SEND information about our school.
The new special educational needs and disability code of practice: 0 to 25 years was put into practice in September 2014.
In brief the new approach to special educational needs provision ensures that children are at the centre of all teachers’ planning as well as teachers being responsible for pupils’ progress. There are four broad areas of need outlined in the new code of practice: Communication and interaction; Cognition and learning; Social, emotional and mental health difficulties; Sensory and/or physical needs.
The document is substantial and is available to view through the following link.
Please click below for the local authority’s Local Offer page.
Quality teaching at St Joseph’s is an essential component for provision of children who need some additional support to ensure they are appropriately supported in the classroom and make at least expected progress from previous baselines. Clearly defined intervention plans, that include the support of an additional adult, are an integral element of provision at St Joseph’s and replace the previous code of practice’s School Action and School Action Plus.
Children’s provision and support is closely and regularly monitored at all levels to ensure progress is made. However, for those children who do not make progress as expected and who may have additional complex needs and/or a disability the new code of practice includes a coordinated assessment process that could result in a child having an Education, Health and Care Plan (EHC plan) which replaces the previous code of practice’s Statements of Special Educational Need. At St Joseph’s we take great pride in our provision for children who need some additional support at key points in their educational years and we always endeavour to prioritise their needs appropriately. A vital component of any provision or additional support for children would include consultation and liaison with parents. This would include regular review meetings with key professionals and parents which ensures relevant adaptations to the curriculum and the learning environment for children with SEND. A further key point is children’s emotional well-being, a child who is emotionally stable will learn well in the classroom and be happy in the school environment. We have two teaching assistants who are qualified Emotional Literacy Support Assistants (ELSAs) who work with children, as necessary, to support them emotionally in school, over the years we have found this work to be invaluable and often a vital component to support children’s self-esteem and confidence in the learning environment.
We have access to LA and NIES support which includes speech and language, behaviour, Educational Psychologist. There is also support from the school nurse and NHS The school environment has been adapted and includes: a disabled toilet, ramp access to building, EVAC chair on stairway. Children have access to all activities after risk assessments have been completed and with relevant adaptations made where appropriate. If you wish to discuss any issues relating to support and special educational needs please do not hesitate to contact school.
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Updated | 27th March, 2023 |
A huge well done to our Y8 pupils who play football for Allendale U13’s, celebrating a treble-winning season after securing their third trophy of the year. They also won 100% of their games throughout the season! Let’s hope England have the same success rate in the Euros!
Published: March 27, 2023
One of our Teaching Assistants Miss Bell, lead an assembly today as part of STEM week. She used to live on the Fair Isle, located halfway between Orkney and the Shetland Mainland. The Fair Isle is a place rich in wildlife and cultural heritage. She talked about the Marine life and the Seabirds found on […]
Published: March 27, 2023