St Peter's Catholic Academy

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At St Peter's Catholic Academy we aim to keep the needs of each individual pupil uppermost in all we do and to share fully with parents all stages of your children's development while they are here.

We believe that every child that every child is unique with special talents and our aim is to help you child develop them to the full.

What kinds of SEND does the school provide for?

The school accomodates all SEND in line with the Equality Act 2010 and provision is available for all 4 areas of need outlined in the SEND code of practice.

At St. Peter's we provide for the following types of SEND:

• Communication and Interaction: ASD, SLCN
• Cognition and Learning: MLD, SpLD
• Social, Emotional and Mental Health: SEMH
• Sensory and/or Physical: HI, VI, PI, MSI.

How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?

All children attending school will be monitored and observed in line with the relevant curriculum. Any concerns will be discussed with parents/carers.

The school operates an open door policy where parents/carers are able to speak with staff about concerns regarding their children. Appointments can be made to see staff or senior leaders or the schools Senco through the office.

The school has a dedicated Special Educational Needs Coordinator (SENCO) who monitors your child and liaises with you and outside agencies if required.

Parents Evening are held three times a year giving time for sharing progress and discussing the appropriate next steps for your child.

How will the setting support my child/young person?

The SENCO will liaise with you and any outside agencies involved and the class teacher in order to monitor your child’s progress. Pupil passports are drawn up in consultation with all who are involved with your child. The amount of support is tailored to fit the individual needs of your child. One to one assistance or small group work is arranged. The assigned key person and class teacher will work with your child and implement the next steps to aid their development. The SENCO, class teacher, key person are always available to explain the educational plan for each child.

How will teaching approaches and the curriculum be matched to my child or young person's needs?

Your child is a unique person. All teachers plan to meet the child’s individual needs through detailed planning and differentiated activities, in a rich environment with adult support.

Ensuring safety and extension of experiences Pupil Passports are used to inform all those working with your child. This plan will help with physical, social and cognitive development. One to one support is provided if your child requires adult input to ensure their own or others safety.

How will both you and I know how my child/young person is doing and how will you help me to support their learning?

The key person or class teacher can be spoken to at the beginning or end of the day. The school SENCO can meet with parents/carers by prior appointment. Parents Evening are held three times a year giving time for sharing progress and discussing the appropriate next steps for your child. Pupil Passports are reviewed with you key person, SENCO and your child at appropriate intervals suited to your child’s individual’s needs. External agencies involved with your child are able to visit the school to observe or work with the child. A rigorous tracking system is in place to monitor yours progress and attainment. Targets and next steps will be shared with parents /carers and suggestions to support children at home will be given through termly newsletter and curriculum webs. Training for parents/carers is offered through our family support worker.

What support will there be for my child's/young person's overall wellbeing?

St Peter's is committed to the safeguarding and welfare of children and young people and expects all its employees to share this commitment.

All staff are DBS (Disclosure and Barring Service) checked and regularly updated with safeguarding training. The school policies include child protection, anti-bullying and inclusion. Key person and the class teacher are responsible for ensuring that your child is safe and secure both emotionally and physically. A number of staff members are trained in first aid and all staff are trained in inhaler and epi-pen administration. All medication is stored in a secure place. A record book is kept of all medication held and dosage; time of administration is recorded and witnessed by another member of staff.

You MAY NOT use photographic devices unless all other parents and carers have given their written consent. All disclosure made by a child is treated in line with our child protection policy in line with Stoke on Trent Children and Young Peoples Safeguarding Board. Allergy and dietary requirements are displayed to inform all staff.

What specialist services and expertise are available at or accessed by the setting?

The members of staff all have a wealth of experience and have undergone training. Training is undertaken to equip staff with the necessary knowledge as the need arises.

Speech and Language Therapist, Educational Psychologist, Specialist Advisory Teachers, Health Care Professionals, Hearing and Visual Impairment support and Special Educational Needs and Disabilities (SEND) Advisor. All staff work closely with you and outside agencies to learn specific skills to support children with additional needs.

What training are the staff supporting children and young people with SEND have had or are having?

Training is undertaken to equip staff with the necessary knowledge as the need arises. Courses on Hearing Impaired (HI), Visually impaired (VI), behaviour management along with relevant training to support interventions. All staff work closely with you and outside agencies to learn specific skills to support children with additional needs.

All school staff have received updated training on the new SEND Code of Practice.

All staff receive regular training and updates on Asthma, Epi-Pen and Epilepsy.

How will my child/young person be included in activities outside this classroom including school trips?

All trips and visits are staffed with appropriate ratio of adults to children unless one to one is required. All areas visited are wheelchair accessible.

Risk assessments are carried out for any activity where there is some form of risk anticipated. Staff may also visit the trip location prior to the school trip for extra information and to make themselves aware of any added support children may require.

In the Early Years, Key Stage One and Key Stage Two staff are on the door every morning and every afternoon to greet parents and children. This provides opportunity to speak to parents on a regular basis and ensure smooth transition in and out of school.

How accessible is the environment?

The building is wheelchair accessible. There is an accessibility toilet.

Guidance from specialists would need to be sought if specialist equipment is required. English as a second language is catered for, staff are available to translate in some languages. We provide books, posters and culturally appropriate items whenever possible.

How will the setting prepare and support my child/young person to join the next stage of education and life?

In consultation with yourself and other agencies involved with your child we will ensure that the appropriate equipment and care will be in place to make entry into the school as smooth as possible. Taster sessions can be arranged when you and your child can visit the school to familiarise yourselves, with the room and staff prior to attending.

For transition Teachers from the receiving school visit the school to meet the children. Visits are arranged during the summer term, for the children to go with staff to see their feeder school. Review meetings will be held regularly to discuss support that could be offered during your child’s transition with the Key Person, SENCO, yourselves and all other professionals involved in your child’s care. From these, decisions could be made to support children’s transition to specialist schools if required. Information is shared with the feeder school that is relevant to the transition.

Any children with English as an Additional Language (EAL) will be support as they enter the school by qualified staff. Parents /Carers who require support with translation will have access through the school and outside agencies to an interpreter.

How are the setting's resources allocated and matched to children's/young people's special educational needs?

A child who has a birth-to-25 Education, Health and Care (EHC) Plan will receive additional funding for special educational needs will have access to all facilities provided by the school. Funding is allocated to enable the child to achieve their full potential, possibly one to one support, specialist equipment, and appropriate toys to aid development or the creation of pictorial support aids .

Quality First Teaching and resources are constantly reviewed and matched to your child and to their specific need.

How is the decision made about what type and how much support my child/young person will receive?

Decisions are made through consultation with all parties involved with the child’s care; this includes you, specialists, as well as the school’s SENCO and key staff. Observations and behaviour records are carried out and shared with you on a regular basis. The amount of support is dependent upon your child’s needs. The SENCO draws up a Pupil Passport in collaboration with you and the Key Person; this is reviewed each half term. At the review the impact of the support will be assessed and moderated as appropriate. Monitoring of progress is carried out termly and recorded; to ensure that the curriculum is ensuring progress in all areas.

How will our child and young person be involved in the decisions about their learning?

We believe that the children's voice is extremely important at St. Peter's. All children contribute to their pupil passport and give information about themselves that they want all adults who work with them to know. Teachers and support staff communicate regularly with children about the information included on their passport, their overall development and their achievements towards their passport targets

How will we be involved in the decisions about the learning of our children and young people?

We have an open door policy at our school and if you have any concerns, queries or issues our staff are always on hand to help and discuss things with you. Staff at our school can also be contacted via telephone and meetings arranged where necessary.

We hold parent meetings three times per year, once per term. In these meetings teachers are able to share your child's progress with you and discuss your child'd education.

In regards to pupil passports, we believe your voice is just as important as your child's. We meet with parents during all stages of preparing and implementing your child's pupil passport. 

How are parents involved in the setting? How can I be involved?

Questionnaires are distributed to all parents and carers annually, giving you the opportunity to evaluate and comment on our schools performance.

What do I do if I want to make a complaint?

If you are not happy about a decision or something that is happening in school, please ask to speak to your child’s class teacher initially.

If you require further assistance then please request to speak to the SENCO.

If you are still not happy then you can speak to the Principal who will do their best to help you with your concerns. 

What other support Is available to parents and how can I contact them?

School Nurse - 0300 124 0362

Speech Therapy - Contact GP

PSCO- 0300 123 4455

SENDs Advisor - 01782 232538

Hearing Impaired Support Team - 01782 232538

Educational Psychologist - 01782 234700