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ST PATRICK

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Title: ST PATRICK


1
ST PATRICKS RC PRIMARY SCHOOL OFFER
1
11/2/2015
2

School Core Offer At St Patricks RC Primary
School we aim to support the needs of pupils with
Special Educational Needs and/or Disabilities and
are aided by the Local Authority to ensure that
all pupils, regardless of their specific needs,
make the best possible progress in school. We aim
to be as inclusive as possible, with the needs of
pupils with Special Educational Needs and/or
Disabilities being met in a mainstream setting
wherever possible if families wish this to
happen. All pupils are taught by their Class
teacher via excellent targeted classroom teaching
also known as Quality First Teaching For your
child this would mean That the teacher has the
highest possible expectations for your child and
all pupils in their class. That all teaching is
based upon building upon what your child already
knows, can do and can understand. At times the
teacher may direct a class based Teaching
Assistant, if available, to work with your child
as part of normal working practice. Differentiated
activities and different ways of presenting
information are in place so that your child is
fully involved in learning in class. Specific
strategies (which may be suggested by the SENCO
or outside staff) are in place to support
children. Your childs teacher will have
carefully checked on your childs progress and
may decide that gaps in their understanding/learni
ng requires some extra support to help them make
the best possible progress. All children in
school nay access this as part of excellent
classroom practice. Specific group work within a
smaller group of children may be used. This
group, often called intervention groups by
schools, may be run in the classroom or outside
in a work area, run by a teacher or a Teaching
Assistant who has had training to run these
groups. All pupils have access to the support
available from Specialist groups run by outside
agencies e.g. Speech and Language
therapy, Educational Psychology, Specialist
Learning Teachers or Occupational therapy.

3
  • Teachers plan, deliver then assess. If concerns
    continue then differentiated activities will be
    prepared. The SENCo will be informed and a cause
    for concern may be completed.
  • Parents can contact the SENCo, Mr Duffy,
    before/after the school day. If required an
    appointment can be made to discuss a matter.
  • We offer a variety of teaching styles, programs
    and strategies to enable pupils to achieve their
    full potential, This is our CORE offer available
    to all pupils.
  • Parents are free to drop in or contact the class
    Teacher.
  • Pupils are fully involved in their learning,
    being made aware of objectives and targets.
  • SEND pupils will be included in classroom
    activities. Their tasks will be prepared and
    marked by the Class Teacher. They will be taught
    directly by the Teacher at several points during
    the week.
  • We are fortunate to have a number of experienced
    Teachers and Teaching Assistants on our staff and
    we share our expertise. Teachers may also seek
    advice from external agencies.
  • We ensure that information about a child/ young
    adults SEND or EHC plan is shared and understood
    by teachers and all relevant staff who come into
    contact with that child.
  • We will include parents and the child in a
    planning overview.
  • Our school will aim to teach and fully support
    pupils with SEND.
  • All SEND children have the same right to
    facilities and extra curricular activities.
  • We carefully plan for transition for children
    with SEND.

All pupils will receive Class teacher input via
excellent targeted classroom teaching also known
as Quality First Teaching For your child this
would mean That the teacher has the highest
possible expectations for your child and all
pupils in their class. Differentiated activities
will allow all pupils to progress.
  • Keeping in touch with the parent/carer is vital.
  • You will be updated informally at least three
    times a year ( Parents evenings and informally in
    the summer term). If concerns arise or good
    progress is made, then a meeting can be organised
    as appropriate.
  • The services we use to provide for and support
    our children include Specialist Teachers, Speech
    and Language, Occupational Therapy and The
    Educational Psychologist?
  • Parents will be asked for permission before any
    agency becomes involved and they will kept
    informed of engagement in additional provision,
    receiving reports and updates.
  • We encourage parents to become involved in the
    additional provision. Often meetings can be
    arranged with the relevant specialists.
  • We monitor progress via half-termly tracking.
    Decisions will be made as to how best to move a
    child forward. Interventions are reviewed to
    monitor their effectiveness. We also observe
    teaching to ensure the needs of all pupils are
    catered for.
  • Parents/carers find additional information in our
    SEND policy and also on the Stockton on Tees LA
    site.

4
  • We have in place arrangements and a policy for
    identifying, assessing and following the
    graduated approach detailed in the SEN Code of
    Practice.
  • The schools complaints procedure re SEND is
    available.
  • If your child has been identified as needing more
    specialist input instead of or in addition to
    Quality First classroom teaching and intervention
    groups, referrals will be made to outside
    agencies to advise and support the school in
    enabling your child to make progress.
  • Before referrals are made you will be asked to
    come to a meeting to discuss your childs
    progress and help plan possible ways forward.
  • If it is agreed that the support of an outside
    agency is a way forward, you will be asked to
    give your permission for the school to refer your
    child to a specialist professional e.g. a Speech
    and Language Therapist or Educational
    Psychologist. This will help the school and
    yourself understand your childs particular needs
    better.
  • The specialist professional will work with your
    child to understand their needs and make
    recommendations, which may include
  • 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 targets which will include their
    specific professional expertise
  • Your childs involvement in a group run by
    school staff under the guidance of the outside
    professional e.g a social skills group or sensory
    circuit
  • A group or individual work with outside
    professional
  • .

https//www.gov.uk/government/uploads/system
/uploads/attachment_data/file/273877/special_educa
tional_needs_code_of_practice.pdf
5
Communication and Interaction
Social, Emotional and Mental Health Difficulties
Sensory and/or Physical Needs
  • Our school offers children with SEND support in a
    variety of ways.
  • The Class Teacher will ensure that all children
    have access to good/outstanding teaching and that
    the curriculum is adapted to meet your childs
    individual needs (also known as differentiation).
  • They will be checking on the progress of your
    child and identifying, planning and delivering
    any additional help your child may need (this
    could be things like targeted work, additional
    support, adapting resources etc..) and
    discussing amendments with the SENCO as
    necessary.
  • They will share and review these strategies with
    parents at least once each term and also consider
    any plans or ideas for the next term.
  • The SENCo will ensure that all members of staff
    working with your child in school are aware of
    your childs individual needs and/or conditions
    and what specific adjustments need to be made to
    enable them to be included and make progress.
  • The SENCo will ensure at all staff working with
    your child in school are supported in delivering
    the planned work/programme for your 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.
  • The SENCo will ensure that the schools SEND
    Policy is followed in classrooms and work areas
    and for all the pupils that are taught with any
    SEND.

6
  • In addition to Quality First Teaching, our
    additional facilities to support children are a
    spacious ICT Suite, an outdoor classroom and a
    play area with equipment to support gross motor
    skills and balance.
  • Teachers will make curriculum adjustments for
    children with SEND?
  • Specific intervention programmes may be led by
    Teachers or TAs?
  • Adjustments are made to secure access to
    activities such as trips, visits and enrichment
    activities .
  • Parents/carers can contact school to discuss
    specific adaptations.

We would like you to talk to your childs class
teacher regularly so we know what they are doing
at home and we can tell you about what we are
doing in school. This is to ensure that we are
doing similar things to support them both at home
and school and can share what is working in both
places. The SENCo (or Head teacher) is available
to meet with you to discuss your childs progress
or any concerns/worries you may have. All
information from outside professionals will be
discussed with you with the person involved
directly, or where this is not possible, in a
report. The SENCo, if necessary, will arrange to
meet with you to discuss any new assessments and
ideas suggested by outside agencies for your
child. Homework will be adjusted as needed to
your childs individual needs. A home/school
contact book may be used to support communication
with you, when this has been agreed to be useful
for you and your child. You may be invited to
meet and discuss strategies with CAMHS if this
would be of benefit. In addition If you child is
undergoing statutory assessment you will also be
supported by the Childrens Services SEN Team.
They will ensure that you fully understand the
process.
7
  • We review the progress of the SEND children
    half-termly.
  • We will involve parents/carers in the review of
    provision at Parents Nights or at a meeting
    if/when required? Our aim is to build a
    relationship so that we will all share in a
    childs progress.
  • Children are involved in reviewing their
    provision when Teachers discuss their progress
    with them. Statemented Pupils attend Annual
    Reviews.
  • When a teacher has raised concerns about your
    childs progress and targeted teaching has not
    met the childs needs, the teacher will raise
    this with the SENCO.
  • The teacher will discuss your childs progress
    with you at our termly parents evenings when you
    will be informed of your childs progress and any
    additional support being given.
  • Schools also have meetings every term between
    each class teacher and a senior staff member in
    the school to ensure all children are making good
    progress. This is another way your child may be
    identified as not making the progress expected.
  • If your child is then identified the school will
    make a decision about whether to monitor this
    more closely or set up an intervention group and
    then will inform you. These groups may take place
    for a short period or over a longer period of
    time. (However, please note that all children
    learn regularly in small groups in class
    (sometimes with learning support assistants) in
    order to support their progress in learning.
  • If your child is still not making expected
    progress we will discuss with you our concerns
    and any you may have. We will
    discuss with you any further interventions or
    referrals to outside professionals to support
    your childs learning. Our aim is to discuss how
    we can work together to support your child at
    home and school.

8
Communication and Interaction
  • We aim to develop skills in communication,
    interaction and emotional awareness.
  • The teacher will have the highest possible
    expectations for your child and all pupils in
    their class.
  • All teaching is based on building on what your
    child already knows, can do and can understand.
    This information is gained from very detailed
    information, obtained from observations and
    detailed assessments.
  • Teachers can put in place different ways of
    teaching so that your child is fully involved in
    learning in class. This will involve things like
    using more practical learning or providing
    different resources adapted for your child.
  • Specific strategies (some of which will have been
    suggested by the speech and language therapist)
    can be used to enable your child to access the
    learning task.
  • We offer
  • Access to additional aids eg ICT resources
  • Explicit teaching of skills from one context to
    another.
  • Careful planning of transitions.
  • Mentoring and/or buddy systems.
  • Social stories.
  • We may decide to refer a pupil to Speech and
    Language or Autism Outreach Support
  • however this action would only follow parental
    discussion and consent.

9
  • Teachers are aware of the guidelines for The
    Dyslexia Friendly Classroom and The Autism
    Friendly Classroom.
  • Quality First Teaching is delivered to all pupils
    via differentiated activities.
  • We use individually focused intervention if
    needed and is possible.
  • Increased access to small group support can be
    considered.
  • Practical aids are available for learning e.g.
    table squares, time/number lines, pictures,
    photos, accessible reading material suited to
    age.
  • A Phonic development programme is in place.
  • Increased access to ICT may be of help to offer
    support or a stimulus.
  • Flexible groupings can be used.
  • Adaptations to assessments will be used to enable
    access e.g. readers, scribe, ICT.
  • The Curriculum will be carefully and thoughtfully
    adapted to meet the learning needs of a child.
  • Frequent repetition and reinforcement will
    benefit learning and understanding both at school
    and at home.

10
Social, Emotional and Mental Health Difficulties
  • We can offer
  • Referrals to counselling services ( CAMHS)
  • Increased access to additional adult support
  • Opportunities to develop Social Emotional Aspects
    of Learning
  • To cope with loss we have a RAINBOWS Group.
  • Class Teachers plan lessons according to the
    specific needs of all groups of children in their
    class and they will ensure that learning tasks
    are adjusted in order to enable your child to
    access their learning as independently as
    possible.
  • Specific resources and strategies will be used to
    support your child individually and in groups.
  • Planning and teaching will be adapted on a daily
    basis if needed to meet your childs learning
    needs and increase your childs access to what is
    on offer. Learning is viewed as a positive
    process and can build self-esteem.
  • We recognise that moving on can be difficult
    for a child with SEN/and or disabilities and take
    steps to ensure that any transition is a smooth
    as possible.
  •  
  • If your child is moving to another school
  • We will contact the new schools Inclusion
    Manager and ensure he/she knows about any special
    arrangements or support that need to be made for
    your child.
  • We will make sure that all records about your
    child are passed on as soon as possible
  • When moving classes in school
  • We have a Transition Day in July where a class
    pends a full day with their new Teacher in their
    new Classroom. Information will be passed on to
    the new class teacher in advance and in most
    cases, a planning meeting will take place with
    the new teacher. Handover meetings will be held
    in July to facilitate this. If needed, the
    transition process can include a number of visits
    to a new room and several opportunities to meet a
    new Teacher. If your child would be helped by a
    book to support them understand moving on then it
    will be provided for them.

11
Sensory and/or Physical Needs
  • Teachers will be fully aware of their pupils
    needs and will try to adapt the curriculum to
    enable full access e.g. alternative recording
    devices, modified PE Lessons etc.
  • We aim to support access to rooms via ramps and
    general classroom layout.
  • Our Classroom are bright and colourful places.
    Displays can be various colours.
  • We will try to offer access to specialists for
    the hearing/visual impaired. This will be done on
    a referral basis.
  • Therapy programmes can be delivered in
    school/home if designed by specialists e.g.
    Occupational Therapists or Physiotherapists.
  • We aim to ensure that all equipment used is
    accessible to all children regardless of their
    needs.
  • The school has accessible hygiene facilities.
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