St Bega's C of E Primary School

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

• Is significantly slower than that of their peers starting from the same baseline
• Fails to match or better the child’s previous rate of progress
• Fails to close the attainment gap between the child and their peers
• Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

If you think that your child may have special educational needs you need to speak to your child's class teacher and the school SENCo. At St Bega's the SENCo is Liz Stellmacher. 

How will early years setting/school/college staff support my child/young person?

At St Bega’s CE School, the Foundation Stage refers to the children in the Nursery and in Reception who work together as part of the Foundation Stage Unit. The children in the Foundation Stage share their learning environment and teaching staff with the children in Key Stage 1.  The EYFS/Key Stage 1 Teacher is also the EYFS Leader and oversees Early Years provision in the classroom.  

All children at St Bega’s have equal learning opportunities, are valued as individuals and are made to feel that they are special. Provision is adapted and differentiated when necessary. Early intervention is seen as vital for all children to succeed.

How will the curriculum be matched to my child's/young person's needs?

We make the following adaptations to ensure all pupils’ needs are met:

• Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
• Adapting our resources and staffing
• Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
• Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

We will follow the graduated approach and the four-part cycle of assess, plan, do, review. 

The class or subject teacher will work with the SENCo to carry out a clear analysis of the pupil’s needs. This will draw on:

• The teacher’s assessment and experience of the pupil
• Their previous progress and attainment and behaviour
• Other teachers’ assessments, where relevant
• The individual’s development in comparison to their peers and national data
• The views and experience of parents
• The pupil’s own views
• Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

What support will there be for my child's/young person's overall well being?

Our Vision for Educating for Community and Living Well Together at St Bega's

Our Inspiration:  Mark 12:31

“Love your neighbour as yourself”

Our Intent:

• St Bega’s is a friendly and hospitable school, where everyone is welcomed and valued.
• Children at St Bega’s learn that they are part of a global faith community, and to respect other views and beliefs.
• Children at St Bega’s learn to be good stewards of their natural environment.

Our Desired Impact:

• Children at St Bega’s learn the skills of building friendships, and of giving and receiving forgiveness when things go wrong.
• When difficulties occur at St Bega’s, staff and governors work out their differences with the best interests of the children in mind.
• Children at St Bega’s engage with their wider community and help to address its needs.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

Education Psychologist

Specialist Advisory Teachers- Speech and language, Autism, Literacy

Behaviour specialists

Play therapist

Speech therapy

CAMHs

EYFS SEND

 

 

 

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

SENCo- NASENCo award

PGCert SpLD (Dyslexia) with AMBDA/ATS

NVQ Level 3 

HLTA qualification

Numicon

Lego Therapy

Makaton

Turnabout

Cumbria reading intervention

Structured reading and spelling