Special Educational Needs and Disability at Stanley St Peter's C of E (VC) School.

At Stanley St Peter’s we strive to support all children and enable them to ‘Unlock Potential, Celebrate Success’ at school. In order to do this, many steps are taken to support them through their learning journey.

Quality first teaching is vital, however for some children, there are occasions when further additional support is required to help them achieve their targets. This support can be given through intervention programmes which are tailored specifically to suit the children’s needs.

Our school SENDCo is Charlotte Schofield. You can contact Miss Schofield by calling the school office on 01924 663641 or emailing cschofield@stanleystpeters.co.uk

At Stanley St Peter’s CE Primary School, we work closely with parents and external agencies to provide a wide variety of interventions. The interventions can take part as a small group or can be targeted to individual pupils following programmes provided by external agencies. The Learning Mentor and SENDCo carry out assessments to ensure they plan, do and review children’s progress over time. They also work closely to ensure the interventions support the academic and emotional development of children when in their classroom.

The interventions that may take place include:

Talk About– An intervention aimed at primary school children for developing self-awareness and self-esteem. It also promotes children’s communication interaction through group activities.

SALT – Speech and Language Therapy.

Lego Therapy– Social development programme for young people with social communication difficulties. It focuses on working as a team, developing team working skills, cooperating, social and communication interaction and the development of language skills.

Music Interaction – This is an interactive approach primarily for developing social and communication skills.

Fit To Learn– A programme for developing fine and gross motor skills to support children with motor coordination difficulties.

Beat Dyslexia – A programme to help with handwriting, spelling and English language.

Zones of Regulation– An intervention to support the development of strategies for children to be able to use to help control and regulate their emotions.

Self Esteem– Groups to promote children’s self-esteem and confidence to develop their engagement within their classroom, work and peers.

Transition Groups – The purpose of this intervention is to prepare children that find transition difficult in order to successfully move on to the next stage of their education.

Mindfulness for children – The purpose of teaching mindfulness to our children is to give them skills to develop their awareness of their inner and outer experiences, when we practice mindfulness, our thoughts tune into what we’re sensing in the present moment rather than rehashing the past or imagining the future.

Meditation for children– using breathing techniques to promote a state of calm whilst developing children’s own emotional control which then impacts on themselves and others.

Welfare Check Ins – A timetabled slot to talk with our learning mentor

Please see the information below regarding admission of pupils with an EHCP.  The full Admissions Policy and Parent Guide are included below for your information also.

1. Children with and Education Health and Care Plan

5.1      Children with identified Special Educational Needs have a significantly greater difficulty learning than their peers and/or cannot access learning without significant adaptations to the school facilities. This typically means that additional support will be required for them in order to access learning. Further information can be obtained from the SEND Code of Practice (January 2015), Special Educational Needs Assessment and Review Team (SENART) or the Special Educational Needs and Disability Information and Support Services (SENDIASS).

5.2      Admission authorities:

• Must consider applications from parents of children who have special educational needs or disability (SEND) but do not have an Education, Health and Care Plan (EHCP) on the basis of the published admissions criteria as part of the normal admissions procedures;
• Must not refuse to admit a child who has SEND but does not have an EHC Plan because they do not feel able to cater for those needs;
• Must not refuse to admit a child on the grounds that they do not have an EHC Plan;
• Must not discriminate against any child or young person who has an SEN or disability and must make reasonable adjustments as set out in the Equalities Act (2010) so that they can be admitted to the school where they do not have an EHC Plan.

5.3      Children with an Education, Health and Care Plan (EHCP) are dealt with under a different mechanism. Any child with a school named on their EHC Plan will automatically gain a place at the school named via the statementing process. Any child with an EHC Plan who is admitted to a mainstream community/voluntary controlled school will be counted against the school’s admission number.