At St. Anne’s Catholic School, we provide a broad and balanced curriculum for all pupils based on three principles:Setting suitable learning challenges;Responding to pupils’ diverse learning needs;Overcoming potential barriers to learning.
Children have a learning difficulty if they:
- Have a significantly greater difficulty in learning than the majority of children of the same age;
- Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age. This may relate to impairments in communication and interaction, cognition and behavioral learning, emotional and social development, or sensory or physical needs.
Birmingham Local Authority's Local Offer
Every local authority in England has a duty to provide children and young people, (0-25 years) with support if they have Special Educational Needs and/or Disabilities - this is known as the Local Offer.
The LA’s ‘Local Offer’ will provide parents with information about all the arrangements and services available throughout Birmingham for children with any type of special need or disability.
Other organisations that may be able to help:
- Autism West Midlands
- Downs Syndrome Association
- British Dyslexia Association
- Dyspraxia Foundation
- Birmingham NHS Speech and Language Service
National Deaf Society for Children (https://www.ndcs.org.uk)
- Birmingham NHS ADHD Service (Nurse led service for Attention Deficit Hyperactivity Disorder)
- School Nurse
- Your own GP
My name is Naomi Tighe and I am the SENCO I work with children, teachers, parents and agencies to ensure that our pupils needs are met.
My name is Jane Rhodes and I support the SENCO and support the pastoral team and metal health and well being at school.
My name is Petrena Keane and I am the Family Support worker and work with children, teachers, parents and agencies to ensure that our pupils needs .
Under the new Special Educational Needs and Disability Code of Practice (September 2014) our school is expected to provide SEN information with reference to:
- Appropriate and Effective Teaching and Learning;
- Open and Honest Communication;
- A Partnership Approach.
Special educational needs and disabilities (SEND) can affect a child or young person’s ability to learn. They can affect
- struggle to make friends
- Writing, for they have dyslexia
- Understand things
- for they have ADHD
Under the Special Educational Needs and Disability Code of Practice (September 2014) our school is expected to provide SEN information with reference to:
- Appropriate and Effective Teaching and Learning
- Open and Honest Communication
- A Partnership Approach
Click on the questions at the end of this page to find out more:
In our school we make provision for pupils who have any of the needs in the table below. We know that some pupils will have difficulties in more than one of these areas and we will always do our best to meet their needs. The support in this table acts as a guide but the things we do may vary and actual support will be based on the specific needs of each pupil.
All children in school have support within lessons through differentiation and quality first teaching strategies. This means that activities are planned according to the level the child or young person is working at. This can include a variety of adaptions including changes to the physical environment, changes to teaching styles as well as levels of adult support.
At Saint Anne's Catholic Primary we identify pupils where:
- Progress is significantly slower than that of peers starting from same baseline.
- Fails to match or better the child's previous rate of progress.
- Fails to close the attainment gap between the child and peers.
- Widens the attainment gap.
In school we use a variety of different ways to assess whether a child or young person has special educational needs. Some of these ways include:
- chool based test results/tracking and monitoring, eg. Language and Literacy continuum.
- Information from parents and carers.
- Information from the child or young person.
- Specialised assessments carried out by members of the school's support services.
- Information from previous schools or settings.
- Results from end of key stage assessments.
- Discussions with adults who work with the child or young person.
Once a child or young person is identified as having a special educational need, a graduated approach to support is taken. The child or young person's needs will first be assessed, then support will be planned, carried out and then reviewed. At the review any necessary changes will be made.
All children's progress, including those children or young people with special educational need, is tracked using the school's assessment tracking system. Pupils are assessed regularly using teacher marking, observations and questioning as well as more formal assessments such as curriculum tests and standardised test.
In Birmingham we also have access to the Birmingham Language and Literacy and Maths toolkits which support assessment when a child or young person is making small steps of progress. In addition for children or young people with special educational needs we also set individual targets that are reviews at least three times a year. This helps the school to monitor how well interventions are working.
The progress each child is making is discussed at pupil progress meetings with a member of the Senior Leadership team, the class teacher and the SENCo.