SEND

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Priory CE Primary School offers a full, broad, balanced and relevant differentiated curriculum, where opportunities to be the best that they can be, are provided for all children. We believe that a child with SEND should have their needs identified and an education provided that affords them the opportunity to achieve their personal potential. We ensure that all staff working with children value and respect the diversity within our school and community. We are proud of our stimulating and inclusive environment, where we aim to provide every child with access to a quality education. This includes the statutory aims of the National Curriculum (2014) and the SEND Code of Practice (2014). We firmly believe that we are the educators of all children in our care, including those who are identified as having Special Educational Needs, and that through our quality first teaching and effective differentiation, all the children in our school will be able to access and enjoy the curriculum that we provide.

Only recently established, our Inclusion Hub supports learners from all groups, including SEND. A collaborative and holistic approach ensures that learners’ well-being is supported as much as their academic skills. As an Attachment Aware school; emotional literacy, emotion coaching and bespoke therapeutic behaviour support are at the heart of our practice. Inclusion Assistants provide rigorously monitored evidence-based interventions to support learners in their main area of need. Inclusion Leads work closely with families and a range of agencies to provide SEMH support for pupils and parents through 1:1 coaching sessions, peer support, health and well-being events and positive parenting through Family Links. In this way, our Inclusion Hub support the whole child to ensure that they can be the best that they can be.

A child has special educational needs if he or she has difficulties with learning which require support that is different from and additional to that provided through quality first teaching.

A child has learning difficulties if he or she:

  • Has a significantly greater difficulty in learning than most children of the same age
  • Has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in school
  • Is under compulsory school age within the above definitions or, if special educational provision was not made for the child, would fall into the above definitions
  • Have social, emotional or mental health difficulties that act as a barrier to learning at the same rate as most children of the same age

Special educational provision is matched to the child’s identified SEND. Children’s SEND are generally thought of in the following four broad areas of need and support:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Sensory and /or Physical needs

Our approach, to supporting SEND learners is totally inclusive – pupils are provided with additional support to ensure that they can access the curriculum that is being delivered in the classroom through a wide range of reasonable adjustments.

Class support is characterised by interventions and actions that are different or additional to the normal differentiated curriculum. Class support intervention can be triggered through concern, supplemented by evidence and despite receiving differentiated teaching pupils continue to:

  • Make little or no progress, this despite targeted teaching of weakness
  • Demonstrate difficulty in developing literacy or numeracy skills
  • Show persistent social, emotional or mental health difficulties which are not affected by behaviour management strategies
  • Have sensory/physical problems and despite the provision of specialist equipment make little progress
  • Experience communication and/or interaction problems and despite experiencing a differentiated curriculum makes little or no progress

School Support is characterised by the involvement of external services or confirmed diagnosis of need. External support services can be consulted to advise on targets for Pupil Passport and providing specialist inputs to the process. School Support intervention can be triggered through concern, supplemented by evidence and despite receiving differentiated teaching and support within the classroom the pupil is still not making satisfactory progress. Triggers may include:

  • Pupil still makes little or no progress in many, or specific areas over a long period
  • Pupil continues to work at expectations considerably lower than for a child of similar age
  • Pupil continues to experience difficulty in developing literacy/numeracy skills
  • Pupil has social, emotional and mental health difficulties, which often substantially impede pupil’s own learning or that of the group, this despite having an individualised behaviour management programme
  • Pupil has sensory or physical needs requiring additional specialist equipment or visits/advice from specialists which is impacting on progress
  • Pupil has ongoing communication or interaction problems that impede the development of social relationships, thus presenting barriers to learning

When external support services are approached they will require access to pupil’s records in order to understand the strategies employed to date and targets set and achieved. The external specialist could provide specialist assessments and advice and possibly work directly with the pupil. The Pupil Passport that follows will, by necessity, incorporate specialist strategies whilst continuing to be implemented by the class teacher.

A range of reasonable adjustments are made to ensure that all pupils have an inclusive learning experience (see the Accessibility Plan for further detail), they include but are not limited to:

  • Back tracking for success – adapted learning objectives to ensure that all pupils can access learning
  • Additional concrete resources to support learning e.g. Numicon
  • Attachment awareness
  • Dyslexia friendly approach
  • SUCCESS approach for bespoke behaviour support
  • Therapeutic behaviour support
  • ASD strategies embedded in daily practice
  • Reduced language interactions
  • Visual timetables (First, next, then..)
  • Writing slopes
  • A hearing loop
  • Enlarged resources/books to support pupils with VI
  • A chairlift and ramps to provide access to the building
  • Disabled parking spaces

Parents have a vital role to play in supporting their child’s education and their views will always be sought. The knowledge and experience they have of their child will be used to support him/her. By working in partnership with the parents we can ensure that the child’s voice is heard in all that we do in school to support them. If a child needs additional support, then an Initial SEND consultation will take place to gather the child’s history and to give everyone a chance to voice any concerns that they may have – a plan for provision will be agreed by all parties in the meeting.

Parents will be informed at the start of any SEND procedure/provision and of any changes or amendments. They will meet regularly with school staff and outside agencies involved, working in partnership with them to address the needs of their child.

  • Parents are able to discuss any concerns about their child with the Inclusion Hub and class teacher informally or by appointment
  • Parents have the right to choose which school they wish their child to attend
  • Parents have a right of appeal against decisions made by the LA regarding their child’s educational provision
  • Parents will be informed and invited to attend relevant training

Our Inclusion Hub supports SEND learners’ social and emotional development. A collaborative and holistic approach ensures that learners’ well-being is supported as much as their academic skills. As an Attachment Aware school; emotional literacy, emotion coaching and bespoke therapeutic behaviour support are at the heart of our practice. Inclusion Assistants provide rigorously monitored evidence-based interventions to support learners in their main area of need. Inclusion Leads work closely with families and a range of agencies to provide SEMH support for pupils and parents through 1:1 coaching sessions, peer support, health and well-being events and positive parenting through Family Links. We also have access to counselling through Younger Mind and Dove.

If you  wish to discuss your child’s SEND support or are not satisfied with the SEND support that your child receives at Priory, please contact Mrs J Cunliffe – Inclusion Leader, via the school office or on email at jcunliffe@prioryceprimary.org

Following this the school’s complaints procedure should be followed- see complaints procedure on school website.

Click here for a link to the full SEND Information Report.

Further information on the SEN reforms and changes can be found by following this link:

Special Educational Needs Information

Our SEN Policy can be found below:

SEND Policy

What is the Local Offer?

The LA Local Offer:

  • The Children and Families Bill became statutory in 2014. From this date, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs (SEN) aged 0-25. This is the ‘Local Offer’.
  • The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.
  • Further information about Stoke on Trent’s County Council’s Local Offer can be found here:

Parents can find further information on Special Educational Needs and Disabilities in this DfE guide attached below:

SEND Guide for Parents and Carers

As part of their High Needs Strategic Planning, Stoke on Trent Children and Family Services are consulting with parents regarding their views on the provision of education for children with special needs. Please find a letter and survey from them below:

High Needs Review Letter

Stoke on Trent High Needs Survey

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