Special Educational Needs and Disabilities
Our school undertook a review of the SEN policy to meet the requirements for SEND in line with the new SEND code of practice effective from the 1st September 2014. To provide a compliant policy we co-produced it with families, staff and governors. The policy is reviewed annually. Please click here to read our SEND Policy. Our SENCO Dawn Roper, received the National Award for SEND Co-ordination in July 2015.
Click here to view Enfield’s Local Offer
Please click on the questions below to find out more about SEND at St Monica’s.
The initial point of contact should always be your child’s class teacher. The class teacher will always seek advice where necessary from our SENCO (Special Educational Needs Coordinator) or the SEN teacher.
The class teacher is responsible for:
- Checking on the progress of your child and identifying, planning and/or delivering any additional help your child may need (this could be things like targeted work or additional support) and letting the SENCO know as necessary.
- Writing Learning Support Plans (LSP), with support from the SENCO and sharing and reviewing these with parents once each term and planning for the next term.
- Ensuring that all staff working with your child in school are helped to deliver 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. This is overseen by the SENCO.
- Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
The SENCO is responsible for:
- Coordinating all the support for children with SEND and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
- Ensuring that you as a parent/carer are:
- involved in supporting your child’s learning
- kept informed about the support your child is getting
- involved in reviewing how they are doing through termly LSP review meetings between you and the staff working with your child
- Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapist, Educational Psychologist etc
- Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are accurate records of your child’s progress and needs.
- Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
The Headteacher is responsible for:
- The day to day management of all aspects of the school, this includes the support for children with SEND.
- She will give responsibility to the SENCO and class teachers but is still responsible for ensuring that your child’s needs are met.
- She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
The SEN Governor is responsible for:
- Ensuring that the necessary support is provided for any child who has SEND, through termly meetings with the SENCO and termly reports from the Headteacher.
First and foremost, your child should receive consistently good teaching in the classroom on a daily basis – this is 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 on building on what your child already knows, can do and can understand. This cycle is called “ASSESS, PLAN, DO, REVIEW”.
- Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning, grouping children with mixed abilities or similar abilities, working in pairs or work that requires independent working.
- Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
- Your child’s teacher will have carefully checked on your child’s progress and will have identified if your child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress.
All children in school should be getting this as a part of standard classroom practice.
Some children will benefit from working in a smaller group of children on specific work to help them make progress.
These groups, (often called ‘Intervention groups’) may be;
- Run in the classroom or outside the classroom.
- Run by a teacher or most often a teaching assistant (TA).
We have lots of intervention groups to support a range of needs – see Section 3.
Some children will need to be referred to an external professional so that we can access support and advice from them.
This is most often the case when quality first teaching and intervention groups have not helped your child to make enough progress. Parents need to give their consent so that a referral to a professional can be made. Such professionals might include Speech and Language Therapist (SALT), Occupational Therapist (OT) or Educational Psychologist (EP). Waiting lists for these professionals can be as long as two years and are prioritized against the needs of the other children in the school. If it is a health or medical matter, parents may also go to their GP for these referrals as sometimes this can be quicker than referring through school.
When the referral has been made, the professional will make an appointment to assess your child. 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 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 outside professionals
A very small number of children may need more specified individual support beyond that already provided by the school as part of its core offer. This can be provided by requesting a statutory assessment from the Local Authority (LA) in which you live. Click here to view Enfield’s Local Offer.
The support is usually provided via an Education, Health and Care Plan (which was previously called a Statement of Special Educational Needs) This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual or small group teaching. It means that the school needs additional financial support from the LA to enable your child’s outcomes to be met. Over the next few years, statements of SEN will be transferred into EHCP’s
For your child this would mean:
- The school (or you) can request that the LA carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child to enable them to reach their desired outcomes.
- After the school (or you) have sent in the request to the Local Authority (with a lot of information about your child, including some from you), the LA will decide whether they think your child’s outcomes are not being met (as described in the paperwork provided) and therefore requires a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining what would be required to enable your child to meet their desired outcomes. If they do not think your child needs an EHC Plan, they will not carry out a statutory assessment but will ask the school to continue with the support already provided at school.
- If the statutory assessment is going ahead, after the reports have all been sent in, the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need additional financial support in school to enable them to make good progress. If this is the case the LA will write an Education, Health and Care Plan (EHC Plan). If this is not the case, they will ask the school to continue with the support at School.
- If your child is given an EHC Plan parents have the right to request a personal budget to support some of the outcomes in their child’s plan, as long as they meet the criteria detailed in Enfield’s Local Offer. Enfield’s Local Offer details the services you are able to access with a personal budget. The EHC Plan will outline the amount of the personal budget, whether it is being funded by Education, Health, Social Care or the school, and how it will be used to support your child’s outcomes.
This type of support is available for children whose learning needs are:
- Severe, complex and lifelong
- Need more support in school than the school’s budget can provide
Interventions – These are selected as appropriate to individual need.
Social Skills programmes/support including strategies to enhance self-esteem:-
- A one hour a week practical life skills programme for an individual child –broken into small sessions, as necessary
- A one hour a week practical skills programme for a small group of children – “Talkabout”
- LASS intervention for Year 1 (Language and Social Skills)
Access to a supportive environment – IT facilities/equipment/resources (including preparation):-
- Use of appropriate visual timetables
- Pre-teaching of strategies and vocabulary
- Access to laptops and iPads
- Supportive computer programmes eg Clicker, memory booster, wordshark, numbershark, IOTA touch typing course
- Specialist equipment to access the curriculum
Strategies/programmes to support speech and language:-
- Interventions from Speech and Language Therapy Service
- Implementation of their programmes by TAs
- Support from a member of staff trained in speech and language strategies
- Use of ‘Black Sheep’ auditory memory materials
- Symbols to aid comprehension
- LASS intervention (Language and social skills – for Year 1)
Mentoring/Behaviour support activities:-
- Use of talk partners during lesson times and for small group sessions
- Buddy friendship clusters created to help support individuals and used for play-times
- Use of peer mentoring – for identified children generally during play-times
- Support from external agencies (behavioural support service BSS) – this is accessed when the child needs more specialist help
Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs:-
- Interventions from an Occupational Therapist/Physiotherapist
- Delivery of a planned Occupational Therapy/Physiotherapy programme by TA’s for example:-
- Tiger teams which runs in the infant hall before and after school for specific children to develop fine and gross motor skills
- “Write from the start” which is a programme done with a TA which helps to improve the speed children are able to write at
- Finger grips
- Posture cushions
- Weighted equipment
- Coloured exercise books
- Slanted slope boards
Strategies to support/Numeracy:-
- Withdrawal in a small group for ‘Numicon’ or intervention customised to the group taught by SEN teacher (for all year groups)
- 5 minute box – a 1:1 programme carried out daily by a TA (in Years 1 or 2)
Strategies to support/develop literacy reading/ writing:-
- Small group support in class through Guided Teaching by teacher
- Daily Supported Reading in Year 1 (with 5 adults per Year 1 class for ½ hour each day to teach reading and spelling)
- Various reading schemes to support reluctant readers
- Small group customised intervention delivered by SEN teacher
- 15 minute a day reading intervention delivered by a designated TA (Year 2 and Year 1)
- Use of SEN friendly resources
- Awareness of learning styles – Visual, auditory and kinesthetic approach
- Toe by Toe – a programme for an individual to support reading to be done daily with a TA
- Word Wasp – a programme for an individual to support spelling to be done daily with a teacher or TA
- Coloured lined / squared exercise books / paper which can help children who have eye tracking difficulties or visual stress
- Handwriting recovery scheme
- IOTA touch typing course
- ‘Write from the Start’ intervention
Strategies to support or modify behaviour:-
- Use of school’s behaviour policy and PSHE policy
- Consistent and positive Behaviour policy framework based on rights, rules, responsibilities and encouraging good choices
- Home /school link books
- Social skills/behaviour modification groups
- Behaviour Support Services interventions
- Whole school and class rules
- Whole School and Class reward systems promoting learning behaviour (Head teachers award assembly once a week)
Provision to facilitate/support access to the curriculum:-
- Small group support from a TA
- One-to-one support in the classroom from a teaching assistant to aid access through support or modified resources
- Specialist equipment e.g. soundfield system
- Individualised curriculum where necessary
- Multi sensory approach eg sandpaper letters
Strategies/support to develop independent learning:-
- Use of visual timetables ,checklists, personalised success criteria
- Visual support eg sequenced pictures, mind maps etc
- Scaffolding eg writing frames, story maps
- Access to personal ICT
- ‘Chunking’ activities
- ‘Dyslexia friendly’ classrooms e g word mats
Strategies to support working memory:-
- Memory magic intervention
- Memory lessons / games to develop visual and auditory memory
Planning and assessment:-
- Individual Learning Support Plan
- Layered and individual targets
- Regular feedback on targets
- Termly review of targets with child and parents
Provision to support/facilitate access to the curriculum:-
- Use of ICT – whiteboards, lap tops, PCs
- Provision of outdoor learning environment – Gazebo for shade
- Personalised Curriculum and timetables
Access to Medical Interventions:-
- Strategies for the use of personal medication
- Implementation of Health Care Plans – with the Welfare Assistants
- Provision of aids and resources to support learning
- Access to the school nurse
- Individual support plans for pupils with short-term medical needs
If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
- If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the SEN teacher (if they are working with your child) or the SENCO
- If you are still unhappy, you should see the Headteacher
- The school does have a complaints procedure which you can access here]
At St Monica’s we hold termly pupil progress meetings where each child’s progress is discussed with the class teacher, headteacher, assessment coordinator and SENCO. If any child is identified as a concern, 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 that may be useful
- The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used. Appointments can be made via the school office.
- If your child works with the SEN teacher, you can also meet with them to discuss progress or any concerns.
- The SENCO is available to meet with you to discuss your child’s 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.
- LSP’s will be reviewed with your involvement each term.
- Regular SEND coffee sessions for parents – with a member of school staff such as SENCO or Headteacher available where possible.
Useful parental agencies:
|Enfield Local Authority Local Offer||The Local Authority has set out its own local offer||http://www.enfield.gov.uk/site/|
|SEND Advice||Previously called “Parent Partnership”, gives free, independent, confidential and impartial advice and support to parents and carers.||Phone: 0208 373 2700
|Our Voice||A parent-led organisation seeking to improve services for children with disabilities in Enfield.||Phone: 07516 662 315
|Contact a family||Contact a family is the only national charity that exist to support the families of disabled children whatever their condition or disability.||Phone: 0207 608 8701
|Council for Disabled Children||CDC’s vision is a society in which disabled children’s needs are met, their aspirations supported and their rights respected.||Phone: 0207 843 1900|
|IPSEA (Independent Parental Special Education Advice)||A national charity providing free legal based advice to families who have children with special educational needs. All advice is given by trained volunteers.||Phone: 0800 0184016|
|Home-start Enfield||Home-start supports families with at least one child under the age of five, with a focus on vulnerable children, by offering practical and emotional support, either in the family’s own home and/or with group work.||Phone: 0208 373 2716
|Community Parent Support Service||The Community Parent Support Service is available to all families living in Enfield and works with parents of children aged 0-18 dealing with concerns and issues before they escalate and become a problem.||Phone: 0208 372 1500|
|Bishop Harvey Family Service||‘BHFS’ [the North London therapeutic family service of Catholic Children’s Society], provides help to children, teenagers and their families experiencing behavioural and emotional difficulties.||Phone: 020 8883 7826|
|ConnectEd North||ConnectEd North delivers a range of therapeutic services||Phone: 020 8969 5305|
|Informed Families (IF)||Enfield’s Family Information Service – run by Enfield Council’s Community Access, Childcare and Early Years (CACEY) service.||www.enfield.gov.uk/if|
- The school budget, received from Enfield LA, includes money for supporting children with SEND.
- The Headteacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school. Parents who have a child with a statement are consulted about how funds can be best used to support their child.
- The Headteacher 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
And decide what resources/training and support is needed.
All resources/training and support are reviewed regularly and changes made as needed.
Directly funded by the school:
- Full-time SEN teacher who only works with SEND children ie those children who require more support than the class teacher can provide. Previously these children would usually have been in the “School Action+” category.
- 1 Nursery Nurse in each Reception class and 1 TA for every class in the school from Y1-Y5 to enable intervention work and groups to take place
- Booster groups in Year 6
- 2 full-time Welfare Assistants who will administer medicines as required in accordance with school policy and with parents’ consent
- LASS Language And Social Skills in Year 1
- Tiger teams – OT programme Years Rec-6
- Additional EP visits
- Music therapy – Chiltern Music Service
Paid for centrally by the Local Authority but delivered in school:
- Autism Outreach Service
- Educational Psychology Service
- Sensory Service for children with visual or hearing needs
- Behavioural support services
- Speech and Language Therapy (provided by Health but paid for by the Local Authority).
- EYSI Team – Early Years Social Inclusion
Provided and paid for by the Health Service (Enfield and Barnet NHS Trust) but delivered in school:
- School Nurse who can advise about medical needs of the children
- Occupational Therapy
Provided and paid for by the LA and also Health and provided outside of school:
- CAMHS Child and Adolescent Mental Health Service
- Class teachers may need support from the SENCO to provide individualised planning for children.
- The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ASD, specific learning difficulties and speech and language difficulties.
- Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. communication in print provided by the EYSI team.
- We use an assessment tool called “Rapid Lucid” which helps to identify any traits of dyslexia. If a child has strong dyslexic tendencies, any of their siblings that we have in school will also be screened.
- This assessment enables the SENCO to plan appropriate support for the children.
- If parents find out about a useful resource they are advised to discuss this with the SENCO.
- Outside experts such as EP, OT, SALT provide teachers with expert advice to help support children who have been assessed in school.
- All class teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
- Teaching assistants with the relevant and appropriate training can adapt the teachers’ planning to support the needs of your child where necessary.
- Specific resources and strategies will be used to support your child individually and in groups.
- Personalised Curriculums and timetables are written to support your child which means sometimes they will work with the rest of the class and at other times they will work on a parallel curriculum individually or with a small group of children working at a similar level.
- Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
- Your child’s progress is continually monitored by his/her class teacher.
- For reading, writing and maths each class teacher has a list of “I can” statements taken from the new National Curriculum. As children demonstrate what they can do/have learnt, these are recorded.
- His/her progress is reviewed formally every term at a pupil progress meeting with the classteacher, headteacher, assessment coordinator and SENCO and the number of “I can” statements that the children have achieved is recorded. The majority of children will be working towards reaching the Age Related Expectations (ARE) for their year group. The teachers ensure that children are working on the most appropriate set of “I can” statements for their ability.
- For any child who is not yet working at Year 1 ARE, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’. See the website for more information about P levels – http://www.education.gov.uk/schools/teachingandlearning/assessment/a00203453/about-the-p-scales
- 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 from Year 6 are published nationally.
- Children with additional needs will have an LSP which will be reviewed with your involvement, every term and the plan for the next term made. At this meeting everyone will assess how the child is getting on, plan next steps, decide how it will be implemented and a date will be set for it to be reviewed. This LSP meeting is in addition to parents’ consultation evenings. For children who do not have an LSP, parents can request a meeting with the class teacher at any point to review their child’s progress (in addition to the 2 meetings already offered for all children).
- The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
- The SENCO will also check that your child is making good progress within any individual work and in any group that they take part in.
- The School building is on one level and is accessible to children with physical disability via ramps
- Disabled toilet facilities are available
- We ensure that equipment used is accessible to all children regardless of their needs
- A Sensory Lodge is available for those children who would benefit from it
- Hearing impaired equipment bespoke for each child provided by HI service
- Tables and chairs at appropriate heights
- Blinds at windows
- Visual Timetables
- Extra curricular activities are accessible for children with SEND
We recognise that transitions can be difficult for a child with SEND 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 school SENCO 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:
- In the summer term, the current staff and all the new staff for September will be at the learning support review meeting with parents and all the information about your child will be discussed.
- If your child would be helped by a book to support them understand moving on then it will be made for them. The book might include photographs of the new staff and typical daily routines.
In Year 6:
- Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.
- Your child’s class teacher will meet any visiting transition staff from your child’s new secondary school.
- If required/requested the SENCO will attend secondary transition meetings to discuss the specific needs of your child with the SENCO of their secondary school.
- Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
|ADD||Attention Deficit Disorder|
|ADHD||Attention Deficit & Hyperactivity Disorder|
|ASD||Autistic Spectrum Disorder|
|BESD now called SEMHD||Behavioural Emotional & Social Difficulties – now known as Social, Emotional and Mental Health Difficulties|
|CAF||Common Assessment Framework – which has now been replaced by “Early Help Form”|
|CAMHS||Child & Adolescent Mental Health Service|
|COP||Code of Practice|
|EAL||English as an Additional Language|
|FSM||Free School Meals|
|FLO||Family Liaison Officer|
|IEP||Individual Education Plan|
|ISR||In School Review|
|LAC||Looked After Child|
|LSP||Learning Support Plan|
|MLD||Moderate Learning Difficulty|
|Quality first teaching||The class teacher providing excellent support to all learners to ensure they make all are making progress|
|PSP||Pastoral Support Programme|
|SaLT||Speech & Language Therapy|
|SEN||Special Educational Needs|
|SEND||Special Educational Needs & Disability|
|SENCO||Special Educational Needs Co-ordinator|
|SpLD||Specific Learning Difficulty|
“We feel we can always approach the school with any issues we have.”
“A visual specialist from Joseph Clark Foundation assessed my son through a school referral and recommended that he learn touch typing to assist him with his writing. This has really helped.”
“The school used a screening test for dyslexia for my daughter and when it showed she had difficulties, the school then screened my other children and we picked up some other difficulties with one of my other children which might not otherwise have been spotted.”
“The termly Learning Support Plan Review meetings with the teacher, TA and Senco have been invaluable in providing a consistent approach to all the specialists’ recommendations.”
“My child was diagnosed with autism by the Child Development team when he was 3. He was completely non-verbal and I used Makaton and Pecs to communicate with him. He was turned down for a statement before he started school so I went to see my local MP who helped me and then he got a statement for 15 hours. The school has arranged a support worker, music therapy and a referral to an Occupational Therapist. The Speech and Language therapist sees him once a term and provides a programme for the TA to do with him. After a few years at school he can now say some words and even sometimes a whole sentence!”
“I am so pleased I went to see my GP to be referred to CAMHS as we were referred more quickly than other families who were referred through the school.”
“My son’s symptoms were unclear and inconsistent. He seemed bright enough and maybe he was just being difficult or he would grow out of it. I wish I had looked for support for him earlier”
“My GP referred my son to an Occupational Therapist but it took 6 months to get an appointment which was really frustrating.”
“The school identified that my child (diagnosed with ADHD) was able to work much more productively in small groups.”
“The school referred my child to Behaviour Support Services to help in dealing with some of his more challenging behaviours. He has focussed intervention sessions each week which have helped him to form better relationships with his peers.”
“As soon as I heard a place had been offered to my child for St Monica’s I arranged a meeting with the school to share information about my child from pre-school and other professionals which I found really helpful. St Monica’s provided strategies to help my child settle into school and arranged for other professionals outside school to help my child, keeping me informed at all times.”
“My child attended a speech and language resource base for two days a week. St Monica’s managed this dual placement very well arranging meetings with the unit teacher and the staff so the support plan was shared and I was updated with all the developments
“From day one, St Monica’s has been very understanding, practically caring, helpful and positive about my child’s medical condition.”
IF YOU HAVE SOMETHING TO SAY ABOUT OUR SCHOOL OR OUR LOCAL OFFER PLEASE EMAIL email@example.com