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Home » Info for Parents » Special Education Needs and Disabilities (SEND) » Special Educational Needs and Disability (SEND) Local Offer

Special Educational Needs and Disability (SEND) Local Offer

St Lukes is an Inclusive school committed to meeting the needs of all pupils including those with SEND.

As a mainstream school we work closely with the agenda of inclusion within the classroom and believe in Quality First Teaching as an essential part of any pupils programme and the majority of pupils will be taught in class by their class teacher alongside their peer group. However in certain circumstances, we will withdraw pupils from the classroom to support learning in intervention groups where this environment will better suit learning needs. In this way we offer a range of needs led intervention groups as outlined below. Decisions regarding appropriate interventions are led by the class teacher in liaison with the Inclusion manager, parents and pupil where appropriate. Decisions are based on individual pupil needs and progress.

As parents/ carers often have the deepest knowledge of their child, we believe it is vital to work in unison with parents with regard to identifying whether a pupil has SEN and the support package that we can offer to help address their needs. At St Lukes school we believe that the current class teacher is the best placed to make decisions regarding the provision for the pupils in their class and encourage parents who have concerns about their child’s development in relation to SEND to discuss these in full with their class teacher. However, we also have a specialist role in school to coordinate the provision for SEND pupils in the form of our Inclusion Manager. Meetings with the Inclusion Manager are arranged by email to either office@stlukes.cambs.sch.uk, nproietti@stlukes.cambs.sch.uk or in person through the school office. We aim to meet parents within a maximum of 12 days from their enquiry wherever possible.

St Lukes may offer the following range of provision to support children with SEND or additional needs.

Intervention

 Social Skills programmes/support including strategies to enhance self-esteem and behaviour:

KS1 – Time to talk
KS1/ KS2 – Anger management strategies
Art therapy by referral
Behavior plans and reward systems

Access to a supportive environment – IT facilities/equipment/resources (inc. preparation)

Use of iPads and computers to support individual learning targets in class
Access to small group sessions and focused support
Teachers running small group intervention
Small group breakout spaces

Strategies/programmes to support speech and language:

Speech and Language therapist drop in for parents in KS1 who have concerns re speech development
Speech and Language therapist intervention and therapy programmes which are then delivered in school by trained TA’s
Sequencing and memory intervention

Mentoring activities

Where a pupil is finding the school environment difficult we may offer a clear single point of contact for the pupil to ‘turn to’ to talk through problems and difficulties. The person is nominated by the pupil wherever possible. A special lunchtime club is run by a skilled member of our support staff by invitation for pupils who are finding managing the longer break time a challenge.

 Access to strategies/programmes to support Occupational Therapy/Physiotherapy need

Liaison with the OT/ physiotherapy service and referrals through the Inclusion Manager where appropriate with a programme led by school staff where deemed appropriate by the OT.

Strategies to reduce anxiety/promote emotional well-being (including communication with parents)

Home/ school contact books are used where appropriate to aid communication. As well as parent evenings each term, we have regular parent drop ins and operate a talk to us if there is a concern system – do contact your class teacher, Inclusion Manager or Head if you have any concerns. Art therapy referrals in consultation with the Inclusion Manager.

Strategies to support/develop literacy inc. Reading

We have a qualified reading recovery teacher in school who supports pupils in KS1 and lower KS2 to develop their reading skills. Mrs Fasching also works with a number of volunteers to support reading through the school by the use of a strategy called ‘Better Reading Partners.’

In addition we run a variety of TA led interventions where appropriate, including:

Reception Literacy Project (yr R)
Fisher Family Trust reading intervention (yr 1)
Sound reading System – phonics development (yrs 1-6)
Phonographics (yrs 2-6)
Toe by toe (yrs 1-6)
Acceleread/ acccelewrite (yrs 2- 6)
High 5’s reading and writing (yr 5)
5 minute box multisensory phonics intervention (yrs 1-2)
Rapid reading/ Rapid writing (yrs 3- 6)
Small group reading/ writing support (yrs 2-6)

Strategies to support/develop numeracy

We have a qualified Every Child Counts teacher who runs 1-1 intervention for pupils in KS1 and lower KS2 who have particular difficulties in understanding number.

In addition we run a variety of TA led interventions where appropriate, including:

Numicon groups (yrs 1-4)
First class at number (yrs 3-4)
Dynamo Maths (yrs R-6)
Rapid Maths (yrs 3-6)
Small group maths teaching (yrs 1-6)
Springboard catchup (yrs 3-6)
Links with Chesterton maths teachers (Yrs 5-6)

Strategies/support to develop independent learning

TASK breakdowns and/or  visual timetables to support pupils to become independent
Use of Learn to Learn skills programme where appropriate

Support/supervision at unstructured times of the day including personal care

Where a pupils has a statement of special educational needs which provide full time hours of care for a pupil with significant needs a 1-1 support is made available at unstructured times of the day. We have a personal care policy that outlines our provision for pupils who have specialist personal care needs.

In addition we have playleaders in the KS1 and KS2 playgrounds during the longer lunchbreak to support play and learning and each breaktime is supervised by at least 2 members of staff.

Children with complex SEND 

For children with complex SEND, the frequency of such provision may result in the school applying for additional funding to support a child, this will follow the completion of a CAF with parents and advice from local services such as the specialist teaching team in Cambridgeshire. Ultimately this may lead to an application for an EHCP to support the pupil and provide further resourcing.