Welcome to our SEND pages. We hope you will enjoy reading about the variety of ways in which St. Luke’s is able to support SEND students to reach their full potential.
Our Special Educational Needs and Disabilities Co-ordinator is Mrs K Connell.
Our Governor with responsibility for SEND is Mrs Janet McLaren.
At St. Luke’s Church of England School we welcome everybody into our community. We believe that our community should reflect God’s wish that every child is welcomed and should be provided with the opportunity to achieve his or her full potential.
We have good attendance at St. Luke’s as students want to come to school to experience our high quality learning environment.
The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.A physical or mental impairment includes:
Medical conditions, including epilepsy, diabetes, more severe forms of asthma and eczema
Specific learning difficulties, including dyslexia
Speech, language and communication impairments
If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.
A young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
A young person has a learning difficulty or disability if he or she:
(a) Has a significantly greater difficulty in learning than the majority of others of the same age, or
(b) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school.
- Some children at St. Luke’s come to our school with information that tells us that they have special educational needs. This means that they need some additional help with certain things. Eg. a child may need extra support to help develop their speech.
- You, as a parent, may have some concern around your child’s learning. If you do it is really important that you discuss this with your child’s class teacher at the earliest opportunity. As parents you are your child’s first teacher and have the greatest knowledge about your child. Your class teacher will listen to your concerns and may monitor your child carefully, for a short period of time, taking into account your worries. They will then meet with you to discuss their findings and agree the best way forward with you.
- At St. Luke’s all staff working with your child build good relationships quickly and have a sound understanding of their individual needs and what is expected of them. Should staff have any concerns about your child’s learning, they will be shared with you. The SENCO will explain possible options and the best way forward to support your child agreed with you.
- At St. Luke’s, students and parents are at the heart of decision-making. We work together with parents to ensure your child receives the best education possible.
- We aim to gain a good understanding of your child’s needs.
- The class teacher carefully monitors the progress of your child. If it is felt that a child is not making the progress the teacher will reflect on their teaching and modify to support your child. If it is felt that your child may need additional support your child’s class teacher will discuss this with you. This may include support from outside agencies such as speech and language or an educational psychologist to help find out exactly what the school needs to do to help your child make good progress.
- The SENCO, Mrs Connell, will oversee the involvement of any outside agencies and work closely with you and class teacher to ensure that the right support is put in place. Staff will carefully monitor the progress of your child to ensure that the support is helping your child to make progress. If it is felt that the support is not helping your child we will discuss this with you and adjust it accordingly.
Support can be in a variety of forms:
- Small group work
- Additional support in class to help your child understand the learning activity
- A programme of work eg. speech and language programme, handwriting programme
- A nurture group – to develop social skills, self-esteem and confidence.
- 1:1 support – focusing on a specific area of learning.
- Early identification of a learning need is essential in helping your child to make the best possible progress.
- If you have any questions regarding the support that your child is receiving please don’t hesitate to contact Mrs Connell.
- If a child with SEN is starting at our school in Reception the class teacher and SENCO will visit the nursery setting and attend review meetings prior to your child starting school.
- Your child’s classteacher will organise additional visits to the school should this be necessary to support your child.
- A meeting with your child’s classteacher and SENCO will help establish a one page profile.
- When starting school every possible step will be taken to ensure that your child settles quickly into school and that their needs are met. Your child’s keyworker will keep you informed on how your child is doing.
- A baseline assessment will be conducted to find out what your child already knows and what they need to be taught.
- Teachers then plan lessons to meet the needs of your child. They are able to make work easier or more challenging so that every child is able to learn.
- Your child’s teacher will decide if additional support is needed for a specific area of learning. Eg. additional phonics or a nurture group to develop social skills and confidence.
- Your child will receive a broad, balanced and exciting curriculum carefully matched to their needs.
- Your child’s class teacher observes and assesses your child throughout each lesson. This helps the teacher to identify strengths, areas for development and progress made.
- You will have a termly meeting with your child’s class teacher where they will tell you about the progress they have made.
- Your class teacher will ensure that you are aware of your child’s targets on their support plan. Advice will be given about how you can help your child at home.
- If your child has a statement or EHC plan a person centred review will be held annually and the action plan will be reviewed termly.
- A person centred review may also be held on a needs basis to help identify the best way forward to support a child.
- Should you have any concerns, please do not hesitate to contact your child’s classteacher.
- All staff at St. Luke’s strive to ensure that all children feel safe and secure. Staff take time to get to know your child and establish a good relationship.
- Should a child be having emotional or social difficulties these are quickly identified and the appropriate support put in place.
- Children and parents can be supported by our Family Liaison Officer and our School Counsellor.
- Additional support may be given to your child to help develop their emotional and social needs, through nurture groups, social skills groups such as, Forest Fun, Time to Talk.
We use a wide range of services to support our children and families. We are currently working with the services below. These services help school to identify specific targets for our children and give advice on how best to help them achieve them.QEST team advisers (Quality and Effectiveness)
Speech and Language Therapist
Visual, Hearing and physical impairment team.
Child and Adolescent mental health service (CAMHS)
Parental Support Adviser
- The SENCO attends regular training in order to keep up to date with current developments in SEND.
- The SENCO will ensure that staff have the appropriate training to be able to meet the needs of all children.
- Staff have received training in:
- Social Stories
- Autism Level 1
- Lego Therapy
- BLAST Speech and Language
- Talk Boost Speech and Language
- Social Skills
- Foetal Alcohol Syndrome
- We have a variety of before and after school clubs which are available to ALL pupils, if your child requires extra support in a club then provision will be made for them.
- We have regular educational visits for ALL children at St Luke’s.
- All visits are risk assessed to ensure the correct provision is in place for a successful trip.
- St Luke’s runs on one level with wide front access into the front of the main building.
- The building is compliant with the disability act for wheelchair access and toileting facilities.
- Outside areas are level with ramp access to lower levels.
- The car park has a disabled car parking spot for disabled children.
- We use the following resources to support children with specific needs: eg visual timetables, Sign and Shine, Ipads for children with visual impairment, independent task boxes to support learning.
- SENCO and classteacher will attend review meetings prior to your child starting St. Luke’s. There will also be an initial meeting with the parents to gain a clear and full understanding of your child’s needs.
- Visits to the school are welcomed and a transition booklet available to support your child if necessary.
- The staff will establish relationships quickly with your child and draw up a one page profile and support plan.
- When your child moves year group/teacher visits are arranged to familiarise your child with their new year group. Meetings with your child’s new teacher can be arranged if appropriate.
- When your child leaves us to move onto secondary school we will hold a child centred review to discuss your options for secondary schools/change in setting. Once a decision has been made, school will ensure that visits are set up to ensure a smooth transition to secondary school. These visits will involve visiting at different times of the day and meeting new staff.
- Once your child has left St. Luke’s are willing continue to offer support to your child’s new school and visit them in their new setting to ensure that they are happy and settled. Should any difficulties arise we will support your child and new school as best we can.
St Luke's SEN Report