Our vision for SEND at St Botolph's.

St Botolph's is an inclusive school and welcomes children from all backgrounds, cultures and those with additional needs and SEND.  Please click here to view information regarding admission to St Botolph's.

At St Botolph's we are fully aware of the need to provide support for CLA children with SEND and avoid any delays for these children in carrying out an EHC needs assessment in the shortest possible timescale. Addressing a looked after child’s special educational needs will be a crucial part of avoiding breakdown in their care placement.

Through quality teaching, targeted intervention, and specific support we aim to improve your child’s motivation, self-esteem, confidence, independence, progress, and love of learning. This will be done in equal partnership between the school, parents and carers, and other professionals where appropriate.

During SEN workshops and parent forums, our parents have told us that they want to be able to work in partnership with teachers and staff to support their children. When asked about what was most important to them, parents told us that they wanted their children to feel confident, secure, and equal to their peers. At St Botolph’s, we will work hard to ensure that parents feel listened to and children feel happy and supported.

How do we aim to support children at St Botolph's?

At St Botolph's we endeavour to support all children to reach their potential. Children's progress and well-being is closely monitored and discussed with parents in a range of ways, including Parent Consultation Meetings, informal conversations and phone calls. It is important to us that parents feel involved and listened to throughout their child's time at our school.

If there are concerns about a child's progress, the school will follow the 'Plan, Assess, Do, Review' framework, from the 2014 Special Educational Needs Code of Practice.

Types of support provided can be categorised in 3 tiers:

Universal - All children have access to Quality First Teaching, close tracking of progress with learning targets, guided group work and a wide range of learning aids, such as pencil grips, sound and alphabet mats, talk tins, and number lines etc.

Targeted - Children who have begun to make slower than expected progress, may be offered targeted, small group provision, such as booster support or Additional Literacy Support, to help them to catch up with their peers.

Specific - Some children may need support beyond the Universal and Targeted tiers. These children may need more personal 1:1 provision, such as 1:1 intervention support, individual Speech and Language support, or other target focused support connected to a child's Education Health and Care Plan.

The school has good links with a range of external agencies and professionals. If it is agreed by parents and staff that further advice, support strategies or assessment would be beneficial to a child, a referral will be made by the SENDCo, in collaboration with the parents and class teacher.

For more information about how the school could support your child, please contact the Special Educational Needs and Disabilities Coordinator, Mrs Hunt.

Inclusion statement:

  • At St Botolph’s we will endeavour to make all children feel included in all aspects of school life, and will make adjustments to include vulnerable learners in aspects that they find difficult, wherever it is possible and reasonable to do so (in line with our Behaviour and Health and Safety Policies), whilst meeting their individual needs.
  • Teachers will provide differentiated learning opportunities for all the children within the school and provide materials appropriate to children’s interests and abilities. This ensures that all children have a full access to the school curriculum.
  • Special Educational Need might be an explanation for delayed or slower progress but is not an excuse, and we make every effort to narrow the gap in attainment between vulnerable groups of learners and others.
  • English as an Additional Language (EAL) is not considered a Special Education Need. Differentiated work and individual learning opportunities are provided for children who are learning EAL as part of our provision for vulnerable learners.
  • We know that all children learn differently and most children work extremely hard. What can seem like a small step for some, can be a giant leap for children with SEN and we want all children to feel that their individual successes are celebrated.
  • We strive to make a clear distinction between “underachievement” – often caused by a poor early experience of learning - and special educational needs.
  • Some pupils in our school may be underachieving but will not necessarily have a special educational need. It is our responsibility to spot this quickly and ensure that appropriate interventions are put in place to help these pupils catch up.
  • Other pupils will genuinely have special educational needs and this may lead to lower-attainment (though not necessarily to under-achievement). It is our responsibility to ensure that pupils with special educational needs have the maximum opportunity to attain and achieve in line with their peers. Accurate assessment of need and carefully planned programmes, which address the root causes of any learning difficulty, are essential ingredients of success for these pupils.

Our policies regarding SEN, inclusion and accessibility can be found on our policies tab.  Click here

Reviewed: February 2017                           Next review: February 2018