At St Matthew’s C of E Primary School, our vision is to ensure that all children with Special Educational Needs and Disabilities (SEND) receive the most impactful intervention available to enable them to achieve their full potential, as outlined in the SEN Threshold Guidance, (see link below).
SEN Threshold Guidance
The SEN Threshold Guidance is based on the “Special Educational Needs and Disability Code of Practice: 0 to 25 years, statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities.” January 2015.
When St Matthew’s identifies a pupil as requiring SEND support, we refer to the Guidance which largely governs the expectations regarding assessment, quality first teaching, interventions and resources for the 4 main areas of need:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health difficulties
- Sensory and/or physical needs.
The Guidance is intended to be used by schools, health professionals, social care professionals and families. It is a guide to the difficulties and challenges that pupils are likely to be experiencing when identified as needing special educational needs support or statutory action (that may lead to an education, health and care plan (EHCP)). The aim is to ensure transparency and parity between schools in terms of identification and ensuring clear expectations regarding the support provided at each step.
Click on Threshold Guidance to read it.
Please click on the relevant question to read more information
1. The kinds of special educational need for which provision is made at St Matthew's C of E Primary School
St Matthew’s C of E Primary School is an inclusive mainstream school. At St Matthew’s we strongly believe that all children and young people are entitled to an education that enables them to make progress so that they:
- Achieve their best
- Become confident individuals living fulfilling lives, and
- Make a successful transition into adulthood, whether into employment, further or higher education or training
At St Matthew’s we can make provision for every kind of frequently occurring special educational need without an Education, Health and Care Plan, for instance dyslexia, dyspraxia, speech and language needs, autism, asperger’s syndrome, learning difficulties and behaviour difficulties. There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can be met.
The school also currently (and has previously) meets the needs of pupils with an Education, Health and Care plan (EHCP) with the following kinds of special educational need: Speech and language and Communication Needs, Cognition and Learning, Social, Emotional and Mental Health Need and Sensory and/or Physical Needs. Decisions on the admission of pupils with an Education, Health and Care plan are made by the Local Authority.
Details of admissions for children with SEND are contained in the School Admissions Policy which can be found on the school website.
- Must consider applications from parents of children who have SEND but do not have an EHC plan on the basis of the school’s published admissions criteria as part of normal admissions procedures
- Must not refuse to admit a child who has SEND but does not have an EHC plan because they do not feel able to cater for those needs
- Must not refuse to admit a child on the grounds that they do not have an EHC plan
The admission arrangements for pupils without an Education, Health and Care Plan do not discriminate against or disadvantage disabled children or those with special educational needs and will follow the usual school admissions procedures.
2. Information about the policy for identification and assessment of pupils with SEND
At St Matthew’s class teachers monitor the progress of all pupils regularly to review their progress. We also use a range of assessments with all the pupils at various points e.g. Y1 phonics screening; baseline assessments in Reception; end of key stage assessments at Year 2 and Year 6 and termly reading, writing, maths and science assessments.
The principle of early identification and intervention underpins our approach to identifying those pupils who need extra help. This is often put in place, even if special educational need has not been identified. This extra support will enable the pupil to make good progress. Examples of extra support can be found in Appendix 1.
Despite high quality targeted teaching some pupils may continue to make insufficient progress. For these pupils, and in consultation with parents, strengths and weaknesses are identified and used to identify an appropriate individualised intervention programme. In many cases these underlying needs often explain inadequate progress or challenging behaviour. At times it may be necessary to consult with outside agencies to receive more specialised expertise.
The purpose of this more detailed assessment and review is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put into a support plan, reviewed regularly and refined / revised if necessary. At this point because the pupil requires additional and extra provision we will have identified that the pupil has a special educational need.
If the pupil makes good progress using this additional and different intervention (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need. If the pupil is able to maintain good progress without the additional and different resources he or she will no longer be identified with special educational needs.
We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used. All interventions are monitored and reviewed to identify what impact they have had on a pupil's educational progress. This would involve discussions with the class teacher, parents and SENCo through the Code of Practice (CoP) ‘Assess, Plan, Do, Review’ model.
St Matthew’s works in partnership with a range of external professionals including Education Psychology, Speech and Language, Occupational Therapy. We implement a range of methods including a consultation model, observations and individual assessments. We believe that it is important that families have the opportunity to share their feelings and concerns and ensure that information is shared amongst the group, where possible multi-agency meetings are arranged.
3a. How we evaluate the effectiveness of the provision made for pupils with special education needs with or without an Education, Health and Care Plan
Regular monitoring and review will focus on the extent to which planned outcomes have been achieved. The views of the pupil, parents and class teachers will be taken into account. The assessment information from teachers will show whether adequate progress is being made.
The SEN Code of Practice (2015) describes adequate progress as:
- Similar to that of children of the same age who had the same starting point
- Matching or improving on the pupil’s previous rate of progress
- Allowing the attainment gap to close between the pupil and children of the same age
For pupils with an Education, Health and Care Plan there will be an annual review of the provision made for the child, which will enable an evaluation of the effectiveness of the special provision to be made. The collation of all annual review evaluations of effectiveness will be reported to the governing body.
3b. The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
Every pupil in the school has their progress tracked regularly. In addition to this, pupils with special educational needs will have more frequent and detailed assessments to inform targets and to measure small steps of progress.
If these assessments do not show adequate progress is being made the support plan and planned outcomes will be reviewed and adjusted.
3c. The school's approach to teaching pupils with special educational needs
‘Special educational provision is underpinned by high quality teaching and is compromised by anything less’ (SEN CoP, 2015)
High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing, and where necessary improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEND most frequently encountered. (CoP 6.34)
We work to ensure that our approach to teaching and learning is of high quality and personalised to meet the individual needs of the majority of children/young people. Some children/young people need educational provision that is additional to or different from this. This is special educational provision.
In meeting the requirements of The National Curriculum Framework/Statutory Framework for the Early Years Foundation Stage the school employs some additional teaching approaches, as advised by internal and external assessments e.g. one to one intervention / precision teaching / mentoring, small group teaching and use of ICT software learning packages. These are often delivered by additional staff under the close direction of teachers employed through the funding provided to the school. This is known as ‘notional SEND funding’. The class teacher will remain responsible for working with the pupil on a daily basis.
We have a duty to make arrangements to support pupils with medical conditions. Individual healthcare plans will normally specify the type and level of support required to meet the medical needs of such pupils. Where children and young people also have special educational needs, their provision will be planned and delivered in a co-ordinated way with the healthcare plan. We will have regard to the statutory guidance supporting pupils at school with medical conditions.
For pupils with medical care needs we compile a Health Care Plan in conjunction with the family and school nurse. These plans clearly identify the individuals’ needs and appropriate care. If the pupil requires medication then this is also recorded and administered by a member of staff who has received the appropriate training. All medication is kept securely and parents/carers are asked to ensure the medication is given with the prescription label. See Medical Conditions Policy.
At St Matthew’s we are aware that at different times pupils may require additional support due to circumstances outside of school. On these occasions we work with the family to identify ways in which we can support, whether that be after school sessions at a club or during a holiday, a homework club or accessing external agencies. If a pupil presents challenging behaviour we would work to implement supportive strategies to enable them to make positive choices and avoid exclusions. Behaviour support may be in the form of an individual behaviour plan and include break-time activities, small group intervention or the involvement of an external agency.
3d. How the school adapts the curriculum and learning environment for pupils with special educational needs
At St Matthew’s we follow the advice in The National Curriculum Framework on how to adapt the curriculum and the learning environment for pupils with special educational needs. We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in Education, Health and Care Plans.
‘All pupils should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers should use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEND will be able to study the full national curriculum.’ (Code of Practice 6.11)
Identifying SEND in schools
As part of our requirement to keep the appropriateness of our curriculum and learning environment under review we have developed a curriculum which promotes the transference of skills, practical learning opportunities to give pupils real life experiences and encourages pupils to develop independent learning skills. Staff have regular opportunities to review their practice and develop their skills both through in-house and external training. As a school we review best practice and from that identify areas for development.
The Governors have made the following improvements:
- The re-development of the KS2 classroom areas and main school office area has provided areas which are spacious and accessible for all, which include disabled toilets, a shower room and a lift.
- The curriculum has been developed to promote cross curricular links and the transference of skills. The curriculum has been revised to ensure changes to the National Curriculum in September 2014 have been incorporated.
- Improved the outdoor areas for Foundation Stage, Key Stage 1 and Key Stage 2 so that they are exciting and stimulating places to learn and play. This includes the development of a Multi-Use Games area (MUGA) for sport and a new playground structure for both Key Stages.
- Provided opportunities to share information and strategies for parents so they can support their child’s reading and maths skills for example information evenings and parent workshops.
Governors have identified that the following aspects of the school need to be improved:
- Staff development to promote the teaching of reading, writing and maths for all pupils.
- Extend opportunities for pupil conferencing to provide effective feedback to all pupils.
- Ensure that all lessons provide appropriate challenge for all pupils.
3e. Additional support for learning that is available to pupils with special educational needs
Schools receive funding for SEND pupils. This funding is used to support and enhance high quality of teaching in the school. It helps to ensure there are sufficient resources for pupils requiring special educational provision. The support offered is matched to the needs of individual pupils with SEND and evidenced-based. The amount of support required for each pupil to make good progress will be different in each case. In very few cases a very high level of resource is required. In this case the school will request ‘top up’ from the Local Authority where the child or young person lives.
The Headteacher has the final say in the use of the personal budget within the school.
3f. Activities that are available for pupils with special educational needs in addition to those available in accordance with the curriculum
All clubs, trips and activities offered to pupils at St Matthew’s are available to pupils with special educational needs. For some pupils ‘reasonable adjustments’ may need to be made. This is always done in partnership with families and carers. St Matthew’s offers a range of extra-curricular activities which are run either by school staff or external clubs and these can change on a half termly basis. Up to date club information is available from the school office. When necessary small group activities, buddy systems and/or adult-led activities are arranged at break times to support pupils with special educational needs. Key Stage 2 pupils have access to sports coaches at lunchtimes and they are equipped to support all pupils, including those with special education needs.
3g. Support that is available for improving the emotional and social development of pupils with special educational needs
At St Matthew’s we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching for instance PSHCE, RE and Collective Worship, and indirectly with every conversation adults have with pupils throughout the day.
For some pupils with the most need for help in this area we also can provide the following e.g. time-out space for pupils to use when upset or agitated, mentor time with members of the senior leadership team or a referral to external agencies such as CAMHS, Education Psychology or counselling.
Pupils with emotional and social needs because of their special educational needs will be supported to enable them to develop and mature appropriately.
We are interested in hearing parents/carers and pupils’ views. Class teachers are available to meet with parents through arranged appointments, which are in addition to the Parent Consultation Evenings. Class teachers review with pupils individually and provide them with opportunity to discuss what would work better for them through targeted feedback. Concerns from both pupils and parents should be raised with the class teacher as soon as they arise.
Children and young people with SEND are more likely to be the victims of bullying, so it is important to ensure that they report any behaviour that concerns them. As a school we do not tolerate bullying behaviour. Please refer to our Anti-Bullying Policy on the school website.
4. The name and contact details of the SEN Co-ordinator
Mrs Oswick is available on 02083993909 or email@example.com
5. The expertise and training of staff in relation to children and young people with special educational needs and how specialist expertise will be secured
Teachers and teaching assistants have had the following awareness training:
- Colourful semantics
- Social Skills Groups
- Supporting children with Communication Difficulties
- Working Memory Needs
In addition, specific teachers and teaching assistants have received the following enhanced and specialist training:
- Lego Therapy
- Speech and Language and Communication Interventions e.g. attention and focus groups and narrative intervention
- ELSA (Emotional Literacy Support Assistant)
- Drawing and Talking
- Maths Mastery
Where a training need is identified beyond this we will find a provider who is able to deliver it. Training providers we can approach are Educational Psychologist, Speech and language therapist, Occupational Therapists, Teaching and Learning Advisors.
6. How equipment and facilities to support children and young people with special educational needs will be secured
Specialist equipment will be considered on an individual basis
7. The arrangements for consulting parents of children with special educational needs about, and involving them in, their education
All parents of pupils at St Matthew’s are invited to discuss the progress of their children on a number of occasions a year and receive a written report at the end of the school year. In addition, we are happy to arrange meetings outside these times. As part of our normal teaching arrangements, all pupils will access some additional teaching to help them catch-up if the progress monitoring indicates that this is necessary; this will not imply that the pupil has a special educational need.
If following this normal provision improvements in progress are not seen, we will contact parents to discuss this and the additional support we will be providing. From this point onwards the pupil will be identified as having special educational needs because special educational provision is being made and the parent will be invited to termly reviews of this provision.
In addition to this, parents of pupils with an Education, Health and Care Plan will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the pupil. Information will be made accessible for parents.
8. The arrangements for consulting young people with special educational needs about, and involving them in, their education
When a pupil has been identified as having special educational needs because special educational provision is being made for him or her, the pupil, where appropriate, will be consulted about and involved in the arrangements made for them as part of person-centred planning. Pupils’ views will be gathered through conferencing and child-friendly questionnaires.
9. The arrangements made by the governing body relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school
The same arrangements for the treatment of complaints at St Matthew’s are used for complaints about provision made for special educational needs and disabilities. We encourage parents to discuss their concerns with the class or subject teacher, SENCO or Headteacher to resolve the issue before making the complaint formal to the Chair of the GB. (See the Complaints Policy on the school website).
10. How the governing body involves other agencies, including health and social services, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils
The governing body have engaged with the following:-
- A Service Level Agreement with Educational Psychology service for 138 hours per year
- Premium level membership to SPARK (the School Performance Alliance Richmond and Kingston)
- Link to the Disabled Children’s Service for support to families for some pupils with high needs
- Access to local authority SLA with Speech and Language Therapy Services / Occupational Therapy Services / Physiotherapy Services for pupils with a need for direct therapy or advice
- Ability to make ad hoc requests for advice from the Education Inclusion Support Service,
- Membership of professional networks for SENCOs e.g. NASEN, SENCO forum, etc
- School Nurse
11. The contact details of support services for the parents of pupils with special educational needs.
We can provide you with further details about the support services available to you and your child beyond the school. If you would like further information do contact Mrs Oswick, school SENCO and take a look at the link below.
Kingston Parent Carer Forum
Kingston SEND Parent Carer Forum is made up of local parents and carers who work to ensure children with special educational needs and disabilities and their needs are heard and understood by local services and decision makers.
In addition, local organisations that provide support are:
"EnhanceAble is here to help people to change their lives for the better. Those of you with disabilities and also those of you who look after them...their parents and carers."
- 020 8547 3014
SENDIASS - Special Educational Needs and Disabilities Information and Advisory Support Service
- 020 3793 9596
- Kingston Office - Moor Lane Centre, Moor Lane, Chessington, KT9 2AA
12. The school's arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living
At St Matthew’s we work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make the transfer as seamless as possible.
Wherever possible a member of staff visits the pupils' current setting, e.g. nursery, and speak with key staff who know the individuals best. Opportunities to visit St Matthew’s prior to their start date are arranged with both settings and families. Where necessary, pupils are given a photo book which enables them to familiarise themselves with their new setting and key members of staff.
We also contribute information to pupils’ onward destination by providing information to the next setting. We make arrangements for parents to meet with a member of staff from the new setting if necessary, make opportunities for a member of staff from the new setting to meet individuals within St Matthew’s and speak with key members of staff, organise pre-visits and develop photo books to familiarise themselves with their new setting and key members of staff.
13. Information on where the local authority's local offer is published
The local authority’s local offer is published on https://www.afcinfo.org.uk/local_offer and parents without internet access should make an appointment with the SENCO for support to gain the information they require.
We will publish information on our website about the implementation of the governing body or proprietor’s policy for pupils with SEN. The information published will be updated annually and any changes to the information occurring during the year will be updated as soon as possible. The information will meet the requirements in the Special Educational Needs and Disability Regulations 2014
Next review on Autumn 2023
Appendix 1 Extra Support
Specific Learning Difficulty including dyslexia, dyscalculia
- Handwriting activities
- Coloured overlays, Smart Board background colour altered, coloured paper
- Access to I CT to complete tasks
- Touch typing
- Pre-learning of key words for topics (in partnership with home)
- Task/instruction checklist
- Work transferred from board for an individual
- Additional reading, including 15 Minutes a Day
- Spelling support, including spell checkers and Nessy Spelling Intervention
- Literacy/Numeracy booster including Munching Maths
- Additional phonic support
Autistic Spectrum Disorders
- Visual cues, including visual timetables
- Social stories
- Fidget focus to aid concentration
- Movement breaks
- Appropriate class room positioning to aid concentration
- Pre-learning of key words for topics (in partnership with home)
- Transition support, including changes to routines
- Attention and focus interventions
- Social skills intervention
- Break time support (targeted groups, buddy system and adult-led activities)
- Occupational Therapy intervention/activities
Social, Mental and Emotional Health
- Social skills interventions
- Break time support (targeted groups, buddy system and adult-led activities)
- Social stories
- Access to external agencies including counsellor and therapists
- Safe space for time out
Physical disabilities, including medical conditions
- Specialist equipment, including classroom furniture.
- Break time support (targeted groups, buddy system and adult-led activities)
- Occupational Therapy interventions/activities