SEND Information Report 

Updated with input from parents/carers and pupils – July 2019.

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:

https://www.peterborough.gov.uk/residents/special-educational-needs/local-offer/

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.

Parent testimonials

“Staff make sure everyone is happy and settled. They care. They want the best.” – Year 6 parent

“When [my child] started at school she previously had no support and was undiagnosed. She is now coping so well as she has a diagnosis and there is so much in place and she is doing extremely well.” – Year 5 parent

“The school teachers have been excellent and very supportive. Our daughter loves going to St. Augustine’s and is sad when it is holiday/weekend time.” – Year 4 parent

Child testimonials

“In year 3 I used to be really panicky. My teacher taught me to calm down by doing square breathing.” – year 4 child

“Adults in school are really helpful because they explain things to me when I don’t understand.” – year 5 child

“The teachers have helped me not to give up on things.” – year 3 child

“Before I came to this school I was very shy. I cried every day and didn’t want to go to school. I am comfortable and very confident now” – Year 6 child

Glossary

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

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 individual interventions.

“Communication has been excellent. [My child’s] teacher early on identified extra needs. Support has been put in place and outside agency support sought. Strategies have been put in place and seem to be effective.” – Year 3 parent

“I am being told on a regular basis about [my child’s] progress when I ask so it’s great to hear. My questions are always answered.” – Year 3 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 or the headteacher: Mrs Pierce

Our 2019 SEND parent survey recently showed that 100% of parents rated SEND support at St. Augustine’s as ‘good’ or ‘excellent’

Children who attend catch up <interventions> will not 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. These groups support children to make accelerated progress in order to catch up with their age expected levels. Where progress isn’t being made, despite further support and intervention, children may be put onto the SEN register under one of these underlying needs:

  • 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)
  • Communication and Interaction (Eg. Speech and language difficulties, Autism or Aspergers Syndrome)
  • Sensory Issues (Eg. hearing loss, blindness 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.

Our building, which is all on one accessible level, caters well for children who may have complex physical needs.

Accessibility

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 issues. 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 Mrs Potter and relevant healthcare professionals to write a ‘Health Care Plan’. This document is then shared with all relevant staff members.

We believe that the child should have a say about the provision they receive at school. Children are encouraged to attend meetings about their progress, set themselves targets to achieve and to shape their own learning.

From September 2019, all children will have the opportunity to spend time with their class teacher during ‘conferencing’. This will enable the teachers to give verbal feedback to children and will mean that difficulties and misconceptions can be addressed quickly. The children will also be given the time to reflect on their own learning independently.

Children at St. Augustine’s have said the following about our provision for children with SEND:

“Adults help me a lot. I am happier at school because I am better at maths now.” – year 4 child.

“The adults in class have helped me to get better at writing. I believe I can do it now.” – year 3 child

“In year 4 I was diagnosed with visual stress. St. Augustine’s is a good school because the adults have helped me with this. My TA helped with my coloured overlays and really listened to me.” – year 6

Children with SEND are largely supported in the classroom by their Teachers and Teaching Assistants. Where necessary, the teacher may request support from the SENDCo who may complete assessments, seek external advice or involve outside agencies.

Children with IEPs and EHC plans may have access to additional interventions or 1:1 or group learning with teachers, support staff, the SENDCo or teaching assistants.

“[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 5 parent

“[My child] enjoys her 1:1 time spent with Mrs Potter” – year 5 parent

SENCo

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 PHOTO 3, who has achieved the Special Educational Needs National Award (SENDNA) and has been working at St. Augustine’s since 2009.

Support given 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 (previous 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 is always available to help. We had support at the last parents’ evening which helped a lot. Mrs Potter was able to understand what was needed from us and then explain this to the teacher.” – Year 5 parent

“The SENDCo has been extremely supportive. She is proactive and has made several useful recommendations to myself, my child and the class teacher. I am grateful for all the kind assistance she has provided over the years.” – Year 6 parent

Headteacher

Mrs Pierce, our headteacher, also has 10 of experience as a SENDCo and has supported children with Special Educational needs for 26 years. Mrs Pierce 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.

“I read every day with Mrs Pierce. She helped me lots with my reading.” – year 6 child

Home-School Liaison Officer

Mrs Loizou is our home-school liaison officer. She works closely with parents to provide support and advice. She also monitors attendance, completes Early Help Asessments and works closely with the local authority and external agencies. Mrs Loizou also works with children individually or in groups to support them with issues such as: worries, anger or self-esteem.

“Mrs Loizou has really helped me. She cares and asks me how I am.” – year 4 child.

Learning Mentor

Mrs Steel is our Lead midday supervisor and learning mentor. She helps to run forest school activities once a week and works 1:1 or in small groups with children in the afternoons. Through gardening and outdoor play, Mrs Steel helps children to work through their emotions, cope with their difficult days and talk about their worries.

“My daughter gets a lot from the gardening group/ 1:1 session with the TA” – Year 4 parent

Child Protection

Designated personnel are:

Mrs N Pierce – Child protection lead

Mrs L Potter – Designated personnel

Mrs S Loizou – Designated personnel

Pupil Premium Lead

Miss A Wilkinson is responsible for monitoring and putting in place support for children who receive Pupil Premium funding with support from Mrs Walker. Together, they are working on the ‘Strive, challenge, enjoy’ initiative. Children who take part in this see Mrs Walker regularly to assess their progress against targets set by their parent/s together with their class teacher.

Through our links with the local authority, 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 Service
  • Child and Adolescent Mental Health Service (CAMHS)
  • Speech and Language Therapists (SALT)
  • CHUMS (mental health)
  • Project for Schools (mental health)
  • YMCA (mental health)
  • The Behaviour panel and City Learning Centre

The majority of children, including those with SEND, attend a local school in Peterborough. Many of 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 NLP4KIDS practitioner 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:

  • Marshfields
  • Medehamstede (Formerly City of Peterborough Academy Special School)
  • Heltwate School
  • Phoenix School
  • City Learning Centre
  • Nenegate School

IEPs (Individual Educational Plans) are created to put in place support for pupils with SEND. The meeting will involve school staff, pupils and parents. 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 for the year 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 targets for the upcoming year. 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 SEN governor is Hillary Hull.

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 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 nurture group or social skills sessions. Mrs Loizou, Mrs Steel and Mrs Potter 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 through NLP4KIDS sessions with our therapist: Tamsin Moore-Jones.

“Adults are always there when you’re feeling down to make you feel positive. They will talk to you in private if you need it.” – year 5 child

“At St. Augustine’s, teachers and TAs help you with your worries and make you feel comfortable.” – Year 6 child

At St. Augustine’s we started our NLP4KIDS sessions, run by Tamsin Moore-Jones, in September 2018 thanks to National Lottery funding. NLP4KIDS has been highly successful, with 30% of our children using the service this past year and 45 children accessing either 1:1 or group structured sessions during the year. 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.

NLP4KIDS will continue at St. Augustine’s for 2019-2020, with an additional focus upon working with parents and other members of the community to try to reduce the levels of anxiety that children experience.

“[My child] meets up with Tamsin once a week from the NLP programme. to chat with him and work on areas she identifies he needs to work on. This has been successful. He enjoyed the 1:1 time and tools/strategies given to him to help cope in the classroom environment.” – year 3 parent

“ [Our daughter] attends NLP4KIDS which has been a very successful tool for her.” – Year 4 parent.

“NLP4KIDS helps me to build my confidence. It’s fun” – Year 3 child

“I like it when Tamsin teaches me. I have learnt how not to react to things.” – year 4 child

“I enjoy NLP and like Tamsin because she makes serious things sound better.” – year 4 child

“NLP has really helped me. I don’t worry as much now. I am happy.” – year 3 child

“NLP4KIDS has helped me to push harder and get better at things I find hard. I haven’t got any fears now” – year 3 child

“NLP4KIDS was good because it helped me with my SATS nerves.” – Year 6 child

We closely monitor the progress of all of our pupils and support is put in place for any child who needs it. Our pupil premium lead, Miss Wilkinson, focuses on the needs children in receipt of pupil premium funding. Using this funding, we have introduced new intervention groups, additional resources, places on after school clubs and school funded trips for these children. As well as receiving additional support from school staff through intervention groups and 1:1 tuition, children may also benefit from working with external coaches, who run intervention groups as well as clubs at school.

Interventions

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.

Reading Interventions:

  • 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. Children earn points for each test they complete and this is added together to earn individual and class prizes. Mrs Massey PHOTO 10 is our reading HLTA and organises the AR library, awards certificates and monitors the progress the children make.

“Mrs Massey has helped me lots with my reading. Thank you.” – year 6 child

  • Precision reading – supporting the pupils to read high frequency words fluently
  • Premiership reading stars – A reading programme based around football which is taught by out sports coach: Mr Clarke
  • Speed reading – Children complete regular reading sessions and assessments with Miss Fox, who calculates and tracks their improvements in reading speed.

 

Project X

Writing Interventions:

  • Precision spelling – one to one intervention to support recall of commonly misspelled words, the list is tailored to each child’s individual needs.
  • 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.

 

Maths Interventions:

  • 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 of dyscalculia.

 

Social Interventions:

  • Think good feel good – Children work with Mrs Loizou to discuss  their worries and to learn techniques to manage their emotions.
  • 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.

Gross/ fine motor skills:

  • Fine motor skills – Children will complete a range of activities to strengthen their muscles and improve their handwriting.

Handwriting

  • Sensory circuits – Sessions take place before school as part of our free breakfast club. Children are invited to attend by their class teacher or Mrs Potter. This acts as a warm up for the day or opportunity to get rid of excess energy, whilst improving gross and fine motor skills.

            

     

Specialist support staff

SENCo

Our Special Educational Needs Coordinator (SENCo) works with staff and children to provide guidance and support. At St. Augustine’s the SENCo is Mrs Potter,  who has achieved the Special Educational Needs National Award (SENDNA)

Lindsey

Headteacher

Mrs Pierce, our headteacher, also has 10 of experience as a SENDCo and has supported children with Special Educational needs for 26 years.

Nicola

Home-School Liaison Officer

Mrs Loizou is our home-school liaison officer. She works closely with parents to provide support and advice. She also monitors attendance and works closely with the local authority and external agencies. Mrs Loizou also works with children individually or in groups to support them with issues such as: worries, anger or self-esteem.

Sally

Child protection

Designated personnel are:

  • Mrs N. Pierce – Child protection lead
  • Mrs L. Potter – Designated personnel
  • Mrs S. Loizou – Designated personnel

Pupil premium lead

Miss A Wilkinson is responsible for monitoring and putting in place support for children who receive Pupil Premium funding with support from Mrs Walker.

Anna

Useful links

SEND Information Advice support Service – Tel 01733 863979 pps@peterborough.gov.uk

Educational Psychology Open Access Consultation Service – Tel. 01733 863979

City Council Website: www.peterborough.gov.uk