Special Educational Needs Provision

SEND Information Report

1. How does the school know if children need extra help?

We believe that the community of Twelve Apostles Primary School reflects and celebrates the diversity of God’s family. Our commitment is to the needs of every child and to ensure that every child, therefore, has equal access to a broad, balanced and relevant curriculum. Every child is included in all activities that make up the life and Catholic ethos of the school. At Twelve Apostles Catholic Primary School all children are valued as unique individuals and all will be given the best opportunities to achieve their full potential, including those who may face barriers to learning.

“Since every person of whatever race, condition and age is endowed with human dignity they have an inalienable right to an education corresponding to their proper destiny and suited to their talents” Gravissimum Educationis.

We are continually assessing and monitoring both the academic and social welfare of all children within our school to ensure that all children can access the National Curriculum and achieve their potential. School staff make continuous observations of all children in their care, both academically and in their wider school lives. These observations, along with various assessment data, may highlight issues or concerns for particular children. Where this is the case, in the first instance, teaching staff will have a conversation with parents, and with the SENCO (Mrs O’Boyle). If after that conversation and a sharing of concerns, we agree that further investigation or intervention is required, then and only then will we proceed.

2. How will the school let me know if they have any concerns about my child’s learning in school?

If your child is identified as not making progress the school will set up a meeting to discuss this with you in more detail and to:

  • listen to any concerns you may have
  • plan any additional support your child may receive
  • discuss with you any referrals to outside professionals to support your child’s learning
3. Who are the best people to talk to at school about my child’s learning difficulties / SEND, and how can I contact them?

The SENCO ( Miss. O’Boyle)

Responsible for:

  • Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children receive a consistent, high quality response to meeting their needs in school.
  • Ensuring that parents are: involved in supporting their child’s learning, kept informed about the support their child is getting and involved in reviewing how they are doing.
  • Liaising with all the other people who may be coming into school to help support a child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
  • Updating the school’s SEND record (a system for ensuring the SEND needs of pupils in this school are known) and making sure that there are effective records of a child’s progress and provision.
  • Completing EHC plans and annual reviews for those children assessed at that level

*Providing support for teachers and support staff in the school - so they can help children with SEND in the school achieve the best possible progress.


Class teacher

Responsible for:

  • Checking on the progress of a child and identifying, planning and delivering any additional help a child may need (this could be things like targeted work, additional support) and liaising with the SENCO.
  • Writing programmes of work (APDR), and sharing and reviewing these with parents
  • Ensuring that all staff working with a child in school are helped to deliver the planned work/programme for a child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

Headteacher ( Mrs. Newton)

Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • Mrs. Newton will give responsibility to the SENCO and class teachers but is still responsible for ensuring that your child’s needs are met.
  • Mrs. Newton makes sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

Governors / SEND Governor (Mrs. O’Rourke):

Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.

If any parent has concerns about a child’s learning or development, please arrange to meet with either the child’s class teacher or with the SENCO (Mrs. O’Boyle)

Both can be contacted via the school office or at 01942 674312.

4. What are the different types of support available for children with SEND at Twelve Apostles Catholic Primary School and how will expertise be accessed?

There are various different types of support at Twelve Apostles. These include:

Quality First Teaching

For your child this would mean:

  • That the teacher has the highest possible expectations for a child and all pupils in their class.
  • That all teaching is based on building on what a child already knows, can do and can understand.
  • Different ways of teaching are in place so that a child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support a child to learn.

All children in school will receive this as a part of classroom practice.

Specific group work with in a smaller group of children: (Target Groups)

This group, often called Intervention/ target groups

  • Children will engage in group sessions with specific targets to help them to make more progress.
  • A teaching Assistant/teacher or outside professional (like a Speech and Language Therapist) would run these small group sessions using specific plans
  • Planned, targeted support, delivered in the classroom or outside in the resource area, with work carefully planned by the teacher/ other professional to meet the needs of the children
  • Delivered by a teacher or a teaching assistant who has had training to run these groups.

If any outside expertise is needed, Mrs. O’Boyle will arrange this, in consultation with the parents / carers.

SEND Support

A child will have been identified by the class teacher/SENCO (or parents / carers will have raised worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.

  • A parent / carer will be asked to come to a meeting to discuss their child’s progress and help plan possible ways forward.
  • A parent/ carer may be asked to give their permission for the school to refer a child to a specialist professional e.g. Educational Psychologist / TESS/ Sensory support etc. This will help the school to understand a child’s particular needs better and be able to support them better in school.
  • The specialist professional may work with the child to understand their needs and make recommendations. For example:
    • Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
    • Support to set better targets which will include their specific expertise
    • A group run by school staff under the guidance of the outside professional e.g a social skills group
    • A group or individual work with an outside professional

This type of support is available for children with specific barriers to learning that cannot be overcome through quality first teaching and small intervention groups.

Specified Individual support

This is usually provided via an Education, Health and Care Plan (EHCP). This means the child will have been identified by the class teacher, SENCO as needing a particularly high level of individual or small group teaching, which cannot be wholly provided from the budget available to the school.

Usually the child will also need specialist support in school from a professional outside the school.

For a child this would mean:

  • The school (or parent / carer) requests that the Local Authority carry out a statutory assessment of a child’s needs. This is a legal process which sets out the amount of support that will be provided for the child.
  • After the school has sent in the request to the Local Authority (with a lot of information about the child), the LA will decide whether they think the child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask all professionals involved with the child to write a report outlining the child’s needs. After the reports have all been sent in, the Local Authority will decide if the child’s needs are severe, complex and lifelong and that they need more than support in school to make good progress. If this is the case they will write an EHC Plan. If this is not the case, they will ask the school to continue with the support at school and will also set up a meeting in school to ensure a plan is in place to ensure the child makes as much progress as possible.
  • The EHC Plan will outline the number of hours of individual/small group support or the funding the child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for the child.
  • An additional adult may be used to support the child with whole class learning, run individual programmes or run small groups.

    This type of support is available for children whose learning needs are:
  • More severe and complex so cannot be met by quality first teaching, SEN support in school or with small targeted intervention groups
5. How are the teachers in school helped to work with children with SEND and what training do they have?

We firmly believe in the early identification of children with SEND and at Twelve Apostles we identify four broad areas of need: Communication and Interaction; Cognition and Learning; Social, Emotional and Mental Health Difficulties; Sensory and Physical Needs. (as outlined in the Code of Practice); however, we give priority on assessing each child’s individual needs rather than placing them into specific categories.

  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. (teachers and teaching assistants) This includes whole school training on SEND issues such as ASD and Speech and language difficulties, and the categories of need outlined above
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class. Professionals may work closely with individual teachers and advise them on strategies to use
  • The SENCO contacts and liaises with outside agencies where necessary to support a child’s individual needs
6. Who are the other people providing services to children with additional needs in school?

Depending on the needs of the child they may work with either or both an educational service or the health service. A child will have access to these services through school or through referral by parents. School may buy extra time from agencies to support the specific needs of the children within our school. The following is a list of the types of agencies school works with.

School Pastoral Lead: Mrs. Nelson

At school we believe that support should be provided for all children to improve their emotional and social development as well as having a strong approach to prevent bullying (please see the Anti-Bullying Policy). Within school the Pastoral Manager is specifically trained to work with those children who have mental health or behavioural difficulties; her training enables her to offer opportunities for children to process their feelings and develop coping strategies. Mrs. Nelson is also the lead of the Nurture setting (established 2018-19)

Targeted Support Service – Outside expertise from the Local authority that can provide specific support based on the child’s individual needs

Educational Psychology Service

Sensory Service for children with visual or hearing needs

Speech and Language Therapy provided by the LA or the school based Speech and Language therapy: Miss. Box

School Nurse / Health Visitor

CAMHS (Child and Adolescent Mental health Services)

Outreach Specialist teachers supporting children and teachers with specific strategies

Occupational Therapy

Physiotherapy

School Counsellor

7. How will the teaching / curriculum be adapted for my child?
  • The use of differentiated work, along with different and appropriate teaching style to meet the needs of the children. Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
  • The encouragement of peer support through mixed ability grouping and paired and group reading and writing activities
  • The development of pupils’ self- esteem through praise, rewards, merits and a caring ethos in the class and throughout the school
  • The use of teaching assistants to provide extra individual or small group attention. Specific resources and strategies will be used to support a child individually and in groups, based on a child’s individual needs
  • The liaison with parents to share in the child’s learning and to plan the child’s work in partnership
  • The use of the identification and monitoring programme
  • The use of target setting and individual planning. Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that a child’s needs are met.
8. How will my child be included in activities outside the classroom including school trips?
  • Before school provision and extra- curricular activities are accessible to all children
  • Occasionally some conditions can call for extra risk assessments on school trips, e.g. if a wheelchair is needed etc. If your child’s circumstances call for a teaching assistant or carer then they may also attend most trips with your child. The school endeavours to be as fully inclusive as is possible.
9. How will we measure the progress of your child in school?
  • A child’s progress is continually monitored by the class teacher through ongoing assessments
  • The child’s progress is reviewed formally every term and an outcome of: at the expected level or below / above the expected level for the year group given in reading, writing, numeracy and science.
  • A child with additional needs may also be tracked using the school Pebbles system / b squared / P scales to provide more information of smaller steps of progress.
  • Children at SEN support will have an individual plan with specific targets for the child - this is called an APDR – this will be reviewed with parental / pupil involvement
  • The progress of children with a statement of EHC Plan is formally reviewed at an annual review with all adults involved with the child’s education.
  • The Head teacher (Mrs. Newton), Deputy Head teacher (Mrs. Whitton), Assistant Headteacher (Mrs. Marsden) will also check that your child is making good progress through monitoring the levels that children are working at and in discussion with the class teachers every half term (pupil progress meetings-one of which is specifically dedicated to the progress of children with additional needs)

SATS: At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results are published nationally. All other classes complete end of year assessments, these could be optional SATs, or other formal assessments, these are given to the next class teacher so there is a continuous understanding of the child’s level and areas of need. If the child is not yet at National Curriculum levels, a more sensitive assessment tool may be used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’. These are reported at the end of Key Stage One / Two if your child is working at this level.

10. How are the school’s resources allocated and matched to children’s needs?
  • The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of need in the school.
  • The Head Teacher and the SENCO, discuss all the information they have about SEND in the school, including: the children getting extra support already, the children needing extra support, the children who have been identified as not making as much progress as would be expected. They then decide what resources/training and support is needed and the budget required
  • All resources/training and support are reviewed regularly and changes made as needed.
11. What support do we have for you as a parent of child with an additional need?
  • The class teacher is regularly available to discuss a child’s progress or any concerns and to share information about what is working well at school so similar strategies can be used at home.
  • All information from outside professionals will be discussed with the person involved directly with the child, or where this is not possible, in a report.
  • Planning for the child will be reviewed with parent / carers involvement (APDR).
  • Homework may be adjusted as needed to a child’s individual needs.
  • A home/school contact book may be used to support communication, when this has been agreed to be useful.

The SENCO and Headteacher are available to discuss a child’s progress or any concerns or worries.The Pastoral Lead is also available to meet with parents and carers to discuss any concerns or worries. They can be contacted via the school office.

12. How accessible is the school environment to children with additional needs?
  • The building is accessible to children with physical disability via ramps. The infant area, junior area and hall can all be accessed without the use of stairs, using the ramps provided. There is a disabled toilet for those children with physical disability
  • Equipment used is accessible to all children regardless of their needs. Provision is made for those children with hearing needs and equipment is provided for support through the sensory service
  • Before school provision is accessible to all children including those with SEND.
  • Extra- curricular activities are accessible for children with SEND.

For those parents whose first language is not English, every endeavour will be made to ensure all information is understood.

13. What provision is there for my child’s overall well- being?

Our school has a comprehensive pastoral system which aids the holistic approach of the school.

This includes:

  • Pastoral Manager support, focusing on social and emotional development, delivered 1:1, paired or in a group as appropriate, either in or out of class. A nurture room is currently being established (2018-19) please see the SENCO / Pastoral Manager for further information.
  • Tailored intervention programmes
  • Intervention from the LA for children and their parents/carers on referral, delivered both in school and in the home.
  • Intervention from the Child and Adolescent Mental Health Service (CAMHS) for children and their parents
  • Intervention from the school counsellor / Mindfulness sessions, based on the child’s individual needs
14. How will the school prepare and support my child to join the school, transfer to a new school or onto the next stage of education?
  • Pre-school meetings are held in the summer term (May/June) prior to the child beginning school in the September – this enables staff to learn more about a child’s needs and for parents to provide any information they would like to share
  • A home-school meeting is organised in the September of the new academic year, with the parent / carer, child and the reception teacher, so that there is a further opportunity to discuss a child’s needs
  • A transition meeting is held between the nursery staff and the reception teacher so that information can be passed on and discussed in detail before a child begins school
  • A meeting is held between the Local Authority Early Years Leader, the SENCO and the reception teacher, prior to a child beginning school so that any SEND information can be shared
  • As each child begins a new class, a pupil profile meeting is completed between the existing teacher and the next teacher so that SEND children can be discussed in detail, to ensure there is a smooth transition and that the child’s individual needs are shared
  • As each child progresses to secondary school, the Year 6 teacher shares all relevant information with the Head of Year and the Pastoral Manager of the chosen secondary school so that there is a smooth transition between schools and to ensure the child’s individual needs are shared.
  • There are a number of occasions where the children visit their secondary school so that they are more confident when they begin the next stage of their education. The Pastoral Manager also completes a number of activities with the children to prepare them for the next stage in their education
  • Further visits to the child’s secondary school can be arranged if needed, and meetings with the parent / teachers/ Pastoral Manager /SENCO can be made to share all relevant information as required and for parents to share any concerns/ worries they may have
15. What do I do if I am not happy with the provision for my child?
  • For any concerns about the provision or progress of a child please initially contact the child’s teacher who will be willing to discuss them
  • The SENCO or the Head teacher can then be contacted
  • If you are still not happy the SEND Governor (Mrs. O’Rourke) can be contacted

All the above can be contacted through the school office or on 01942 674312

16. Is there any information about ‘Looked after Children’ with special educational needs?
  • The needs of all the pupils who may have special educational needs either throughout, or at any time during, their time at XII Apostles will be met and provided for in the most suitable and appropriate way. Those children who are classed as ‘looked after’, because they are not living with their parents, will be monitored and tracked carefully. Their progress will be reported to the Head teacher, assessment manager and Governors.
  • A designated teacher (Mrs. Whitton) attends Local authority meetings where further information is given on how best to provide for this group of children. Mrs. Whitton monitors the provision and progress for looked after children including those with special educational needs.
  • All children who are’ Looked after’ with SEND working at SEN support or with an EHC, will have a Personal Education Plan, this is reviewed regularly.
17. Is there any further information/ help available to me about supporting my child with SEND?

The Local authority have published further information as to the services they provide for families of children with SEND, these can be accessed here:

http://www.wigan.gov.uk/Resident/Education/Special-Educational-Needs-and-Disability/Information-for-families