The new special educational needs and disability code of practice: 0 to 25 years was put into practice in September 2014.

In brief the new approach to special educational needs provision ensures that children are at the centre of all teachers’ planning as well as teachers being responsible for pupils’ progress. There are four broad areas of need outlined in the new code of practice: Communication and interaction; Cognition and learning; Social, emotional and mental health difficulties; Sensory and/or physical needs.

Key Areas

• Communication and Interaction
  This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs
• Cognition and Learning
  This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties
• Social, Emotional and Mental Health Difficulties
  This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn
• Sensory and/or Physical Difficulties
  This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

The document is substantial and is available to view through the following link.

Quality teaching at St Mary’s is an essential component for provision of children who need some additional support to ensure they are appropriately supported in the classroom and make at least expected progress from previous baselines. Clearly defined intervention plans, that include the support of an additional adult, are an integral element of provision at St Mary’s and replace the previous code of practice’s School Action and School Action Plus.

Children’s provision and support is closely and regularly monitored at all levels to ensure progress is made. However, for those children who do not make progress as expected and who may have additional complex needs and/or a disability the new code of practice includes a coordinated assessment process that could result in a child having an Education, Health and Care Plan (EHC plan) which replaces the previous code of practice’s Statements of Special Educational Need.

At St Mary’s we take great pride in our provision for children who need some additional support at key points in their educational years and we always endeavor to prioritise their needs appropriately. A vital component of any provision or additional support for children would include consultation and liaison with parents. This would include regular review meetings with key professionals and parents which ensures relevant adaptations to the curriculum and the learning environment for children with SEND. A further key point is children’s emotional well-being, a child who is emotionally stable will learn well in the classroom and be happy in the school environment.

We have access to LA and NIES support which includes speech and language, behaviour as well as Educational Psychologist services. There is also support from the school nurse and NHS. The school environment has been adapted and includes: a disabled toilet, ramp access to building, clearly signposted fire exits. Children have access to all activities after risk assessments have been completed and with relevant adaptations made where appropriate. If you wish to discuss any issues relating to support and special educational needs please do not hesitate to contact school.

At St Mary’s Catholic First School, we ensure that all pupils, regardless of their specific needs make the best possible progress. Most of our school policies can be found on the website or are available on request from the school office, please visit our policies page for relevant documentation:

At St Mary’s Catholic First School, our SENCo is Mrs. Emma Stansfield. Mrs. Stansfield ensures staff in school understand the implications for those children who are looked after and have SEN. Mrs. Stansfield works alongside Mrs. Stoves, Assistant SENCo, who supports SEN provision and is also responsible for inclusion, transition and attendance.