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SEND

 

At St Anne’s RC Voluntary Academy we strive to provide a caring, inclusive and rewarding education in which all students can flourish, achieve and grow into responsible,  skilled and confident young adults.

St Anne’s endeavours to provide an education that promotes inclusiveness irrespective of race,  social status,  religion or disability.  By providing quality first teaching,  and a varied and stimulating curriculum that offers challenge and opportunities for all to achieve,  we encourage students to aim high and, most importantly, to enjoy learning. The SEND department at St Anne’s offers an ‘open door’ policy and any student who feels that they are struggling either academically or emotionally can request support.

If you need to contact our SEN department, please email the SENDCO Mrs Keary at Kath.Keary@stannesrcvoluntaryacademy.com

Support Statement

For more details please click here to read our support for learners statement

Coronavirus

Update to SEN information report in light of COVID-19.

 

Welcome

All children have the ability to learn and should be equally valued whether or not they have SEND. Inclusion is most likely to be achieved when their diversity is recognised and regarded positively. All staff at St Anne's are responsible for inclusion.

Children are entitled to receive a broad, balanced and relevant curriculum. We recognise that appropriate advice, support and resources are required to achieve this for some pupils in the mainstream curriculum.

All children and their parents/carers are entitled to be treated with respect and have their views taken into account.

 

Inclusion at St Anne's

The aim of Inclusion at St Anne's is to consider the structure, teaching approaches, pupil grouping and use of support as led by the needs of our students.  Special educational provision at St Anne's is underpinned by Rosenshine's principles and quality first teaching in the classroom.

An overview of the areas of Special Educational Needs and Disability as outlined by the Code of practice 2015

Area of Need

 

Definitions

Examples

Cognition and learning

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Specific learning difficulties (SpLD), affect one or more specific aspects of learning.

 

Moderate Learning Difficulties (MLD) Severe Learning Difficulties (SLD), Profound and Multiple Learning Difficulties (PMLD) Dyslexia, Dyscalculia, Dyspraxia.

Communication and interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication.

 

Speech & Language and Communication Needs (SLCN), Developmental Language Disorder (DLD), Autism Spectrum Condition (ASC) including Asperger’s Syndrome.

Social, Emotional and Mental Health Difficulties

Children and young people may experience a wide range of social, emotional and mental health difficulties. These may include becoming withdrawn or isolated, as well as displaying challenging or disturbing behaviour. Other young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder

Mental Health Difficulties (anxiety, depression, self-harming, substance misuse, eating disorders) Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD), Attachment Disorder (AD)

Sensory and/or physical needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. Many children and young people with will require specialist support and/or equipment to access their learning.

 

Vision Impairment (VI), Hearing Impairment (HI), Multi-Sensory Impairment (MSI), Physical Disability (PD)

 

 

The Stockport Local Offer

https://stockport.fsd.org.uk/kb5/stockport/fsd/localoffer.page

 

 

Special Educational Needs and Disability Code of Practice: 0 to 25 years, 2014

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

 

Supporting Pupils at School with Medical Conditions, 2015 https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3

 

Education Endowment Foundation – Making Best Use of Teaching Assistants: https://educationendowmentfoundation.org.uk/tools/making-best-use-of-teaching-assistants/guidance-report/

 

SEND Information Advice and Support for parents– Stockport SENDIASS: 

https://www.kids.org.uk/stockport-sendiass

Phone: 0161 240 6168 / E-mail: stockport@kids.org.uk

 

If you require further information regarding the content of this web page please contact Mrs Keary (SENDCo) on the following e mail address:

 Kath.Keary@stannesrcvoluntaryacademy.com​​​​

Cognition & Learning

Learning and literacy difficulties can include problems with:
  • Reading and spelling

  • Learning new information and concepts
  • Working with numbers
  • Working memory
  • Concentration
  • Students may have conditions such as Specific Learning Difficulties, dyslexia, general learning difficulties, AD(H)D, Fragile X, Down Syndrome..
  • Students may present with difficulties that do not have a specific title

What does St Anne's offer?

 

All students at St Anne's can access

  • Quality First teaching with appropriate differentiation (including best SEN practice).
  • Visual aids to support key vocabulary, concepts and themes.
  • Accelerated Reader Programme
  • KS2 to KS3 transition support.
  • Access to assessment for identification of significant needs.
  • Dedicated and caring staff who value all students regardless of ability.

Support for targeted groups of students may include

  • Blocks of 1:1 small group lessons that focus on a range of needs such as literacy, comprehension and spelling in the Learning Centre.
  • Where needed, help from an external agency (e.g. Educational Psychologist).
  • Teaching Assistant support in some lessons.
  • Targeted lunch time clubs for vulnerable students.

Support for individual students may include

  • Personalised Student Passports
  • On-going tailor made 1:1 tuition in the BEST Centre, led by the SENDCo or Teaching Assistant.
  • Where needed, help from an external agency (e.g. Educational Psychologist).
  • Termly testing for students with literacy difficulties to review and plan.
  • Teaching Assistant support in some lessons.
  • External agency advice where needed.
  • Exam Access Arrangements.
  • Post 16 Transition support.

Sensory and Physical Needs

Sensory and physical needs can include difficulties with:

Vision

Hearing

Gross motor co-ordination

Fine motor co-ordination

Self-organisation for daily living

It includes conditions such as cerebral palsy, physical injury, dyspraxia

 

What does St Anne's offer?

All students at St Anne's can access

  • Quality First teaching with appropriate differentiation (including best SEN practice)
  • Visual aids to support key vocabulary, concepts and themes.
  • School adheres to guidelines on physical access.
  • Accelerated Reader Programme
  • KS2 to KS3 transition support.
  • Access to assessment for identification of significant needs.
  • Dedicated and caring staff who value all students regardless of ability

Support for targeted groups of students may include

  • Medical Care Plans.
  • Handwriting /fine motor/keyboard skills training.
  • Group discussions and information giving from our qualified school nurse.
  • Access to assistive technology, software, audio digital books and IPod applications.
  • Access to Teaching Assistant support.

Support for individual students may include

  • Personalised .Student Passports.
  • 1:1 Outside Agency support from Advisory Teachers.
  • Individual handwriting /fine motor/keyboard skills training.
  • Specialist equipment and materials, such as low vision aids and enlarged adapted resources.
  • Access to assistive technology, software, audio digital books and IPod applications.
  • Targeted Teaching Assistant support for complex medical needs, including practical support.
  • Exam Access Arrangements.

 

Social and Emotional Health

This section includes all those young people who experience short but significant periods of high anxiety, stress, distress or anger that affect their education.

It also includes young people who have a range of longer-term recognised mental health conditions.

For both groups, issues can include:

Forming and maintaining relationships

Bereavement

Attitudes to attainment

Attendance

Self-esteem

Life outside school

What can St Anne's offer?

All students at St Anne's can access

  • Quality First teaching with appropriate differentiation (including best SEND practice)
  • Accelerated Reader Programme.
  • Access to assessment for identification of significant needs.
  • Whole school reward system.
  • Whole school policy for behaviour management with graduated response.
  • Key Stage transition support.

Targeted support for small groups may include

As for all St Anne's students in addition to;

  • Mentoring Support. 
  • Drawing and Talking Therapy.
  • BEST Centre break time drop-in.
  • Year 7 transition support groups.
  • Intervention groups (all years)- social skills/self esteem/stress management.
  • In-class support in some lessons.
  • Year 11 support with college applications and career paths.

Support for individual students may include

As for all St Anne's students in addition to:

  • Personalised Student Passports
  • 1:1 mentoring.
  • Counselling.
  • Outside agency input (eg. Educational Psychologist, Targeted Youth Support, CAMHS / HYMS, Early Intervention Service).
  • Flexible timetables.
  • Personal Support Plan- support for students at risk of permanent exclusion.
  • Support from Social Services. 
  • Child Looked After support

Speech Language and Communication Needs

Speech, language and social communication needs can include difficulties with:

 

Understanding language.

Using language.

Understanding how to communicate socially with other people.

Conditions include: Specific Language Disorder, ASD/ASC (Autism), Asperger Syndrome, speech sound disorders/delay.

Stammering – advice given to families about how to access support from outside agencies.

If you wish to find out more about ASC Services in the local area, please see the document in the download section below: 

 

What can St Anne's offer?

All students at St Anne's can access

  • Quality First teaching with appropriate differentiation (including best SEND practice).
  • Visual aids to support key vocabulary, concepts and themes.
  • Accelerated Reader Programme.
  • KS2 to KS3 transition support .
  • Access to assessment for identification of significant needs.

Support for targeted groups of students may include

  • Assessment and identification of language need and feedback to parents/carers and staff.
  • Small group sessions in the BEST Centre with the SENDCo / Teaching Assistant
  • In-class Teaching Assistant support in some lessons.
  • Year 7 Transition Group

Targeted individual support may include

As for all St Anne's students in addition to;

  • Personalised Student passport
  • 1:1 session with a Speech and Language Therapist.
  • 1:1 sessions with other specialist staff in the school linked to needs on EHCP.
  • Individual Teaching Assistant support in some mainstream lessons.
  • On-going monitoring and regular feedback to parents/carers and students (at least termly and including the Annual Review).
  • Exam access arrangements.
  • Post 16 transition support.

Lockdown Support

Support with planning your day

Support with managing Mental Health

Who to turn to for mental health support

If you are struggling with mental health issues during the lockdown the following apps are available to google 

246x0w.jpg Mindshift - a free app designed to help teens deal with anxiety

https://anxietycanada.com/articles/new-mindshift-cbt-app-gives-canadians-free-anxiety-relief/       

 

Calm Harm.png Calm Harm - An app that helps young people manage the urge to self-harm.

https://calmharm.co.uk/ 

 

246x0w (1).jpg  ​​​​​​​MoodKit - uses CBT principles to help with low mood and anxiety.

https://www.thriveport.com/products/moodkit/

 

download (1).jpg  Stop Breathe Think - Check in with how you’re feeling, and try short activities tuned to your emotions.

https://www.stopbreathethink.com/

 

The following downloads are very useful - 

1. A guide for parents to help them support an anxious young person

Credit; Anxiety UK - https://www.moodcafe.co.uk/media/19579/cyp_parents_1_2_web.pdf

 

2. The How To series is a series of self help guides from the Mental Health Foundation. This one focuses on managing stress. 

Credit; Mental Health Foundation

https://www.mentalhealth.org.uk/file/2421/download?token=UVEbdeV9

 

3. This is a CBT self-help workbook aimed for students to help manage worries.

Credit; Exeter University

http://cedar.exeter.ac.uk/media/universityofexeter/schoolofpsychology/cedar/documents/liiapt/Managing_Your_Worries.pdf

SEND Support during lockdown

Special Educational Needs & Disabilities – support during lockdown

 

Students with Special Educational Needs, such as those with an education, health and care plan (EHCP) may be considered vulnerable due to difficulties engaging in the remote provisions and therefore are eligible to attend provision in the school building. This decision is based on the needs of each student. For students with SEND who are not attending school, their teachers are best placed to know how their needs can be most effectively met to ensure they continue to make progress. The student passports inform this support. All students are able to access lessons in 3 formats across the curriculum; live lessons, pre-recorded lesson and tasks that are set to consolidate or extend prior learning. Students follow their normal timetables completing work set on TEAMS by their teachers, as staff make themselves available at the time the lesson is being completed by students so they can answer questions, unless they are teaching a live lesson.

 

Students attending school are grouped in year groups and supported by members of the teaching staff and the Teaching Assistant who is the key worker for that year group. Key workers are deliberately allocated to support students in their year groups so there is a consistency and familiarity in the support offered. The school and teachers make the necessary adjustments to ensure that students with SEND can successfully access remote learning. Flexible timetables are in place to support students and identified students are also in receipt of weekly 1:1 tuition based on SEND/PP/Literacy needs.

 

Where requested, ICT devices and paper based work and resources are provided for students, with training to support the use of ICT devices at home, this ensuring students can access the school’s designated Remote Learning platform.

 

Pupils who have an Education, Health and Care Plan or who are at SEN Support on the SEND Register are contacted via phone calls from the SEND team each week as part of the welfare / check in process to ensure that they are coping and are managing their workload. Discussions are held with parents and students regarding emotional health and wellbeing, pastoral issues, access to learning and feedback on their learning. This is then shared with Safeguarding, the Teaching and Learning team and teaching staff. 

 

Questions regarding our SEND provision whilst working remotely should be emailed to Mrs Keary (SENCO) on Kath.Keary@stannesrcvoluntaryacademy.com

 

 

Overlays - changing the colour of your screen

https://www.aurelitec.com/colorveil/windows/

Some students find it easier to access written print if it is presented to them on a coloured background. In school several students use a coloured overlay sheet to achieve this. Some adults also find a different coloured background can also reduce eye strain when working for periods of time on a computer or laptop.

As work from school is being delivered electronically during lockdown, some students may find it easier to access if the background colour on their screen is modified. if you follow the link above you will be taken to a free website and given directions about how to change the background colour on your screen.