Here at St Silas’ we are committed to ensuring an inclusive curriculum for all of our learners including those with disabilities, special educational needs and different cultural and ethnic backgrounds.
If you need to speak to any members of the Inclusion Team please ring school and ask to speak with Mrs Smith.
Blackburn with Darwen’s local offer sets out a range of support and services available to you and your child. This can be accessed at www.bwd-localoffer.org.uk
The SEND Information Report is available below
1. What kinds of special educational needs do we make provision for in our school and what arrangements do we make for the admission of SEND pupils?
We have high expectations at St Silas, but education is more than just working towards getting good exam results. We aim to educate the whole person through a broad and balanced curriculum that is focussed on excellence and enjoyment. Our aim is to develop ‘thinkers not just knowers’ and we hope that our children will be life long learners. We aim to develop children’s emotional intelligence so that they are ready and able to learn. We want them to be resilient so that they are able to pick themselves up and dust themselves off when things go wrong. We encourage them to try their hardest and do their best at all times. We ensure that we are an inclusive school where children can access work at their level and make progress they are proud of.
Our school has an Inclusion Coordinator and Special Education Needs Team who are responsible for the provision and support for identified pupils with SEND (Special Educational Needs and Disability).
The SEND Code of Practice (2014) categorises special educational needs and disabilities into the following areas:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health
All teachers at St Silas Primary School are teachers of SEND pupils and as such provide quality first teaching which takes account of the particular individual needs of all our children
Pupils with SEND are admitted to St Silas CE Primary following our admissions policy. Children starting Foundation Stage are able to come to induction sessions to help familiarise them with their new school and make them feel comfortable when starting. Children with SEND who start our school in another Year group will be supported by staff in class as well as the SENCO to ensure their needs are met and that they are happy. We will liaise with staff from previous school to ensure all relevant information is shared to help this process. Further details can be found regarding admission arrangments, including those for pupils with disabilities can be found in our Admission Policy and Accessibility plan. You can find these under policies by clicking on the parent’s tab.
2. How does our school know if your child needs extra help?
Our children are monitored very carefully by their class teachers. If they feel a child is not making enough progress or if a child has a behavioural need this will be raised to our SEND team. If we then feel a child needs extra support we will consult with parents and give children individual learning targets. We also regularly provide opportunities for children to discuss their learning and progress with their teacher and SEN staff.
Our SEND team are trained in the use of a large number of assessments in order to help pinpoint just where a child needs support with their learning. These include speech and language screening, early Dyslexia screening and motor skills assessments.
3. Who can you speak to at our school if you think your child may have special educational needs?
We welcome parents at any time and if you have any questions or concerns you can talk to: Your child’s class teacher, our Mrs Laura Smith (Inclusion Coordinator) or Mrs Michele Battersby (Headteacher).
4. How do we know what progress your child is making and how will we keep you informed?
Our Senior Leadership team together with class teachers carefully track the progress of all children and set targets for expected levels of progress. If a child does not achieve the required levels they are highlighted and brought to the attention of the SEND team who then take action to support that child’s learning. We provide many different interventions both in and out of class to boost progress and self-esteem. We welcome parents into school and will keep you fully informed about your child’s progress through parents meetings. We believe that parents should be regularly consulted on how the school supports their children. If your child is placed on the SEND register you will be informed and we will invite you to come and discuss how we can work together as a team to best support your child. We hold regular events where parents are welcomed into school and we also invite parents into Friday assemblies when your child is awarded a certificate so you can be involved in celebrating their success.
5. How will our school support your child and how will the teaching and currciulum be adapted to meet their needs? How will this be evaluated?
Teachers are trained to adapt their teaching to meet the needs of the individual and to cater for different learning styles. Different resources are used for different children according to their level of need. The way we teach encourages all our learners to be independent and to be able to access the curriculum at their own level and the children are supported with this process.
Teaching approaches are modified in order to cater for children with SEND. All staff are trained in how to do this and recently we had full school training on making our school Dyslexia Friendly which will be followed up through work towards achieving the Blackburn with Darwen Quality Mark for Dyslexia Friendly schools. We have a number of interventions which are delivered to children who need extra support as a 1:1 or small group work. These address a variety of difficulties including Speech, Language and Communication difficulties, Specific Learning Difficulties and Social, Emotional and Mental Health needs.
Class Teachers ensure they plan a broad and balanced curriculum for each child through Quality First Teaching. (Wave 1 Teaching) The curriculum is differentiated to ensure all children can learn and progress. Children can be provided with a Graduated Response when they require further support. This consists of Wave 2 Teaching initially where they have access to small group intervention tailored to their needs in areas such as English, Mathematics, Motor Skills or Speech and Language.
Children who have SEND will also, at times, receive specific targeted support (Wave 3) which address specific barriers they have to their learning. This can include work provided by external agencies such as the Speech and Language Service. Wave 3 support attempts to help children acquire the learning necessary to better access both Wave 1 and 2 teaching.
Should a child need extra support they are given additional individual targets which are carefully monitored by our SEND team. Please see our Inclusion Policy on our website for more information
The effectiveness of provision for SEND is evaluated through carefully measuring progress which children have made during interventions using entry and exit assessment data. Children are tracked termly and monitored to ensure they make good levels of progress and parents are informed of this on parents days.
Children on the SEND register are assessed individually using a bank of internal tests in order to unpick and target where they need support. These consist of the British Picture Vocabulary Scale, RAVENS, Digit Span Memory test, Pearson’s Dyslexia screener and CTOPP test, Motor skills assessments, Good Enough Draw a Man, Visual Perception Test and numerous Speech and Language assessments (Overseen by our Language for Life Consultant Pip StJohn)
Through using these tests we are able to build up a picture of how effective provision is for the children and what areas they need more support with.
The effectiveness of SEN provision is measured in outcomes. This is done through tracking individual, classes, year groups and whole school assessment data, along with monitoring addition outcomes for SEN pupils such as better behaviour, higher self esteem and improved speech. The SENCO reports termly to Governors and our SEND Governor, Julia Anderson meets with the SENCO regularly to discuss the SEND and Inclusion Action Plan. Our Language For Life Consultant, Pip St John also reports to Governors regarding the progress made by children being supported with Speech, Language and Communication Needs.
6. How are decisions made about the type and how much support my child will receive?
All staff in our school strive to deliver quality first teaching (Wave 1). Some children require additional support and in such cases we implement Wave 2 or Wave 3 interventions. These are overseen by the SEND team. We keep parents regularly updated through meetings and welcome parents at any time to discuss their child’s progress. When we use IEPs (Individual Education Plans) children know and understand what their targets are and when these are achieved the children receive praise for their hard work. The children also have class targets displayed in their books which they strive to achieve, We use our SEND budget to deliver interventions for those children who need them. We are also able to apply for top up funding from the authority in the form of an Education, Health and Care Plan should we feel that any child requires support which school cannot meet through existing resources.
7. How will our school help you to support your child’s learning?
We have an open door policy and are proud of our good communication with parents. We send out homework grids and adapt these for some children who would find the tasks difficult. This enables parents to become actively involved in their child’s education. We also offer individual advice to some parents who require further support which gives them the confidence to help their child at home. We invite parents to regular meetings and sessions in class to find out how we help children learn
8. What specialist services and expertise are available or accessible through our school?
Should a child need more support we have access to and frequently use additional services provided by:
SEND Support service- A team of advisory teachers who support children with specific needs including Behavioural, Social and Emotional needs, Autistic Spectrum Disorder, Visual Impairment, Hearing Impairment, Motor Skills, Cognition and Learning, Speech, Language and Communication, Early Years and Complex Needs.
A Language For Life Consultant
Speech and Language Therapy Service (SALT)
ELCAS (East Lancashire Child and Adolescent services)
CAF Team (Child and Family)
EWO (Educational Welfare Officer)
9. How are the staff in school supported to work with children with special educational needs and what training do they have?
We regularly invest both time and money to ensure our staff are well trained to support children with SEND. Our Inclusion Coordinator holds the National Award in Special Educational Needs and our SEND Team undergo regular training in all areas of SEND. For example training on Speech and Language needs is delivered by our Language for Life Consultant.
10. How will our school ensure that your child is included in activities outside the classroom, including physical activities and school trips?
We aim to ensure that no disabled child is treated less favourably than other pupils because of their disabilty. We offer a wide variety of after school clubs for all year groups to ensure every child can engage in an extra curricular activity regardless of SEND Children are given extra support during clubs if required for example through increasing staffing levels. Risk assessments are carried out where necessary to ensure the safety of the children.
We offer a wide variety of after school clubs for all year groups to ensure every child can engage in an extra curricular activity.
Sunshine club- a lunchtime group for quieter children who wish to escape the hustle and bustle of school life.
Various sporting activities including football and netball
VLE (Virtual Learning Environment) club
Weekend trips with the Children’s University
Year 6 Residential trip.
Regular school trips for all classes and visitors to school for which risk assessments are carried out.
SEND children at St Silas are fully involved in all aspects of school life to ensure that they are given an inclusive education and are not treated less favourably than other pupils. Some SEND children have had the opportunity to go on special trips to the farms, Blackpool tower circus and St Anne’s beach. We also have a team of SEND pupils who have competed at a county level in a Boccia tournament.
11. How will our school support your child’s overall wellbeing?
We have a dedicated and professional staff who have regular training on how to be emotionally intelligent. This gives staff the ability to support children’s physical and emotional well-being. If a child is unhappy their ability to learn is negatively affected and so we strive for the happiness of our children. This impacts greatly on reducing the number of incidents of bullying as it supports children in being able to talk about their feelings and to be happy and confident We have a designated member of support staff who works with children who require support with their Emotional and Mental Health. Children are supported in being independent and are rewarded for their efforts. We measure attitude and behaviour carefully before interventions take place so we are able to measure progress. This is done through use of the Boxhall profile.
We place our children at the centre of their own education by allowing them to talk about how they feel and what they want to learn and what help they will need. This is done through completion of ‘All About Me’ profiles where thoughts, feelings and aspirations are discussed and recorded as a 1:1 activity. All pupils are helped to become independent learners, with appropriate scaffolding, through having more choice about what and how they want to learn in class. Pupil voice is taken seriously and we encourage children to share what they feel they need more help with.
All children are given additional support at lunchtimes outside through additional staff working at lunchtimes to play with, monitor and interact with the children. This ensures close observation of SEND children during this more unstructured time to make sure they are happy and safe.
12. How accessible is our school both indoors and outdoors for children with special educational needs?
Our new school building has a lift to all floors, disabled toilets and changing facilities. Further details can be found in our school accessibility policy, which is located in the Information section of the site. We work closely with the Inclusion Support Service to ensure all children with SEND are catered for in terms of additional resources and adaptations to the learning environment. Many of our staff have had Makaton training and children are supported by Information and Communication Technology in a variety of different ways which best suit the individual.
13. How will our school prepare and support your child when joining our school and when transferring to a new school?
We make visits to our feeder nurseries and have meetings with all relevant professionals. We take Year 6 children for additional visits to High School if needed and work closely with all relevant professionals. When children are moving up to a new class they meet their teacher and spend time in the new environment. We will arrange for your child to attend a number of introductory events at our school. These will include activity days where your child can meet their class teacher and other children who will be starting school at the same time.
14. Who can you contact for further information?
Name: Laura Smith
Phone: 01254 698447
Website: stsilasprimary.co.uk Our SEN Governor is Julia Anderson and she is responsible for reviewing practice and supporting the Inclusion Coordinator
Blackburn with Darwen’s local offer sets out a range of support and services available to you and your child. This can be accessed at www.bwd-localoffer.org.uk
Details about our school’s complaints procedures can be found in our school brochure. We always encourage parents to speak to their child’s class teacher if there is an issue and if necessary our Inclusion Coordinator and other senior members of staff can become involved.
Parents are also able to contact the Parent Partnership Office for further support.