We are a mainstream primary school and the majority of children are able to reach the learning goals for their age. Pupils are identified as having SEN when they do not make the expected progress, given their age and ability, and normal interventions and resources have proved ineffective. In this instance, pupils will require support, additional to or different from their peers, in order that they achieve their full potential.

Children with SEND at St Christopher have many different needs. Some have difficulties with speaking and language, general learning (especially reading and/ or writing), social and emotional development and sensory difficulties, including hearing impairment. In the past we have supported children with a range of physical difficulties and conditions, including spina bifida, hydrocephalus and cerebral palsy.

Class teachers closely monitor the progress of all children in their class. Regular discussions take place around pupil progress and group interventions are put in place, and monitored, for children who require support in a particular area to meet national expected progress. If a teacher has concerns about a particular pupil they will chat to the SENCo (Special Educational Needs Coordinator) who will help the class teacher to plan activities, such as small group work or individual programmes to help the child. If these activities don’t help the child to make good progress, the SENCo, class teacher and parents will meet to discuss what further support can be given to pupils to enable them to make better progress. This may include asking for advice or an assessment from an external specialist service.

Our SEN policy provides further information about how we make provision for all pupils with SEN. A copy of this policy is available on request.

All children’s progress is regularly monitored throughout the school year. Where children need SEN support, specific targets are given for an appropriate period of time. A baseline assessment is undertaken at the beginning of the intervention. This ensures that when the targets are reviewed, at the end of the intervention, progress can be measured. However, if a child has made better than expected progress they will complete the intervention earlier than the allocated time period. Similarly, if a child is struggling with the targets set, or the approach used, this will be changed in the part way through the intervention so that the pupil is given the best chance of succeeding with their targets. Parents are informed by teachers about their child’s progress towards their targets.  Further details can be found in our SEN Policy. Parents are also able to contact the SENCo for regular updates on their children’s progress, either by email, telephone or a face to face meeting.

Some meetings will involve parents and the SENCo. At other times the class teacher will be involved. Meetings with other professionals may also take place when a child has an assessment undertaken by a specialist support teacher (e.g. Dyslexia WM, Educational Psychologist or our Autism Specialist. ). The SENCO will advise and support parents.  Special Educational Needs and Disability Information Advice and Support Service (SEND IASS), previously known as Parent Partnership Service can also  attend.

Children who currently have an EHCP will have an annual review meeting once a year. In some cases there will also be a 6 monthly review. 

Teachers at St Christopher strive to create an environment where every child is included. This is done by setting suitable learning challenges, responding to pupil’s diverse needs and overcoming potential barriers to learning and assessment for individuals and groups of pupils. They will have the highest possible expectations for your child and all pupils in his or her class. All teaching is based on building on what your child already knows, can do and can understand. Not all children learn in the same way so a range of different teaching approaches are used. This may involve more practical learning or providing different resources adapted for your child. All children benefit from this approach. Your child’s teacher will also put in place specific strategies (which may be suggested by the SENCo or staff from outside agencies) to enable your child to access the learning task.

Where there are gaps in your child’s learning, support will be put in place. This may be 1:1 or a small group session. These sessions may be led by the class teacher, or a trained teaching assistant.

Your child’s class teacher will be happy to give you more information about your child’s learning and progress.

St Christopher Primary school takes all reasonable steps to modify and adapt the learning environment to meet the needs of all children. This includes specific seating plans for individual children, e.g. making sure children with hearing impairment are sat directly in front of the teacher, making sure children with physical needs are in classrooms that are on the ground floor. The school has two disabled toilets and an internal lift.

All year groups at St Christopher have at least one Teaching Assistant (TA) attached to them. TAs will often work 1:1 with a child on a specific target, or with a small group. They will also work under the direction of the Class Teacher in particular lessons. Where a specialist technique is required, extra training is given or an approach is modelled. St Christopher also has parent and governor helpers who come in to school to support children, at the Class Teacher’s discretion. Sometimes children from older year groups will support younger children with key skills, such as reading. Again, the older children are given guidance about the best method to use with the children.

There is also support for some children from outside agencies. We have an Autism Specilaist who comes in to work with particular children. School also has a visiting Speech and Language Therapist who is attached to the school who sees children for assessments, reviews and blocks of work on specific targets. Some children have regular visits from a Physiotherapist or Occupational Therapist.

At St Christopher we have a range of after school and lunchtime activities that all children are welcome to attend. These include sports, crafts and technology clubs. We occasionally run a breakfast club each morning when the need arises. Each term a list of the current provision, for each year group, is sent out and children indicate which activities they would like to take part in. Where necessary, we will provide extra support to enable children to access these, e.g. an additional adult, specialist equipment. Please contact the SENCo if you would like further information about how school clubs can be adapted to support your child.

We recognise the importance of supporting the emotional and social development of the children. Personal, Social and Health Education (PSHE) forms part of the curriculum - the jigsaw programme is used as our main resource for this. We have also delivered Protective Behaviour work to all children. We also deliver a series of lessons called boomerang to support children to gain resilience and strategies for managing anxieties. Where children have specific social, mental or emotional health difficulties we may refer the children to outside agencies.

Our Assistant Headteacher, Mrs Harrison was our school SENCo and Inclusion leader. Sadly she has passed away suddenly. Further news of our SENCO will be shared soon. Her role includes coordinating provision for children with SEND, providing guidance to colleagues and working closely with parents, staff and outside agencies.

Mrs Harrison would be happy to answer any questions you have about your child’s learning and progress or any concerns that your child may have a special educational need. You can contact her via the school office on 02476 675017.

Inset days and staff meetings provide teaching and support staff with access to a range of training to enable them to support all children, including those with SEND.

Whole staff training enables us to share knowledge, strategies and experience and ensure consistency of the school’s approach for children with SEND. Staff who are supporting children directly have had specific training- e.g. autism awareness training. 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. from the autism specilaist, or medical /health training to support staff in implementing care plans.

Professionals from Speech and Language, SEMHL, Educational Psychology, Integrated Primary Mental Health Service, Communication and Interaction Support Service, Physiotherapy and Occupational Health come into school to work directly with children. They also work closely with teachers and support staff to ensure consistency of approach or technique.

Outside agencies, such as physiotherapy and occupational therapy, will provide school with specific aids and equipment when it is has been recommended by a relevant health service. This can be anything from a wheelchair or walking frame to a laptop. We will also, where appropriate, provide equipment that pupils may need to support them in school, e.g. pencil grips, sit fit cushions, sloping writing frames etc.

Where children are identified as having SEN, there will be an opportunity for parents to meet with the Inclusion team twice per year to discuss targets and how they can support their child to achieve these. If parents need guidance about a specific technique that they can implement at home, additional meetings or observations will be arranged. All pupils’ general progress, including updates on their targets, will be discussed at parent consultation evenings and reports will also be sent out twice a year.

The school newsletter gives regular updates of training from SEND IASS, and other relevant courses that we are informed of. Any posters we receive are also put on the school notice board, outside the school office.

This year we will be consulting pupils about their learning, having trialled this previously with some of our year 6 children. Children will be given the opportunity to talk, where possible, about their strengths and areas for development and identify targets that they would like to work on. At the end of the intervention period, pupils will be asked to contribute to the review process and help to set new targets.

If you are unhappy with any part of your child’s learning and/ or progress you should chat to your child’s class teacher or SENCo. If your complaint is not resolved, as you would like, you can ask for a meeting with the head teacher. If you are still unhappy with the outcome then you can contact Mrs Pam Smitham, Chair of Governors.

St Christopher has support from a number of different agencies. Below is a list of the support services that are currently working with pupils from the school.

• Young Carers
• Speech and Language Therapy
• Sensory Support (hearing and visual impairment)
• Integrated Early Years Support Service
• Autism Specialists
• Learning and Wellbeing Service
• Occupational Therapy
• Physiotherapy
• School Nursing service
• Dyslexia West Midlands

The below list provides information of support groups available for parents. More information about each group can be found on the Coventry City council website (www.coventry.gov.uk)

SENDIASS (previously Parent Partnership)-02476 694307 Special Educational Needs and Disabilities Information, Advice and Support Service

• Coventry Carer’s Centre (Autism/ ADHD) – 02476 633788
• Coventry Action for Autism Group – CAFAG) 02476 688521
• Dyslexia Action Coventry Centre – 02476 257041
• Autism Play and Support Group – 07931 783183
• North Warwickshire and Coventry Dyslexia Association – 02476 316813
• Shine (Spina Bifida and Hydrocephalus) – 01733 555988

All children have a transition morning, when they spend time with their new teachers and peers before moving to a new class. Prior to the visit, the SENCo makes sure that any relevant information is shared. For children with Autism, who need extra transition, a pen portrait is completed by parents, the child (if old enough) and teacher and passed on to their new teacher. Key targets from the autism specialist are also shared.

Children entering school from an enhanced pre-school provision are visited in setting. Where needed, an enhanced induction programme supports children to make a successful transition into school.

All year 6 pupils visit their secondary school for one day, but many schools offer further sessions in school for children who need extra support. All paperwork is passed over to the Secondary SEN lead and conversations, by telephone or face to face, about the children and their needs are undertaken in the final term of year 6.

The Coventry Local Offer website has information about the services that are available. Click below to view the Coventry Local Offer.

www.coventry.gov.uk/sendlocaloffer