SEND Information Report
Updated with input from parents/carers and pupils – October 2021.
St Augustine’s Junior School works closely with other schools and the local authority to ensure that children are given the best opportunity to learn and make progress, regardless of their needs.
Peterborough schools work together with the local authority to put together the ‘local offer’. This is aimed at providing better support and services for children and young people with special educational needs or disabilities. Further information about the local offer can be found here:
At St. Augustines, we regularly gather the views of staff, parents and pupils to help to review and improve our SEND provision. Parent and child testimonials throughout this report should give you an idea of how the support offered at St. Augustine’s is received by those it is intended for.
“Teaching staff are receptive, encouraging, and supportive and have built up [my child’s] self-esteem with adults and friendships in school.” – Year 6 parent
“[Staff have] helped to support me as a parent throughout the diagnosis process. [They] allowed me to be involved in the children’s school and kept me informed of their progress daily and through scheduled meetings. [They also] provided emotional, mental and practical support and made referrals to all available agencies that were applicable to us as a family.” – Year 4 parent
“[This is the] first time I’ve had to deal with SEND and feel very much supported.” – Year 3 parent
“We will very much miss the support by the SEND provision. And the passion that Mrs Potter and her staff have for their job and the children who need help.” – Year 6 parent July 2021
“When I have been stuck or found something challenging, I would go to a teacher or an adult and they would show me how to do something. If I’ve been upset or feeling down, they are always there to make me feel better and happier.” – Year 5 pupil
“If I need help with work, adults won’t tell me the answer but they will help me to understand the question so I can still work out the answer. The office staff helped me in Year 4 because when I was late I would feel nervous, they helped to calm me down and come into school.” – Year 5 pupil
“Adults tell me what to do with my work. Today I did one of my times tables for the first time and I really enjoyed it because I learned something new.” – Year 4 pupil
SEND – Special Educational Needs and Disabilities
SENDCo – Special Educational Needs and Disabilities Coordinator
ADHD – Attention Deficit Hyperactivity Disorder
CAMHS – Child and Adolescent Mental Health Service
SALT – Speech and Language Therapy
EHCP – Education Health Care Plan
ERP – Enhanced Resources Provision
IEP – Individual Educational Plans
NLP – Neuro Linguistic Programming
NDS – Neurodevelopmental Service
Between March 2020 and July 2021, the way we taught our children was amended to follow government guidance on lockdowns, home learning and teaching in ‘bubbles’
During this time, St. Augustine’s Junior School provided:
- In school teaching in class bubbles’ with a teacher and TA in each classroom. Children who required more support may have had an additional adult in class to deliver interventions. This involved teaching the curriculum as well as understanding the need for a ‘recovery curriculum’, to cover any knowledge and skills missed during the COVID-19 pandemic as well as any well-being needs children may have had.
- Children continued to have access to all provisions as listed in SEND Provision section of the SEND information report. Interventions took place within class ‘bubbles’ and trained Teaching Assistants delivered these interventions with support from the SENDCo and class teacher.
- Children with SEND continued to have access to break out spaces, if they needed time out of their classroom for any reason relating to their SEND needs.
- Children had access to Behaviour Support Plans should they need one.
- IEPs continued to be in place for children with EHCP plans or significant need and reviews will be conducted via Email, Google Meet or Telephone call.
- EHCP annual reviews or meetings were also held via Google Meet/Zoom or Telephone calls with professionals and parents.
- Outside agencies (Eg. SALT or Educational Psychology) provided interventions within school, over the phone or online via Zoom/ Microsoft Teams/Google Meet/Attend Anywhere.
- Online lessons and tasks via ‘google meet’ were provided and differentiated for all pupils when individuals or classes needed to self-isolate.
- The SENDCo provided bespoke interventions and support to deliver the provision named on EHCPs.
- Chrome books and iPads were lent to families to help them to access online learning.
- Additional printed resources, such as workbooks and worksheets were provided for pupils who did not have suitable online access.
FAQS – Please click on the links below for more information about SEND provision at St. Augustine’s Junior School
At St. Augustine’s we pride ourselves on delivering ‘quality first teaching’. We have high expectations for all pupils and all children are encouraged to develop themselves as a learner in a supportive environment. Children will be given the chance to learn, practise and apply their skills and will progress at a pace suitable for their individual needs. Differentiation of activities is in place in all classrooms and an individualised curriculum can be put into place where needed. Where children require further support, this is put in place in the classroom or through group or 1:1 interventions.
“I cannot fault the support that is provided by the teachers and staff.” – Year 5 parent
“Thank you to everyone at the school for supporting or son this year and making reasonable adjustments to ensure our son feels calm and happy.” – Year 5 parent
Your first port of call will be your child’s class teacher. Our teachers are always willing to discuss any concerns you may have about your child’s learning. Following on from this discussion, further provision may be put in place for your child by the class teacher. The class teacher or parent may wish to discuss the issue further with the school’s SENDCO (Special Educational Needs and Disabilities Coordinator) Mrs Potter/Mr Corbino.
We assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
Children who attend catch up interventions will not necessarily be considered as having SEND. At St. Augustine’s we work to fill any gaps in the children’s learning in the classroom as well as through intervention groups and targeted PiXL therapies (currently delivered by a member of staff in your child’s year group). These groups support children to make accelerated progress in order to catch up with age expected levels. Where progress isn’t being made, despite further support and intervention, children may be added to the SEN register under one of these categories:
- Cognition and Learning (Eg. Dyslexia, Dyscalculia, Dyspraxia, Mild/Moderate/Profound Learning Difficulties)
- Social, emotional and behavioural (Eg. Attention Deficit Disorder – ADD or Attentional Deficit Hyperactivity Disorder – ADHD or mental health difficulties which impact learning)
- Communication and Interaction (Eg. Speech and language difficulties, Autism or Aspergers Syndrome)
- Sensory Issues (Eg. hearing impairment, visual impairment or partially sighted or Multi-sensory impairment)
- Physical/Medical issues (Eg. Epilepsy, Asthma, Diabetes, Osteogenesis Imperfecta – Brittle Bone – Anaphylaxis or other medical conditions/syndromes)
Your child’s teacher or Mrs Potter will discuss with you if your child has been added to the special educational needs register. Children may also be identified as having SEND if they have a medical diagnosis which affects their learning or physical ability to access the curriculum.
Children with cognition and learning difficulties access the same curriculum as their peers with differentiation and additional support where needed. Maths, reading and writing interventions are offered in addition to quality first teaching and additional teacher/TA support may also be provided. Those children with IEPs and EHCPs follow a programme of interventions and support which are reviewed at least yearly.
Children are encouraged in their social, emotional and spiritual development through our class PSHE sessions, collective worship sessions and R.E. lessons.
Children are also encouraged to improve their emotional and social development in the following ways:
- Being part of the school council/house captains/ECO representatives
- Attending wellbeing club to promote teamwork/building friendships
- Accessing our lunchtime club where needed.
- Accessing one of our learning mentors or seeing the school therapist (Tamsin)
- Using our new sensory suite: ‘The Nest’
We have a zero tolerance approach to bullying and are a listening school.
Children with communication and interaction difficulties are encouraged to use strategies in class promoted by professionals such as Speech and Language Therapists and The Autism Outreach Team.
Class teachers differentiate lesson delivery to ensure that all children can access their learning in their classroom. This involves using strategies such as repetition, task boards, breaking down into smaller steps and using visual aids.
Those children who require additional external support are assessed by the SENDCo and can be referred to our NHS Link Speech and Language Therapist, who will complete a full assessment and develop a programme of support where needed.
Our building, which is all on one accessible level, caters well for children who may have complex physical needs.
Where necessary, support will be put in place to ensure that children with physical needs get the opportunity to take part fully in all areas of the curriculum. Members of staff at the school have experience in dealing with children with a wide range of physical needs. Regular training is put in place to ensure that all members of staff are trained to provide the best support for children with additional physical needs. Where necessary, parents can meet with the SENDCo, the class teacher and TA and relevant healthcare professionals to write a ‘Health Care Plan’. This document is then shared with all relevant staff members to ensure a consistent approach across school.
We believe that parents and children should have a say about the provision they receive at school. Parents are encouraged to attend meetings about their child’s progress and children regularly set themselves targets with their teachers/TAs to help shape their own learning.
We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:
- Everyone develops a good understanding of the pupil’s areas of strength and difficulty
- We take into account the parents’ concerns
- Everyone understands the agreed outcomes sought for the child
- Everyone is clear on what the next steps are
- We will formally notify parents when it is decided that a pupil will receive significant SEN support.
Children at St. Augustine’s have said the following about our provision for children with SEND:
“I like it when adults help me with my work as it helps me feel more comfortable and less stressed.” – Year 6 pupil
“When I struggle with learning, I get help from the adults in the class.” – Year 5 pupil
“Sometimes I go off to a group and we do our work, this makes it easier.” – Year 4 pupil
At St. Augustine’s we pride ourselves on providing an inspirational and engaging learning environment. This includes our newly renovated ‘’Book Bus’ (as seen on Channel 4’s ‘Tool Club’) and our brand new Sensory suite: ‘The Nest’
We also ensure that adaptations are in place to ensure all pupils’ needs are met by:
- Providing a range of different learning experiences to meet the needs of all pupils. This includes fortnightly ‘Forest Schools’/Outdoor Learning opportunities, themed ‘wow’ days and trips both locally and across the country.
- Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, providing 1:1 work, adapting teaching styles and content of our lessons.
- Adapting our resources and staffing as required
- Using recommended aids, such as laptops, coloured overlays, visual timetables, larger fonts, different backgrounds etc.
- Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
Ensuring that all children have the same opportunities to attend our regular day and yearly residential trips by making adjustments to meet the needs of all pupils.
Children with SEND are largely supported in the classroom by their teachers and teaching assistants. Teachers are responsible and accountable for the progress and development of all the pupils in their class and high-quality teaching is our first step in responding to pupils who have SEND. This will be differentiated for individual pupils.
Where necessary, the teacher may request support from the SENDCo who may give advice, complete assessments, seek external advice or involve outside agencies.
Children with IEPs and EHCPs may have access to additional interventions or 1:1 or group learning with teachers, support staff, the SENDCo or teaching assistants.
“[The TAs] have been amazing. [My child’s TA] knows my child so well. She knows by a look if she is upset. The TAs are outstanding.” – Year 6 parent
Our Special Educational Needs and Disabilities Coordinator (SENDCo) works with staff and children to provide guidance and support. At St. Augustine’s, the SENDCo is Mrs Potter, who has achieved the Special Educational Needs National Award (SENDNA), has been working at St. Augustine’s since 2009 and has been in the role of SENDCo since 2015. This year, Mr Corbino will also be acting as ‘Interim SENDCo’ during Mrs Potter’s maternity leave. Mr Corbino has worked in several roles at the school over a number of years and has developed an excellent knowledge of SEND approaches and in his time working with us.
Support provided by the SENDCo may include:
- Liaising with parents to provide support.
- Working with class teachers to help with making reasonable adjustments for pupils with SEND.
- Completing assessments or observations.
- Working with other professionals from the local authority for advice or to make referrals.
- Applying for EHC plans
- Holding meetings for EHC plans (previously
- known as statements) and creating IEPs (Individual Educational Plans).
- Attending training on up to date resources and provision for pupils with SEND.
- Training staff on best practice when dealing with pupils with SEND.
“Mrs Potter helped us with the paperwork for the neurodevelopmental assessment and has been always the key person in all communication.” – Year 6 parent
“[Mrs Potter has provided a] high level of assistance and support to both myself and the children which exceeds that which would be expected. [She has promptly] communicated s to other outside agencies on our behalf.” – Year 6 parent
Mr Brunt, our headteacher since January 2021, has worked as head of school in Lincolnshire and has many years of experience with working with children who have SEND. Mr Brunt supports the SENDCo in their role and was instrumental in helping to create our new Sensory Suite: ‘The Nest’. He is happy to meet with parents and pupils and works closely with children and their families to give them the best experience at St. Augustine’s.
Home-School Liaison Officer, Learning Mentor and Assistant SENDCo
Mrs Loizou is our Home-school Liaison Officer and Assitant SENDCo. She works closely with parents to provide support and advice. She also monitors attendance, completes Early Help Assessments and works closely with the local authority and external agencies. Mrs Loizou also supports the SENDCo and works with children individually in class or in groups to support them with their learning or with issues such as: worries, anger or self-esteem.
“Mrs Loizou helps me to feel calm.” – Year 4 pupil
Mrs Steel is our afternoon Learning Mentor. She works 1:1 or in small groups with children outside during the afternoons. Through gardening, sensory activities and outdoor play, Mrs Steel helps children to work through their emotions, cope with their difficult days and talk about their worries.
“Mrs Steel has helped me because we do jobs outside and we can have a chat, this makes me feel better.” – Year 4 pupil
“Mrs Steel has helped me to feel calm by talking things through.” – Year 6 pupil
“[My child] has begun to see Mrs Steel which she is always eager to talk about on the way home from after school club.” – Year 4 parent
“The teachers and Mrs Steel were able to spot when [my child] was struggling and put measures in place to support her.” – Year 6 parent
Designated personnel are:
Mr Brunt – Designated Safeguarding Lead
Mrs Potter – Deputy Designated Safeguarding Lead
Mrs Loizou – Deputy Designated Safeguarding Lead
Mrs Brattan – Deputy Designated Safeguarding Lead
Through our links with the local authority and health services, we have access to services who can support children at St. Augustine’s who have been identified as having SEND. Services we work with include:
- The School Nurse
- Community Paediatricians
- The Sensory Support Service
- The Educational Psychology Service
- The Autism/ADHD Outreach Team
- Child and Adolescent Mental Health Service (CAMHS)
- Speech and Language Therapists (SALT)
- CHUMS (mental health)
- The Emotional Health and Wellbeing Service (EHWS)
- Younited (mental health)
- YMCA (mental health)
The majority of children, including those with SEND, attend a local mainstream school in Peterborough. These schools, including Nene Park Academy and Stanground College, have provision in place to support the needs of children with SEND. Nene Park Academy currently has an Enhanced Resource Provision (ERP) to support children with autism.
During year 6, we do our best to prepare our children for moving to secondary school. Provision includes:
- Lunchtime drop-in sessions with our school therapist around concerns that our year 6 children may have about transition.
- Group or 1:1 support for year 6 children who are struggling with transition worries.
- Organising additional visits for children experiencing anxiety about moving to a new school.
Visits to and advice about possible special school placements for children with EHCPs.
In rare cases, during transition to secondary schools and where an EHC plan is in place, some parents may wish to apply to a special school. The following special schools in our local area are:
- Medehamstede (Formerly City of Peterborough Academy Special School)
- Heltwate School
- Phoenix School
- Nenegate School
Local Authority information on applying to a Special School can be found here:
IEPs (Individual Educational Plans) are created to put in place support for pupils with SEND. The meeting will involve school staff, pupils and parents and will take place in school or remotely. Reports from health or other sources may be used in creating the plan. At the meeting, a plan will be put together outlining strengths and areas for development for the child. Targets will be set and the plans will be reviewed at least yearly where progress will be assessed and new achievable targets will be set. Children are also encouraged to play a part in these plans and will discuss their views beforehand or will be invited to attend part of the meeting.
EHC plans are written for pupils who require adjustments to be made to access the curriculum, along with support from additional professionals or outside agencies. In compiling these plans, reports and meetings with health care providers and social care (where necessary) will be linked with the provision in place at school and any other educational support given. The group of professionals involved will compile the plan, along with parents, to discuss strengths and areas for development for the child and to set long-term targets. EHC plans are reviewed yearly where progress will be assessed and new long-term targets will be set.
At St. Augustine’s Junior School, our governors are involved in writing and reviewing our SEN policy. Our SEND governor is Kirsty Davis. The governors monitor the provision of resources for children with SEND and meet with the SENDCo to ensure that correct provision is in place.
At St. Augustine’s we continually support the children in their spiritual, moral, social and cultural development (SMSC). Our Christian ethos, themed days/weeks, daily collective worship and Religious Education sessions (R.E.) help to support the children in making the right decisions for them both morally and spiritually. Personal, Social and Health Education sessions (P.S.H.E.) also help to support the children in understanding social behaviour, exploring their own morality and teaching British Values to the children.
Where further support with social skills or emotional issues are needed, children may be chosen to take part in our self-esteem or social skills sessions. Mrs Loizou, Mrs Steel, Mrs Potter and class TAs support pupils who are having social and emotional difficulties either in 1:1 sessions or group/paired activities.
Where necessary, children may then be added for 1:1 or group sessions with our therapist: Tamsin Moore-Jones.
In School Therapist
At St. Augustine’s we started therapy sessions, run by Tamsin Moore-Jones, in September 2018 thanks to National Lottery funding. This has been highly successful, with 30% of our children using the service in 2019 and 45 children accessing either 1:1 or group structured sessions during that year. This support has continued throughout lockdowns with Tamsin providing
1:1 therapy sessions remotely during the school year 2020-2021. Tamsin has worked with children who feel anxious or struggle to control their emotions and many of our children have made excellent progress in these areas.
Tamsin will has returned to school to run face to face sessions again this year. She also provides staff training, Speaks with parents, helps to prepare interventions and works closely with Mrs Loizou and Mrs Steel to ensure a consistent approach across the school.
“[My child] received a lot of support over the 4 years she has been at St Augustine’s. She was able to [work with Tamsin] and learn a lot of techniques to help with her anxiety. She received one to one as well as group support to be able to speak about her worries.” – year 6 parent
“Tamsin has helped me to not get angry when people aggravate me – she has shown me solutions of how to deal with the anger.” – Year 5 pupil
“Tamsin always makes sure I am OK and if I have any worries I know I can tell her.” – Year 5 pupil
“Tamsin helped me in groups of children to find ways to cheer ourselves up. This helped me to become more positive and mature – now I don’t get annoyed as much.” – Year 4 pupil
In addition to their learning in the classroom, some children may attend extra intervention groups or ‘PiXL therapies’. The purpose of these is to build upon children’s learning in the classroom by repeating learning and filling in gaps in subject knowledge, resulting in rapid progress to close the gap between current achievement and age expected levels.
- Accelerated Reader – Almost all of the children at St. Augustine’s take part in our Accelerated Reader (AR) Programme. Children’s reading ages are tested, they are assigned a level for their books and they then complete quizzes to test their knowledge about what they have read.
Mrs Massey and Mrs A. Richardson are our AR champions who organise the AR library (on our book bus), produce awards and certificates and monitors the progress the children make.
- Speed reading – Children complete regular reading sessions and assessments which calculate and tracks their improvements in reading speed.
- Toe by Toe – Early reading intervention using phonics Project X Code – Early reading intervention using phonics, based around the exciting Project X books.
- Beat dyslexia – a specialist intervention to support children with a diagnosis of dyslexia or those who have been screened and identified as being ‘at risk’ of dyslexia.
- Plus 1 – One to one intervention to support children’s understanding of the number system.
- Dyscalculia – a specialist intervention to support children with a diagnosis or indication of dyscalculia.
- Self-esteem group – following ideas from Rosemarie Portmann’s self-esteem programme, Mrs Loizou completes weekly self-esteem sessions.
- Social stories – A small group intervention involving discussion and role play based around different social scenarios.
- Social Skills – Small group sessions based around social skills in real life
- Group or 1:1 sessions with our school therapist: Tamsin
Gross/Fine motor skills
- Fine motor skills – Children will complete a range of activities to strengthen their muscles and improve their handwriting.
- Sensory circuits – This takes place before school and early in the mornings. The sessions consist of alerting, organizing and calming activities to prepare children for learning, whilst improving gross and fine motor skills. Staff have recently received training in this area from our school Occupational Therapist: Donna Guest.
Progress for children with SEND can be difficult to measure as this comes in many forms. We measure progress in reading, writing, maths and foundation subjects through using PIXL and children’s learning is judged as:
- Working at Greater Depth (GDS)
- Working at Expected Levels (EXS)
- Working Towards Expected Level (WTS)
- Working Below Expected Levels (WB)
For those working significantly below age expected, smaller steps of progress are judged against the Pre Key Stage Standards
As not all progress is academic, we follow the graduated approach and the four-part cycle of assess, plan, do, review through our IEPs.
The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:
- The teacher’s assessment and experience of the pupil
- Their previous progress and attainment or behaviour
- Other teachers’ assessments, where relevant
- The individual’s development in comparison to their peers and national data
- The views and experience of parents
- The pupil’s own views
- Advice from external support services, if relevant
These IEPs are reviewed regularly.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
We evaluate the effectiveness of provision for pupils with SEN by:
- Reviewing pupils’ individual progress towards their goals each term
- Reviewing the impact of interventions termly
- Using pupil/parent questionnaires
- Monitoring by the SENDCo and the Senior Leadership Team
- Using provision maps to measure progress
- Holding annual reviews for pupils with EHC plans
Complaints about SEN provision in our school should be made to the class teacher in the first instance in order for this to be resolved. Following this, issues can be raised with the SENDCo or a member of the Senior Leadership team. They will then be referred to the school’s complaints policy.
The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:
- Provision of education and associated services
- Making reasonable adjustments, including the provision of auxiliary aids and services
This policy and information report will be reviewed by the SENDCo every year. It will also be updated if any changes to the information are made during the year.
All changes will be approved by the governing board.