Useful contact information regarding SEND
SENCo: Mrs Juliet Cahill
Telephone number: 01935 423630
PFSA: Mrs Mary Cooper
SEND Governor: Mrs Kirsty Miner
SEN School Offer
1. How do you know if your child needs extra help?
St Gildas, pupil progress is monitored termly by the class teachers and Key Stage Leads. If there are concerns about progress or attainment these may be discussed with the Special Educational Needs Coordinator (SENCo). Concerns about progress or other issues can also be raised by parent/carers. Some interventions and group work happen regularly as normal classroom practice, but if your child requires a higher level of individual help, you will be informed. If appropriate, we may carry out specific, individual assessments to identify any difficulties in more detail or refer to external agencies. Parental consent is always sought in this instance. If Parents have any concerns they should see the Class Teacher in the first instance.
2. How will St Gildas School support my child?
Your child’s education will be overseen by their Class Teacher but their learning may be supported additionally by a Learning Support Assistant (LSA). They may additionally deliver specific programmes that are carefully planned and tailored to your child’s needs. Your child’s provision and support will be explained to you by Class Teachers, but additional information can be sought from the SENCo. The Headteacher and Governors oversee all our provision and monitor its effectiveness through observations, learning walks and analysis of data.
3. How will the curriculum be matched to my child’s needs?
All class work is differentiated to match the needs of individual learners. Observation, marking and assessment inform planning on a day to day basis to ensure all work is accurately matched to the needs of all children. From these observations, decisions as to the nature and need for support will be made and discussed with you when you meet with the class teacher.
4. How will I know how my child is doing?
Parents evenings are held in the autumn and spring term and reports are written in the summer term. Children who are SEND support or in receipt of an Education, Health and Care Plan (Statutory Assessment) will also have an Annual Review meeting to look at progress and plan next steps. If your child has an SEN Provision Map their provision and targets will be reviewed each term and you will be invited to discuss the content of the review with the class teacher or SENCo. Home /School contact books may be used if appropriate. Parent’s information sessions may be held at times during the year to explain key aspects of your child’s learning.
5. What support will there be for my child’s overall wellbeing?
In addition to support received for academic subjects, there is a range of pastoral support available. This includes opportunities for any child to talk and work with a trained member of support staff over any concerns or anxieties and opportunities to participate in social skills groups which are available as appropriate. We also have a Parent and Family Support Advisor (PFSA) who can work with children and families on a range of issues and can support where poor attendance is a symptom of emotional distress. Specific plans and support will be put into place for children experiencing difficulties that manifest as challenging behaviours. The aim of these is to minimise the risk of exclusion and maintain our compliance with the Disability Act. Specific plans will also be put in place to support those needing medical or intimate care.
6. What specialist services are accessed by the School?
Point 9 has a list of the specialist services that school can access to support your child where appropriate. Parent Partnership is an independent service that offers support - www.somersetparentpartnership.org.uk.
7. How accessible is the School environment?
The School site is partially wheelchair accessible. There are changing and disabled toilet facilities. All children have the right to access class trips. For those with additional needs careful planning, with your support, will ensure that where possible your child has the same opportunities as his or her peers.
8. How will the School support my child’s transitions to new settings?
Prior to starting in Reception or any in-year transfer, children identified as having Special Educational Needs will have a School Entry Planning Meeting. This will be attended by you, pre-school or school staff, St Gildas school staff and any external professionals involved in supporting your child. This plans out how all concerned can make the transition to school as smooth and easy as possible and identifies any training or equipment needed. On moving to Secondary School, children in Year 6 with additional needs are discussed with the SENCo and SEN staff at the receiving schools once places have been allocated. Additional visits and activities will be arranged to ensure your child is confident about their transition.
9. Who might work with my child?
A range of colleagues from outside agencies may work closely with school and you to support your child and ensure that they can achieve their full potential. If they work directly with your child, you will be asked to give your permission. However, sometimes they will be working with the class teacher, the whole class or a small group.
10. Who do I talk to if I have concerns?
Please feel free to bring along a family member or friend to any meeting. If you would like an interpreter present please let us know and we will do our best to accommodate this. Many documents can be made available in Polish and Malayalam and a limited range of other languages.
11. What training have the staff at the school had?
The staff’s Professional Development is guided by individual needs and the courses that they attend will depend on those requirements and the training being offered by the Local Authority. All staff have been trained in Team Teach methods (a form of behaviour management) and Somerset Total Communication. Other courses attended range from support for learning difficulties to the practicalities of the management of medical and physical needs. All training is guided, overseen and monitored by the Head teacher and the governors.
12. Further support
Our Parent Family Support Advisor, Mary Cooper, is available to support families in a wide range of situations. Her office is in the school reception area and she can be contacted on 07885912204.
"The school works effectively with pupils who have special educational needs and/or disabilities and their families" - OFSTED 2017
Summary of Provision and Support:
At St Gildas we are committed to providing the best education for all children. We ensure all classes are inclusive and welcoming to create a learning environment which treats all children fairly. Specific provision is provided for different areas of need. Our school's provision map provides an outline of the support available, however if you require further information then we recommend you visit the school to discuss this further.
To enable everyone who supports the SEND pupils at St Gildas each child completes a document called a Pupil Passport with their Class Teacher. This ensures that the child's voice is listened to and that the child is confident in explaining what works for them to ensure they become confident learners and have the tools they require achieve their full potential.
At St Gildas we have a team of experienced Teaching Assistants who support children in the classroom. We also have a group of Teaching Assistants who support children with specific Wave 3 (1:1) interventions.
Mrs Hiscox supports children with their Speech and Language care plans.
Mrs Morrell supports children with their social communication development, running an intervention called Socially Speaking.
Miss Cox and Miss Dyer supports children with their fine and gross motor skills development, running an intervention called 'Move 2 Learn, Learn 2 Move'.
Mrs Mills and Miss Dunn are our Emotional Literacy Support Assistants (ELSA). They support children with their social and emotional development.
Miss Dunn and Mrs Cahill support children with their reading and spelling development, running an intervention called 'Individualised Literacy Intervention' (ILI).
Mrs Cahill supports children with their number knowledge running an intervention called 'Numicom Intervention Program'