.  Staff training is reviewed and updated to include new staff or any specific requirements.

Our school curriculum enables your child to develop their social and emotional skills and encourages them to learn respect, tolerance, empathy and care for others.  We offer a wide range of activities such as educational visits, residential trips, visitors in school and strong links with our Church and local community.  We also provide a wide range of additional activities such as breakfast club, after school sports, parent-child challenges and holiday clubs.

Your child is also supported at un-structured times such as playtimes and lunchtimes with fully trained staff.  Our teachers, HLTA’s and teaching assistants promote appropriate behaviour and ensure children make best use of their free time.  For children who may find un-structured times difficult, then carefully planned activities are in place within smaller areas to support them.

We have a well-developed good behaviour policy which was written in consultation with staff, governors, children and parents.  Our systems ensure that any issues that arise are dealt with appropriately and effectively.  We also work closely with outside agencies to provide further support as and when necessary.

You as parents and carers are kept informed of any issues where appropriate, and we work together to ensure that every child at Sacred Heart, Leigh feels happy and supported throughout their time here.  Exclusions are rare, and only considered when all other avenues of support have been unsuccessful.

Children’s good behaviour, hard work and achievements are recognised and celebrated throughout school and this is done through assemblies, display work and golden time.   All staff use ClassDojo and children are awarded dojo’s, given stickers, stamps, certificates, postcards home and prizes.  We actively encourage all children to feel proud of all their achievements and progress.

Our school attendance policy promotes the importance of good attendance in enabling your child to achieve their full potential.  Attendance is regularly monitored by our Pastoral Manager and Attendance Officer, who will work with families who may have difficulties to ensure that improvements are made.  We also access support via outside agencies such as Wigan Family Welfare and Start Well if further improvements or action is required.  We celebrate good attendance in school and children are rewarded with certificates, awards and prizes.

 

How accessible is the school environment?

Sacred Heart, Leigh is a modern building which is fully wheelchair accessible and has a number of accessible toilets and facilities.  We have a variety of interactive and technological resources including iPads, computers, laptops and interactive whiteboards and screens.  Classrooms are well equipped for children who have specific needs, and we regularly update resources so that all children’s needs are met.   We take pride in the support and resources we have for children with English as an Additional Language (EAL).  We work closely with the EMAS team in developing access and support for these children and their families.

How will the school prepare and support my child through transitions?

Our Early Years staff work as a unit and meet with nurseries, children and their families prior to starting school.  We invite you and your child to our ‘INSPIRE’ sessions, where you and your child can take part in a variety of activities in the classroom, and familiarise yourselves with the staff and surroundings.  We also offer a new intake meeting where information is shared about our school, daily routines and arrangements prior to starting in the September.  To make the transition smoother at the start of Reception, your child will first join us on a part-time basis to allow them to settle in before starting full-time.

Transition between classes is supported well via opportunities for your child to work with their new class teacher prior to moving.  If a child has specific needs, arrangements will be made in advance to ensure appropriate support and time is given in providing as smooth a transition as possible.

Our Pastoral Manager along with Year Six staff, work closely together in developing a transition programme for the children who are moving to high school.  We ensure they have opportunities to visit their chosen high school and become familiar with routines and expectations prior to starting.  Children with SEND are offered an enhanced transition programme once their high school place has been confirmed.  You as parents and carers will also be involved in the transition process and have the opportunity to discuss concerns and ask questions.

If a child joins our school mid-year, appropriate arrangements are made as soon as possible to ensure that transition is as smooth as possible.  Staff work closely together to ensure that your child is secure and happy as they make their transition to the next stage of their learning journey.

 

How are parents and carers involved in the school?  How can I be involved?

At Sacred Heart Leigh, we believe that a good working relationship between school and home is vital in enabling children to achieving their full potential.  We actively encourage parents and carers to be involved in their child’s education in a variety of ways. 

We also have our ‘Friends of Sacred Heart’ group in which parents and carers are invited to help and support our school through a variety of events.  The group meet on a regular basis and work together with the SLT and staff to discuss concerns and plan fundraising events.  We also keep parents and carers informed about their child or events in school via ClassDojo.  It is an excellent way of communicating between home and school.  Staff regularly update their class pages and share information and events that take place throughout the week.

We also have a strong governing body made of representatives from our school, parents, parish and community.  The governing body play a vital role in the running of our school and are actively involved in supporting the staff and children.  Each class has an assigned governor who comes into school to work with the children and staff, and they are readily available to meet with parents to discuss any concerns they may have about school.  Information regarding this is on our school website.

 

Who can I contact for further information?

Staff are always willing to meet with you, and a brief discussion can be held with your child’s class teacher either before or after school as you drop or pick up your child.  If you wish to discuss something in more detail, then it is best to make an appointment so that an appropriate time and place can be given.  Messaging your child’s teacher on dojo is the best way to do this or by contacting the school office who can then pass on the message.

If you have a concern of a confidential nature or need to discuss a specific issue in further detail, it is best to make an appointment to see Mrs. Ahmed our Head Teacher or Mrs. Warner, our Deputy Head.  You can call into the school office to request an appointment or phone school direct on 01942 674226.  If your concern is regarding your child’s EHCP or SEND provision you should contact our Inclusion Manager, Mrs. Pasquill.

If you are considering a place for your child here at Sacred Heart Leigh, then contact us on the above number and arrange to make a visit.  During the visit, you will be given a guided tour and an opportunity to discuss your child’s specific needs and ask any questions you may have about your child’s education.

Updated November 2022.