St Joseph's Offer
Resources & Websites
4 Areas of SEND
SEND Information Report
Annual SEND Report
DFE Advice for Parents/Carers
What is the SEND (Special educational needs/disabilities) Local Offer?
The government has listened to what parents say their experience of services is like and have put in place a number of things to bring about improvements. One of these is the “Local Offer”. In 2012 the former Children’s Minister Sarah Teather explained that:
“The current system is outdated and not fit for purpose. Thousands of families have had to battle for months, even years, with different agencies to get the specialist care their children need. It is unacceptable they are forced to go from pillar to post, facing agonising delays and bureaucracy to get support, therapy and equipment”.
“It is a huge step forward to require health, education and care services work together. The reforms will give parents better information and a comprehensive package of support that meets their needs”.
Local authorities and other services will set out a local offer of all services available to support children who are disabled or who have SEN and their families. The local offer will enable families to understand what services they can access and what support they can expect from a range of local agencies, including from the local authority, health services, schools, leisure services and the voluntary sector. The offer will include provision from birth to 25 across education, health and social care.
The potential outcomes of the Local Offer are:
- To provide clarity and confidence for parents
- To support earlier intervention
- To reduce the need for assessment
- To identify need and gaps in provision
- To provide an evidence base for improving progress and securing better outcomes, at school and local level.
St. Joseph’s Catholic Primary School SEND Local Offer
We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, dedicated and understanding team looking after our children.
All Wigan maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Education Needs and/or Disabilities being met in a mainstream setting wherever possible, where families want this to happen.
A child: “When my teaching assistant re reads the question to me and talks about my work with me, it helps me to understand better”.
A child: “I feel better when I have shared my worries with Mrs Ganley at lunchtime, I can then go back to class and get on with my work without worrying.”
A child: “I love Talking Partners! I am much more confident at speaking in a group now!”
Class Teacher: Responsible for:
- Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the Inclusion Manager know as necessary.
- Writing Individual Education Plans (IEP), and sharing and reviewing these with parents at least once each term and planning for the next term.
- Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
- Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
Pastoral Manager: Mrs Ganley
- Attendance issues.
- Supporting children and families to overcome barriers to learning that may come from outside the classroom e.g. social/emotional issues.
Inclusion Manager: Mrs Dixon
- Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
- Ensuring that you are:
o involved in supporting your child’s learning
o kept informed about the support your child is getting
o involved in reviewing how they are doing
- Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
- Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
- Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
Headteacher: Miss Daley
- The day to day management of all aspects of the school, this includes the support for children with SEND.
- Delegating responsibility to the Inclusion Manager, Pastoral Manager and class teachers but still responsible for ensuring that your child’s needs are met.
- Keeping the Governing Body up to date about any issues in the school relating to SEND.
SEN Governor: Mrs Daniel
- Making sure that the necessary support is made for any child who attends the school who has SEND.
What are the different types of support available for children with SEND at St. Joseph’s Catholic Primary School?
Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.
For your child this would mean:
- That the teacher has the highest possible expectations for your child and all pupils in their class.
- That all teaching is based on building on what your child already knows, can do and can understand.
- Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
- Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
- Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress.
- Specific group work with a smaller group of children – intervention groups
All children in school should be getting this as a part of excellent classroom practice when needed.
Stage of SEN Code of Practice: School Action - children who have been identified by the class teacher as needing some extra support in school.
For your child this would mean:
- He/ she will engage in group sessions with specific targets to help him/her to make more progress.
- A Learning Support Assistant/teacher will run these small group sessions using the teacher’s plan
- This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.
- Your child may be referred by the class teacher to our Pastoral Manager, who will support your child with the barriers to learning that may come from outside the classroom e.g. social/emotional issues.
Stage of SEN Code of Practice: School Action Plus – children who have been identified by the class teacher/Inclusion Manager as needing some extra specialist support in school from a professional outside the school. This may be from:
- Local Authority central services such as the Outreach Team or Sensory Support Service ( for students with a hearing or visual need)
- Outside agencies such as the Speech and Language therapy (SALT) Service.
For your child this would mean:
- Your child will have been identified by the class teacher/Inclusion Manager (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
- You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward. • You may be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
- The specialist professional will work with your child to understand their needs and make recommendations, which may include:
o Making changes to the way your child is supported in class e.g. some individual support or
changing some aspects of teaching to support them better
o Support to set better targets which will include their specific expertise
o A group run by school staff under the guidance of the outside professional e.g. a social
o Group or individual work with outside professional
- The school may suggest that your child needs some agreed individual support in school. They will tell you how the support will be used and what strategies will be put in place.
- Your child may receive one to one support from our Learning Mentor.
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
Specified Individual Support
This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher/Inclusion Manager as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.
Usually your child will also need specialist support in school from a professional outside the school. This may be from:
- Local Authority central services such as the ASD Outreach Team or Sensory Service (for students with a hearing or visual need)
- Outside agencies such as the Speech and Language therapy (SALT) Service.
For your child this would mean:
- The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
- After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the support at School Action Plus.
- After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need a very high level of support in school to make good progress. If this is the case they will write an EHC Plan. If this is not the case, they will ask the school to continue with the support at School Action Plus and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
- The EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
- An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.
This type of support is available for children whose learning needs are:
- Severe, complex and lifelong
- Need a very high level of support
How can I let the school know that I am concerned about my child’s progress in school?
- If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
- If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the Inclusion Manager or Pastoral Manager.
- If you are still not happy you can speak to the Headteacher or the school SEND Governor.
How will the school let me know if they have any concerns about my child’s learning in school?
If your child is then identified as not making progress the school will set up a meeting to discuss this with you in more detail and to:
- listen to any concerns you may have too
- plan any additional support your child may receive
- discuss with you any referrals to outside professionals to support your child’s learning
How is extra support allocated to pupils and how do they move between the different levels?
- The school budget, received from Wigan LA, includes money for supporting children with SEND.
- The Headteacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
- The Headteacher and the Inclusion Manager discuss all the information they have about SEND in the school, including:
o the children getting extra support already
o the children needing extra support
o the children who have been identified as not making as much progress as would be expected
- All resources/training and support are reviewed regularly and changes made as needed.
Who are the other people providing services to children with SEND in this school?
Directly funded by the school:
- Pastoral Manager
- Learning Support Assistants
- Additional Educational Psychology input to provide a higher level of service to the school
Paid for centrally by the Local Authority but delivered in school:
- Outreach Service
- Educational Psychology Service
- Sensory Service for children with visual or hearing needs
- TESS – Targeted Educational Support
- Speech and Language Therapy
Provided and paid for by the Health Service but delivered in school:
- School Nurse
- Occupational Therapy
How are the teachers in this school helped to work with children with an SEND and what training do they have?
- The Inclusion Manager’s job is to support the class teacher in planning for children with SEND.
- The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as Speech and language difficulties.
- Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g from the Outreach service, SALT etc.
How will the teaching be adapted for my child with SEND?
- Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
- Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
- Specific resources and strategies will be used to support your child individually and in groups.
- Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
How will we measure the progress of your child in school?
- Your child’s progress is continually monitored by his/her class teacher.
- His/her progress is reviewed formally every term and a National Curriculum level given in reading, writing and numeracy.
- If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.
- At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
- Children at School Action Plus will have an IEP which will be reviewed with your involvement, every term and the plan for the next term made.
- The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
- The Inclusion Manager will also check that your child is making good progress within any individual work and in any group that they take part in.
What support do we have for you as a parent of a child with a SEND?
- The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
- The Inclusion Manager is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
- The Learning Mentor is available to discuss any issues that may impact on your child’s progress in school.
- All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
- IEP’s will be reviewed with your involvement each term.
- Homework will be adjusted as needed to your child’s individual needs.
- A home/school planner may be used to support communication with you, when this has been agreed to be useful for you and your child.
A parent: “I really value all the extra support that my child is receiving, it is really bringing him on!”
How is St. Joseph’s accessible to children with a SEND?
- Our school building is wheelchair accessible with two disabled toilets. We ensure that equipment used is accessible to all children regardless of their needs.
- After school provision is accessible to all children including those with SEND.
- Extra-curricular activities are accessible for children with SEND.
How will we support your child when they are leaving this school? Or moving to another class?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
- If your child is moving child to another school:
o We will contact the school SENCO or Inclusion Manager and ensure he/she knows about
any special arrangements or support that need to be made for your child.
o We will make sure that all records about your child are passed on as soon as possible.
- When moving classes in school:
o Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All IEPs will be shared with the new teacher.
o If your child would be helped by a book to support them understand moving on then it will
be made for them.
- In Year 6:
o The Inclusion Manager will attend the Primary Transition meeting to discuss the specific needs of your child with the SENCO/Inclusion Manager of their secondary school.
o Your child will do focused learning about aspects of transition to support their
understanding of the changes ahead.
o Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.