St Patrick’s Catholic Primary School
Children with Additional Needs (SEND) Information Report
Our Mission Statement
Christ be within us as we learn, grow and shine.
The family of St Patrick’s Primary School holds the love and light of Christ at its heart, where all are welcome to:
Learn to become the best we can be, inspired by the gifts of the Holy Spirit;
Grow in knowledge and understanding, of how God the Father calls us to live;
Shine as a light to others as we follow in the footsteps of Jesus
The Special Educational Needs and Disability Regulations (2014) require the school to publish certain information regarding our provision for pupils with special educational needs and disabilities (SEND). At St Patrick’s Catholic Primary School we hope parents/carers of current and prospective pupils find the following information helpful. We encourage all interested parties to contact the school for more information. This document can be made available in printed form free of charge please ask at the school office.
St Patrick’s Catholic Primary School is a fully inclusive school. We provide an exciting, stimulating and creative learning environment in which we strive to ensure that all children achieve their potential personally, academically, socially and emotionally in all areas of the curriculum. Our curriculum is a creative curriculum providing opportunities to promote enjoyment and excellence for all.
We are committed to narrowing the attainment gap between children with additional needs (CAN) and non-CAN children. This may include short-term intervention learning, opportunities for over-learning, pre-teaching, 1:1 tutoring and if necessary a personalised curriculum designed to meet particular needs.
All children are entitled to an education that enables them to make progress so that they;
Who can I contact if I have a concern about my child and their additional needs
If your child has an additional need and/or disability and you would like to know more about what we offer at St Patrick’s Catholic Primary School please contact us on 01926 425958 or email firstname.lastname@example.org or direct to email@example.com
Assistant Headteacher and SENDCo: Mrs Rachel Heath.
Mrs Heath can be contacted on 01926 425958 or by email: firstname.lastname@example.org
Our Governor with responsibility for SEND will be appointed at the first Full Governing Body Meeting of the new academic year in September 2022.
You can also contact the SEND Information and Advice Service for more information and support. Further details can be found at: https://www.kids.org.uk/warwickshire-sendias-front-page
Warwickshire Local Authority’s Local Offer of provision for children with additional needs can be found at
How are the needs of children with medical and/or disabled needs met?
The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.
Some children with medical needs may also have special educational needs and may have a statement or Education Health and Care (EHC) plan often known as an EHCP, which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed.
How are children identified as having additional needs?
The Department for Education has identified 4 broad areas which cover a range of needs. These are defined in the Special Educational Needs and Disability Code of Practice 0-25 years (2015). These are:
The term ‘learning difficulties’ covers a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple difficulties (PMLD). Specific learning difficulties (SpLD) such as dyslexia, dyspraxia and dyscalculia come under this term.
Children and young people may experience a wide range of social and emotional difficulties which present themselves in many ways. They may:
This broad area includes attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD) or attachment disorder. It also includes behaviours that may reflect underlying mental health difficulties such as anxiety, depression, self-harming and eating disorders.
Where children and young people have visual and/or hearing impairments, or a physical need that means they must have additional on-going support and equipment.
The school promotes a graduated approach to assessing children with additional needs. This approach of assess – plan – do – review underpins our provision. It recognises that there is a continuum of additional need and that increasing specialist expertise should be involved to address any difficulties a child may be experiencing.
Children are assessed against nationally set criteria to check their progress across all areas of learning and against children of the same age in all other primary schools. Our school’s assessment policy outlines the range of assessment regularly used throughout the school. Termly tracking as well as specialist assessment tools may be required when children are making progress which is
Progress in areas other than academic are also considered e.g. social development, where it is identified that the child requires additional support to be integrated into school life or make a successful transition to secondary school.
The SENDCo, and class teacher meet termly to review childrens’ progress. Where it is identified that the child may require additional support the SENDCo requests the class teacher complete a CAN Referral form. The SENDCo will observe the child in class and work with the child 1:1. Parents are invited to discuss these preliminary observations and strategies are recommended and implemented. Where it is necessary, and in consultation with parents, outside agency support will be requested.
Children identified as having additional needs will have a Personal Learning Plan. This details the child’s likes, their individual needs, best ways to support the child, current targets and Intervention. PLPs are reviewed termly.
Parents are always informed if school staff considers their child has an additional need and parents, and where appropriate children, are involved in planning to meet the need.
We often recommend that children have an eyesight and hearing tests in the first instance so that these can be discounted as possible causes of learning issues.
Provision – How do we adapt the curriculum and learning environment for children with additional needs?
The built environment
The building is accessible in that it is single level throughout. Access into all classrooms, halls and the outdoors is ground level and appropriate for use with wheelchairs and walking aids. We ensure, wherever possible, that equipment used is accessible to all children regardless of their needs. Staff are able to access training in the use of more specialist equipment which your child may require. After school provision is accessible to all children including those with SEND. Extra-curricular activities are accessible for children with SEND. Further information can be found in our Accessibility Plan on the school website http://www.stpatricks-lspa.com
Class Teachers have responsibility for enabling all children to learn. To achieve this they:
Learning Support Assistants
Intervention and organisation of support
Intervention is carried out by the school and is ‘additional to or different from’ the usual differentiated curriculum. It can take the form of:
Our School’s response following Covid-19
As children have returned to school we recognise that all of the school community have experienced a trauma. Consequently, all staff have undertaken training in Trauma and Adverse Childhood Experiences (ACEs), what to be aware of and how we can help children. Our Curriculum allows for children to talk through their experiences during lockdown and subsequent worries and concerns so that they are in a place where they are able to learn.
We recognise that some of our children have thrived whilst being at home and spending more time with their families whilst others have found this more challenging. We are mindful that some children will have slipped in their learning and our curriculum is tailored to ensure identified gaps are plugged as soon as possible.
When a child is demonstrating a significant cause for concern or their learning need is more complex and persistent than can be met by the interventions already put in place statutory assessment will be considered. The EHC Plan incorporates all information about the child from birth to 25. All parties, including health and other agencies involved with the child contribute to this plan. If a Statutory Assessment is required the school, in consultation with the child, parents and outside agencies, will submit reports for consideration by the Local Authority’s Provision Panel.
The Local Authority will need to have:
This information includes where relevant:-
The views of the parent and child are sought. Parents may also make a Request for Statutory Assessment. They will need to contact the SENDIAS (Special Education Needs Information Advice and Support Services) to be advised of the way forward. Contact details for SENDIAS are https://www.kids.org.uk/warwickshire-sendiass-front-page or telephone 024 7636 6054. If the school makes a Request for Statutory Assessment, parents can still access the Parent Partnership Services at any point in the process. The process is defined by a specific timescale and statutory procedures.
All of the evidence is gathered and sent to the Local Authority Special Educational Needs Officer who in turn sends it for review to the Special Educational Needs Panel. If the request is successful, then further evidence is gathered from all of the agencies who have involvement with the child.
If the Provision Panel agrees to the need for an ‘Education Health Care Plan’, the Local Authority will lead on the process. School will prepare the necessary documentation and send it to the Local Authority.
Statements / EHC Plans are subject to annual review which will include parental views about the child’s progress.
Further reviews can be arranged at any time if significant concerns arise. Children under 5 years of age are subject to 6 monthly reviews.
How does the school support transition to secondary school?
Excellent Links with our secondary schools exist. Staff from the destination school are made aware of the needs of our pupils and can make adequate arrangements in readiness for the transition of our pupils. Children take part in a transition project throughout the Summer Term in preparation for the move to secondary. For some children with identified, specific needs it is possible to take part in specially organised additional work. This may include extended periods of time in the destination school. Our school counsellor is also available to support with transition.
Should you have any complaints in relation to Inclusion within St Patrick’s Catholic Primary School the school’s complaints procedure should be followed. This can be found on our website at www.stpatricks-lspa.com
Unfortunately not the ones with chocolate chips.
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