The Inclusion team:

SEN Governor – Peggy Swinhoe
Pastoral Lead – Michelle Booth
SENCO – Joanne Hawthorne
Head of Year 7 – Jenny Harris
Head of Year 8 – Luke Larkin
Head of Year 9 – Gemma Morgan
Head of Year 10 – Fiona Crisp
Head of Year 11 – Karen Leach
KS3 Learning Manager – Alison Fisk
KS4 Learning Manager – Jane Gallagher
Attendance officer – Gill Evans

Learning Support Assistants – Carolyn Gallagher, Patricia Dixon, Gill Edwards, Carol O’Hara, Lynn Roberts and Alan Hutchinson.

Our Teaching assistants are timetabled to support individuals and groups in all years across the curriculum in addition they provide interventions during registration in which students access a range of study courses to improve both literacy and numeracy.

Our Teaching assistants have specific qualifications related to working with young people with additional needs. We initiate training where appropriate to ensure a high level of support for our students.

 

Overview of SEN provision

“I have come in order that you might have life—life in all its fullness.” John 10:10

The SEN Code of Practice 2014 states that “all children and young people are entitled to an education that enables them to:

  • Achieve their best
  • Become confident individuals living fulfilling lives and
  • Make successful transition into adulthood, whether into employment, further or higher education or training.”

As a Church school, our main aim is to develop in each child, a love of God and neighbour, and to develop an understanding of their own unique origin and destiny as children of God. We do this by striving to develop everybody’s talents and potential to the fullest and by treating everyone, both in school and the wider community with care and respect.

In St. Patrick’s all students will have the opportunity to develop spiritually and holistically. They have the opportunity to be taught to a level that suits their ability and enables them to achieve their own personal goals.

At St Patrick’s all teachers are considered teachers of SEN and we all recognise the individual needs of students and their entitlement to achieve the best they can, we are committed to narrowing the gap between SEN and non-SEN students so that all follow the GCSE curriculum pathway. To support students interventions are offered both during tutorial time and after school.

‘A child has a Special Educational Need (SEN)’ if he or she has a learning difficulty which calls for special educational provision to be made for him or her.

A child has a ‘Learning Difficulty’ if she or he:

  • Has a significantly greater difficulty in learning than the majority of children of the same age.
  • Has a disability which either prevents or hinders the child from making use of the educational facilities provided for children of the same age in the school.

 

Early Identification

“The benefits of early identification are widely recognised; identifying need at the earliest point and then providing good interventions, improves long-term outcomes for the child or young person.” Code of Practice 2014

Our team visit all primary schools in the summer term to collate all information regards students with Special Educational Needs in order to plan effectively.

All students have a pen portrait which is a working document and staff and parents have access to all information. All students have assessments throughout the school year and this can highlight students who may need short term intervention to help them succeed.

Where a pupil is falling behind or not making adequate progress, teacher, parents’ and the inclusion team will collaborate on problem-solving, planning support and teaching strategies for individual pupils.

Adequate progress can include progress which:

  • Is similar to that of peers from the same baseline
  • Matches or betters the child’s previous rate of progress
  • Closes the attainment gap between the child and their peers
  • Prevents the attainment gap growing wider

Where pupils continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness, the teacher working with the Pastoral Lead and SENCO, should assess whether your child has a significant learning difficulty. Where this is the case, then there will be agreement about the SEN support that is required to support the child taking into account specialist advice where necessary.