The Federation of St Elphege’s and Regina Coeli Catholic Schools
Address: Mollison Drive, Wallington
Postcode: SM5 3NS
Contact: Mrs F Herzog – Inclusion Manager Mrs V Laffin - SENDCO
Telephone: 020 8669 6306
The Federation of St Elphege’s Catholic Schools is a three form voluntary aided mainstream school which caters for children from 3 to 11 years old. At all times the needs of our children, whatever their ability, are catered for through a carefully adapted curriculum with lessons, activities, tasks and visits.
This document outlines the schools provision for those children who may be described as having ‘Special Educational Needs’ and or Disability at some stage of their school life. Wherever possible most of the children’s needs will be met within our school, however sometimes the help of outside specialists will be sought and strategies utilised in school.
The Federation aims to provide for the special educational needs of all our pupils as defined in our SEND Policy. A copy of this can be requested from the school office or accessed through the website. The schools work closely in tandem with parents and carers throughout the child’s time at the school.
Contact to discuss the concerns or needs of my child
A parent or carer’s first point of contact is always the Class Teacher – who monitors the progress of children, their cognitive development and their behaviour. The Class Teacher will liaise within the school with key staff about interventions needed for your child and appropriate adaptations in class. When extra support is required the teacher will complete an individual provision map which they will discuss with you throughout the academic year.
Key staff names:
Chair of Governors: Mr Tom Tamplin
The Executive Head teacher: Mrs Frances Hawkes
Head Teacher / Designated Safeguarding Lead Mr M Jones
SEN Governor: Mrs Julie Speed
Deputy Head Early Years and KS1 – Ms R Duffy
Deputy Head KS2 – Mr L Hawkes
Deputy Head Curriculum – Mrs C Guilmartin-Cole
Inclusion Manager - Mrs F Herzog and SENCO Mrs V Laffin
Designated Teacher for Children who are Looked After: Mrs F Herzog
Our SEND policy can be found on our school website- http://www.stelphegesrcschools.org.uk/information/sen-provision
How does the school know how well my child is doing?
All pupil’s learning is assessed throughout the academic year by their teachers. The school uses a variety of formal and informal assessments to monitor progress. The tracking of individual pupil progress over time is monitored at class teacher level and by the Senior Leadership team who have termly meetings with teachers to discuss progress, expectations, targets and any interventions that may need or have been put in place.
If a child is identified as requiring additional support, pupils will receive an enhanced package of interventions to remove barriers to learning and put in an effective special educational provision. This will be managed through a cycle of assessment, planning, intervention (do) and review.
This cycle is known as the Graduated Response and follows the model described in the SEND Code of Practice 2014. It will
enable a growing understanding of the pupils’ needs and the nature of support the pupil will have access to in order to make good progress and secure positive outcomes. Depending on the needs of each pupil, successive cycles will draw on more detailed approaches, more frequent review and more specialist expertise.
Informing parents and carers
Parents will meet with teachers regularly throughout the academic year at their Parent Consultation Evenings. You will be notified whether your child is receiving additional interventions on a regular basis for a specific barrier to their learning. A Provision Map will be completed to identify the intervention (s) and the child’s area of need.
If after a period of time the interventions alone have had a limited impact on progress, you will be formally notified that your child will be placed on the SEN register where his/her progress and provision can be more closely monitored. The Inclusion team alongside teachers, will monitor and review additional support. This will be discussed with you initially and then primarily at Parent Consultation evenings or more regularly if required.
Updates on progress
Information will be provided regarding your child’s progress throughout the year. This process will start early in the academic year when parents can meet with their child’s new class teacher to exchange information and address any concerns. Generally, a pupil’s progress will be discussed at Parent’s Consultation Evenings.
In between these meetings, parents are welcome to make an appointment with the class teacher or a member of the inclusion team should there be any changes in circumstances or fresh concerns.
If a child is not making expected progress
Once identified as requiring additional SEND support, a more detailed assessment of the pupil’s needs will be carried out. This will include discussions with parents and, when appropriate, the pupil. Consideration will be given to assessments and reports from external agencies involved with the pupil such as a Speech and Language Therapist. The SENCO may also carry out more diagnostic assessments of needs in key areas of difficulties.
Each pupil’s difficulties will be considered against the four broad areas of needs:
1. Communication and Interaction
2. Cognition and learning
3. Social, Emotional and Mental Health difficulties
4. Sensory and/or physical needs
The school recognises that it is highly likely that the needs of individual pupils will overlap across one or more of these areas of need or that needs may change overtime. A comprehensive use of assessment will give a detailed picture of each child’s strengths and their primary and secondary special needs.
If, despite an increased level and nature of support, it is evident that the severity and complexity of your child’s needs require provision beyond that can be offered by our own provision, an application for assessment through an Education Health Care Plan Needs Assessment (EHCPNA) may be requested.
The SENCO will explain this process to you and show you how to find out more information about this and give details of parent support organisations which can provide you with advice. An Education and Healthcare Needs application will always be planned with parents and child to ascertain all parties needs and wishes wherever possible.
• English, Maths and Science are taught discreetly and where possible make links across subject areas. Teaching is engaging so children know more, remember more and can apply their skills.
• In the foundation subjects, we teach pupils using learning questions which link children’s learning through a range of different activities across all subject areas. The approach is based on securing greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point. In designing the curriculum, teachers and learners use a learning challenge, expressed as a question to pupils, as the starting point to an avenue of enquiry or topic. Vocabulary is a strong focus and we use knowledge organisers to support subject specific vocabulary. Using the information gained from pre-learning tasks and the school’s context, a series of subsidiary challenges are then planned. This helps pupils to make sense of their learning so that children can learn more, remember more and apply more in order to deepen their knowledge and skills. Our curriculum shows a progression of skills from the beginning of Early Years to the end of Key Stage 2.
• Early Years using the governments ‘Early Years Foundation Stage (EYFS) statutory framework 2021’ to inform all planning, lessons and activities.
Adapting for a child’s needs
Teachers are skilled at adapting the curriculum to meet the needs and yet provide challenge for all pupils. We have high expectations and aspirations for every child regardless of any barrier to their learning:
• Curriculum plans take account of individual pupil needs and outcomes.
• Grouping arrangements either at carpet time or on tables are organised carefully to maximise learning opportunities for all.
• Additional adults may be used to support groups or individuals, with the view to aid progress and independence as an outcome.
• Interventions may vary and address pupils’ needs. The school has received training using the TRACKs spelling programme. There has been whole school training from the Speech and Language Therapist regarding vocabulary acquisition. There has been training on Autism delivered by the Inclusion Manager. These will be renewed annually.
Cognus have delivered training which a Class Teacher and TA’s have attended to support children with specific needs in their classes.
• The school utilizes a Multi-Sensory Learning Programme for Literacy and hand-writing– which is supported on computers and iPads. It is a programme specifically designed by one of our staff and recognised throughout the UK.
• Identified children in Key Stage 1 and 2 have access to the LEXIA intervention programme for use in the home, including early morning workshops for pupils to attend.
• Staff attend training in a variety of areas of SEND needs including speech and language, autism, neurodiversity. Staff have ben signposted to training delivered by Cognus and are asked to sign up according to the needs of children in their class. All staff training includes strategies for children with SEND.
• Children with EHC plans are provided with individual learning support to meet their needs, within budgetary constraints.
• Where available children have early morning booster sessions to support their learning in phonics, literacy and Maths. So that where possible, interventions are in addition to the curriculum so that all pupils, including those with SEND have full access to the curriculum.
• Teachers deliver pre-teach sessions to help children with their acquisition of new concepts and vocabulary. When appropriate this will include over-learning to reinforce teaching.
• Knowledge organisers have been written by subject leaders in order to support children’s learning of subject specific vocabulary so they have the knowledge to apply these words appropriately in their discussions and work.
Teacher flexibility on child needs
All teachers adapt curriculum plans to support and extend all pupils.
• Teachers will adapt their planning to cater for the needs of individual pupils within the class, in small groups or on a one to one basis.
• Guided groups are used to ‘pre-teach’ or ‘over learn’ subjects if pupils struggle, in order to maximise learning opportunities for all.
• Additional adults may be used to support groups with the view to aid progress and to encourage independence.
• Diagnostic testing and assessment may be provided to determine a child’s difficulties and identify areas for support.
Where progress has been limited, further analysis and assessments will be made to ensure the provision offered matches the nature and level of needs. Assessments and observations will be carried out by the SENCO when necessary. If appropriate and with parental agreement, the SENCO will make a referral to a specialist agency.
• Staff attend training in a variety of areas to address children’s needs particularly in the acquisition of phonics and maths.
• Children with EHC plans may be provided with individual learning support in class to meet their needs and support their access to the curriculum.
Quality First Teaching, adapted to meet pupils need, is provided across the schools.
• If necessary some classes/pupils may be allocated support staff to support them in groups or individually
• Effective strategies may be used to support/develop literacy including reading, writing, spelling, phonics and maths.
• Baseline evaluations are made in order to assess progress. Progress is discussed at regular meetings between staff and senior leaders.
Meeting child needs
All teachers continuously assess every child throughout the academic year. These assessments are moderated regularly with key members of staff each term in order that children who are struggling meet their targets. Parents will be informed if children are falling below Age Related Expectations and at that time we will discuss how best to support the child. If appropriate, additional support can be provided in order for pupils to achieve their potential.
Access to exams
If a child has SEND they will be provided with as much support as possible to ensure that they are able to access tests and assessments. Decisions regarding the appropriateness of formal assessments such as SATs will be made collaboratively with teachers, SENCO and parents/carers. If appropriate, we will use advice provided by external agencies.
Additional support or time for exams
If the child meets the threshold based on the government’s current guidelines at the time of the examination, the school will provide additional support. This support can include extra time, a reader in certain tests, as well as other suitable access arrangements.
Comfort, safety and socialising
All Staff have read and understood Keeping Children Safe in Education Part 1, September 2021, DfE. Everyone in the school must be alert to the possibility that any pupil/student, regardless of race, religion, culture, class or family background, could be the victim of abuse or neglect and must be familiar with The School’s safeguarding procedures.
At St Elphege’s we encourage children to speak to adults about any concerns they have. The school has two Family Support Workers who are able to deliver a 10 week ELSA programme for those children experiencing social and or emotional difficulties.
• Breakfast clubs (some with a nominal fee) & after-school clubs are offered to children from year 1 as appropriate to the child’s needs.
• In the case of those children experiencing difficulties with routines and transitions, visual timetables and pictorial support cues may be employed.
• The Inclusion team runs a lunch time club for those children who find lunchtime difficult
• The school’s Positive Behaviour and Anti Bullying Policies and procedures are rigorously employed and ensure support for vulnerable groups and or individuals.
• Children with SEND are represented in extra-curricular school activities, such as choir, netball, code club, football, dance club etc.
How does the school help develop my child’s social and emotional skills?
The school aims to ensure that all children who need to develop in any way, including their social and emotional skills, have ample opportunities to do this whilst with us. Provision measures to achieve this work will look very different for each individual.
Support could include:
• One to One or small group mentoring sessions which aim to support children in coping with school situations including learning and social activities.
• External agencies who specialise in supporting pupils with emotional and behavioural difficulties
• Lunchtime club will be offered to children and, where appropriate, the Inclusion Leader or SENCO may advise that a particular club might be suitable for certain children in order to provide them with opportunities to develop their social ability.
It is incredibly important to us that no child is bullied and we will place every measure in order to avoid this occurring. The school behaviour and anti- bullying policies are rigorously employed and will be adhered to at all times. The policies are available for parents/carers to view if they have concerns regarding their child’s behaviour or the behaviour of others.
Our anti-bullying policy can be found on the school website: http://www.stelphegesrcschools.org.uk/download/get/anti-bullying-policy-rev-jan-2018-4/47
The Federation is committed to providing environments in each of its schools that enable full curriculum access, that value and include all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to taking positive action in the spirit of the Equality Act 2010 with regard to disability.
The school is predominately a single storey building with a lift for the disabled provided in the Year 6 block.
• The school has ramps and provides wheelchair access.
• The school have 3 toilets for disabled access.
• Reasonable adjustments may be made in consultation with Executive Head Teacher, the Inclusion Manager, SENCO and the Premises Manager – Miss A Cunniffe .
• The school ensures that it executes its duties in accordance with and is compliant under the Equality Act 2010. http://www.stelphegesrcschools.org.uk/download/get/disability-access-policy-plan-federation-19-20/47
• Reasonable adjustments may be made in consultation with Executive Head teacher, the Inclusion Team and the Premises Manager – Miss A Cunniffe.
• The school ensures that it executes its duties in accordance with and is compliant under the Equality Act 2010.
Who we work with
The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:
Educational Psychology Service: Our attached Educational Psychologist is: Liza Manoochehri Consultation with school staff, parents and other professionals regarding individuals, groups and whole school issues. Individual psychological assessment, advice and intervention to promote inclusion and to support access to the curriculum
Speech and Language Therapy. Speech and Language Therapist is: Chloe Sangwa Consultations with staff/parents, assessments of children, Speech and Language Care Plans, focused group work, focused 1:1 support.
CAMHS (Child and Adolescent Mental Health Service) : A range of interventions developed by specialist child and adolescent mental health clinicians providing therapeutic treatment. They work with parents, carers and in consultation with school staff.
Occupational Therapy Service ( Carolyn Evans) : They are specially trained to assess and provide advice and intervention for children with any disability and children who experience difficulties with everyday tasks at home, school and at play.
Hearing and Visual Impairment Services (Penny Smart): Hearing Impaired Service Specialist teachers work with children and young people who have a diagnosed visual impairment which cannot be fully corrected by glasses. A home and school visiting service which aims to support educational access, promote achievement and encourage the social integration and personal independence of children and young people with hearing impairment.
Primary Behaviour Support Team (Ann Kirby): They are a multi-disciplinary team offering advice on whole school approaches to behaviour management including: policy review and development; Support to develop in-house interventions; Staff training including midday supervisors.
Virtual School for Children who are Looked After (Kate Leyshon) Cognus: This service oversees and monitors provision for children who are in care of the Local Authority
The full range of local support available to support your child both within and outside of school can be found in the Sutton Local Offer for pupils with SEN /info/200611/suttons_local_offer
Working with other agencies
The schools have established long and productive working relationships with all the agencies referred to above. Written referrals are always completed and parental approval sought following meetings with the SENCO.
Informing parents and carers
The class teacher or a member of the SENCO will make initial contact with the parents by a telephone call or meeting since the school prides itself on building close relationships with parents/carers. Written referrals to the agency will then be completed and parental approval sought. Meetings with the agencies will be arranged through the SENCO .
Helping your child settle with confidence
How will the school help my child settle with confidence and manage change as they move between schools and year groups?
In Early Years the class teachers and the SENCO meet with previous nursery settings to provide a smooth transition and handover of information, where appropriate. The school liaises with The Local Authority Area SENCO to provide support with strategies to help pupils settle in prior to commencement, if appropriate.
The school will provide a transition book for those SEND children who find change difficult, in order to ease any anxieties. At the end of KS2 arrangements are made for Year 6 children to visit their secondary school and for high school teachers to meet the children at St Elphege’s.
• We are happy to provide extra transition help using pictures of the new environment and Social Stories to help children settle into their new classroom particularly over the summer term.
• Consideration is given to alternative provision and the school liaises with the Local Authority SEND Department and parents/ carers.
• In the case of children with EHCPs, transitions are carefully planned to ensure the move to a different class or Key Stage is as smooth as possible.
• At all times there is close communication with parents/carers
Extended School Day
At St Elphege’s we offer both breakfast and afterschool clubs for children from year one. Breakfast club starts at 7.45am each day and from Monday to Thursday after-school club ends at 6.00pm. On Fridays the club ends at 5.00pm.
Alongside this we have a variety of clubs that children can attend such as drama, code club, gymnastics and football to mention a few. The full list can be obtained using the link below.
- SEND Policy
- Equalities Policy http://www.stelphegesrcschools.org.uk/download/get/equality-policy-and-plan-november-2016/47
- Positive Behaviour and Anti – Bullying Policy http://www.stelphegesrcschools.org.uk/download/get/positive-behaviour-policy-spr-18/47
- Disability Access Plan http://www.stelphegesrcschools.org.uk/download/get/disability-access-policy-plan-federation-19-20/47