St Gregory & St Patrick’s Catholic Infant School
Who to contact
- Contact Name
- Mrs E Jackson
- Contact Position
- Executive head teacher
- St Gregory & St Patrick’s Catholic Community School
Where to go
- St Gregory & St Patrick’s Catholic Infant School
- CA28 8AJ
- Referral required
- Contact Name
- Mrs Louise Hufton (SENCo)
- Contact Telephone
- 01946 595010
- Contact Email
St Gregory & St Patrick’s Catholic Community School - Policies
St Gregory & St Patrick’s Catholic Community School - SEN Policy
St Gregory & St Patrick’s Catholic Community School - SEN General Info
Support for Parents
- Local Offer Age Bands
Primary (5-10 years)
Early Years (0-4 years)
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?
Contact the school and speak to the class teacher about your concerns. During discussions note the areas of need and how that is affecting your child in his/her setting. Make an appointment to speak to the Special Needs coordinator to agree an appropriate plan to support your child's individual needs.
- How will early years setting/school/college staff support my child/young person?
An Early Help Assessment can be raised to ensure an appropriate targets are set and agreed to form an action plan to "Plan, Do and Review" your child's progress. Parents will be involved in all aspects of their child's development and learning through regular Team Around the Child meetings involving key staff and the Special Needs coordinator (SENCO). Your child will also be involved in developing appropriate targets and outcomes where ever possible.
- How will the curriculum be matched to my child's/young person's needs?
Through the Early Help Process and ongoing assessment for learning and development your child will follow the appropriate age related curriculum with adaptations to ensure that they can make progress from the developmental stage and not chronological age. Additional support may be provided where required to enable your child to access the curriculum at the appropriate level and stage with others to provide and inclusive learning environment. These support arrangements and how the provision is managed will be with the involvement of parents during the Early Help Assessment process. If further advice and support is required then a request for additional external professional assistance will be planned.
- 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?
Through regular planned Team Around the Child (TAC or TAF) meetings progress will be monitored through the Plan, Do and Review approach and recorded in relation to the outcomes agreed on the Early Help Action Plan. These targets will form the basis of your child's Individual Education Plan (IEP). The SENCO may also sign-post agencies that can also support parents including support groups and associations. Where external professionals become involved they too will be included in the Early Help Assessment providing the necessary information and guidance to improve the targeted outcomes.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
We access a number of external professionals to support the needs of our pupils. These include Educational Psychologists, Speech and Language Therapists, Specialist Teachers from the Specialist Teaching Service and their Higher Level Teaching Assistants. We work closely with Health professionals and have access to Occupational and Physio therapists and the Community Paediatrician.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All members of the Teaching and Teaching Support Staff are kept up to date with Paediatric First Aid and Mandatory Safeguarding qualifications. Some staff have specialist skills involving social and emotional well-being and development to provide a Nurture programme within school. All staff working with the pupils have at least level One Autism Awareness training and others level 2 and specific training for specific difficulties. The SENCO holds the National Award for Special Needs Co-ordination.
- How will my child/young person be included in activities outside this classroom including school trips?
St Gregory and St Patrick's Catholic Infant School prides itself in ensuring that every child has access to all activities and experiences and that education is for all. Additional adult support can be deployed to ensure that pupils' areas of need are adequately catered for. The school employs a number of highly skilled teaching and higher level teaching assistants with experience in working with a wide variety of differing needs and disabilities.
- How accessible is the setting/school/college enviroment?
The school is a single story building with access to all classrooms within the main school through the main entrance and a ramp access to the Nursery allows the use of walking aids and wheel chairs.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
Transition is an important part of what we offer at St. Gregory and St. Patrick's Catholic Infant School. We liaise regularly with other local schools and planning for transition takes place a year ahead of the move. During Early Help TAC Meetings the involvement of the new school or establishment is encouraged and relationships are fostered. Additional visits to the new school are welcomed and planned in advance to ensure that both pupil and parents have reduced anxiety about the move. Consideration of friendship groups and discussions about provision are included in the transition plan with parents' input.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Each child is considered on an individual basis but wherever possible pupils are supported to stay within their cohort of peers. This may involve working in a small supported group or with one other child with intensive support by a Senior Teaching Assistant. An assessment of needs is also carefully balanced within budgetary constraints and so where possible pupils with similar needs and targeted outcomes may work together. This also enables the pupils to engage in social learning and not purely one to one with an adult. Where a pupil's needs are becoming more difficult to support within the Special Educational Needs budget it may follow that a request for Statutory Assessment for Special Needs is required for the County to provide additional top up funding to support the needs of the child.
- How is the decision made about what type and how much support my child/young person will receive?
A decision about the amount and type of support and how this will be provided will depend of the severity of the disability or need. Where other external professionals are involved this will be through recommendation through working through the Early Help Assessment Plan, Do and Review process or ultimately an Education Health and Care Plan.
- How are parents involved in the setting/school/college? How can I be involved?
St Gregory and St Patrick's Catholic Infant School encourages parents to become involved in all aspects of school life. The parent support group "Friends of St. Gregory and St. Patrick's" often helps to support the school in providing additional resources and experiences for the pupils. Parents may also want to become involved in governance. Opportunities to arise for Parent representatives on the Governing Body. Other aspects of school life that are encouraged are helping with pupils' reading and supporting pupils during educational visits to ensure they are able to take full advantage of everything we can provide and offer.