Skip Ribbon Commands
Skip to main content
Navigate Up
Sign In
​SEN
SEN1.png

Some children are identified as having special educational needs (or SEN). This means that for one reason or another they cannot access the curriculum in the same way as the majority of the children in their class and may need either extra support or different resources to help them.

As much as possible, it is our aim for children with SEN to be fully integrated with their peers, and we approach every lesson and opportunity with an intention to make it fully accessible to all. Sometimes this means additional staffing or adaptation, and on rare occasions it means designing a different activity which delivers the same objectives by a different method.

Provision for children with SEN is covered by the SEND Code of Practice 2015. At St Louis Primary School, we offer the same opportunities to all of our pupils and seek to involve them all in setting and achieving aspirational goals, both in the curriculum and in their personal development.

Staffing

Provision for children with SEN is led by our SENCO and delivered by class teachers with the assistance of our Learning Support Team. Between them, the members of the team have a wide range of expertise in the fields of speech and language, autism, ADHD, behaviour management, physical disabilities, anxiety and attachment disorders, as well as qualifications in delivery of literacy, numeracy, physical coordination and social skills programmes. All teaching and learning support staff have had training in dyslexia-friendly strategies and behaviour management, and most have been trained in Team Teach positive handling techniques.

Quality first teaching

High quality teaching in the classroom will include and engage all pupils. Such teaching will, for example, be based on clear objectives that are shared with the children and returned to at the end of the lesson; carefully explain new vocabulary; use lively, interactive teaching styles and make maximum use of visual and kinaesthetic as well as auditory/verbal learning. Approaches like these are the best way to reduce, from the start, the number of children who need extra help with their learning or behaviour. Getting to know the individuals in the class is crucial, and teachers will use particular strategies to make sure that every child is able to get the most out of the lesson. This may be as simple as where they sit in the classroom, so that they can see the board, hear the teacher, avoid distractions. The teacher will know which children need an extra prompt to get started on their independent work, which will benefit from a carefully chosen partner, who might need an alternative method of recording, or who might need more frequent breaks to maintain levels of concentration.

 

Learning support team at St Louis

When children are not able to keep up with the pace of learning in the class, they may be helped with targeted small-group or one to one interventions, delivered either by teachers or learning support assistants (LSAs). The aim of such interventions is to plug gaps in knowledge or skills so that pupils catch up with their peers. These programmes have specified learning objectives, and usually run for a fixed period of time. The class teacher at all times retains responsibility for the progress of the children. Often, children just need to develop more confidence in their ability, and they feel more sure of themselves in a small group than in the whole class situation. Having achieved success in the group, they are then able to manage, with some differentiation, back in the whole class situation.

More intensive support

For some children, quality first teaching and catch up programmes are not sufficient. There may be a medical or physical condition which makes access to the curriculum more challenging and they need longer term specialised support. Usually in these cases, other agencies will have been involved with assessment and will work with the school to design appropriate adaptations. Support is usually provided by our team of LSAs, under the direction of the SENCO and the class teacher. Whilst these children will still have appropriate challenging curricular targets, they will also have individual targets that may be more to do with physical, communication or social/emotional goals.

Education Health and Care Plans

Children who require substantial intervention above and beyond the normal provision of a mainstream school may be assessed for an EHCP. This is a process involving agencies from the health and education sectors, and the resulting Plan follows the child through their schooling and further education to the age of 25, subject to annual reviews. These children may have physical conditions, such as cerebral palsy, or communication difficulties, such as those with autistic spectrum disorder (ASD). They may have a diagnosed condition such as ADHD, or behaviour difficulties arising from social or emotional or mental health conditions (SEMH). The support that the school provides will be very specifically tailored to their needs, and often the support also takes into account the need to ensure other children’s learning is not disadvantaged by the demands of the high needs pupils.

SEN Documents

SEND Policy

Local offer St Louis