Welcome to the SEN page of our school website. Here you will find information about how we provide for children with SEN at St Peter-in-Eastgate Infant School.
At St Peter-in-Eastgate Infant School we believe in creating an inclusive culture in our school. We aim to be responsive to the diversity of children’s backgrounds, interests, experiences, knowledge and skills.
We value high quality teaching for all and actively monitor teaching and learning in school. We aim to create a learning environment which is flexible enough to meet the needs of all our children. If a child is identified as having SEN, we will provide provision that is ‘additional to or different from’ the quality first teaching that all children receive during lessons.
Early Identification of Needs
At St Peter-in-Eastgate Infant school we understand the importance of early identification. We make it our aim to identify the needs of a child with SEN at the earliest opportunity from that child starting at our school.
At St Peter-in-Eastgate we ensure that assessment of educational needs directly involves the child (where possible), their parents and, of course, their teacher. The SENCO will also support with the identification of barriers to learning.
How do we support children with SEN?
Our teachers ensure that our curriculum is inclusive and will adapt the curriculum where needed to ensure access to learning for all children in their class. Our teachers use various strategies to ensure access to the curriculum, this may include but is not restricted to:
Visual timetables, social stories, additional staffing and support, communication aids, specific resources, positive behaviour reward systems, 1-page profiles.
At St Peter-in-Eastgate Infant school we offer a range of training opportunities to all staff. These include but are not restricted to: Medical conditions training, precision teaching, Speech and Language, Autism training, training to administer in-school physiotherapy programs. We also employ Teaching Assistants who work alongside class teachers to deliver and support interventions.
For some children we may want to seek advice from specialist teams. In school we have access to various specialist services including but not restricted to registered educational psychologists, community paediatricians, Specialist Teaching Team, the Working Together Team, our family liaison officer, physiotherapists and SALT to help us support our students.
At St Peter-in Eastgate Infant School we use the ‘Graduated Approach’, as identified in the SEND Code of Practise. We use this as a cycle of ‘Assess, Plan, Do, Review. Children’s needs are identified, a plan is created to help support a child with their identified needs, the plan is shared with parents, staff and children. It is then reviewed to assess whether the new intervention or strategy has been successful.
All children identified as having special educational needs will have a ‘1 page profile’. This document identifies the child’s strengths and weaknesses, and also what strategies can be used to support that child. They are created alongside staff, parents and where possible the child. An example of a 1-page profile is attached below. This is a working document and is continually changed and updated to match the child’s needs.
How do we find out if support is effective?
Parents/carers, children and staff are involved in reviewing the impact of interventions for children with SEN. We follow the assess, plan, do, review model and ensure that parents/carers and children (where possible) are involved in each step. Staff discuss progress weekly and the SENCO’s monitor the impact of interventions, to ensure that we are only using those that work. Formal reviews take place at least three times a year at the end of each term. However, it is likely more reviews will take place as progress is made. If a child has an Education Healthcare Plan (EHC), the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.
Access to other opportunities for learning
At St Peter-in-Eastgate Infant school we believe that all children should have the same opportunity to access extra-curricular activities. We offer a range of additional clubs and activities that are inclusive to all.
Preparing for the next step
We are committed to working in partnership with children, families and other providers to ensure positive transition occurs. Planning for transition is a part of our provision for all learners with SEN. Transition to junior schools will be discussed in the spring term to allow for planning and preparation and will be followed up by a meeting in the summer term.
We hope this information has been helpful and has given an insight into how we support and provide for children with SEN here at St Peter-in-Eastgate Infant School.
For more detailed information regarding our local offer please follow the link below.
However, if you wish to discuss anything further, please do not hesitate to contact our SENCO’s Mrs L Hammond , Mrs E Chenh or the Headteacher Mrs J Marshall.