Mrs Harding leads the SEND Department at Holy Trinity and St John’s CE Primary School in her role as Deputy Headteacher with responsibility for inclusion. Mrs Langridge is our SEND Co-ordinator. Class teachers are responsible for the progress of all of the children, including those with SEND. Other important team members include our teacher responsible for pupils with English as an Additional Language who delivers small group intervention and class support and Higher Level Teaching Assistants who deliver specific Nurture, speech and language, Braille, BSL and SSE signing, physiotherapy, occupational therapy, English and pastoral programmes. Our many class based Teaching Assistants deliver specific programmes under the leadership of the class teacher.
As a Church of England Primary school we are keen to promote the church’s vision that all our school community will live” life in all its fullness” John 10v10. Our Mission Statement also reflects our desire:
to develop confident, curious independent, resilient
life-long learners within a Christian environment.
Our aim is that ALL pupils should be enabled to Fly Higher and achieve what they may seem at the outset to be impossible.
At Holy Trinity and St John’s CE Primary School all children are valued, respected and welcomed to the school whatever their SEND. We will support their learning and endeavour to fully include them in all aspects of school life. Our teachers:
1. Deliver Quality First Teaching in the classroom to all pupils
2. Set individualised targets that have challenge
3. Assess, analyse and reflect on day to day practice, supporting all pupils whatever their needs at the time
4. Identify concerns about individual pupils which are followed by efficient and effective processes where communication is key between staff, parents and carers, external agencies (such as the speech and language therapists, school nurse, PSICON, EP service, Orchard House and paediatricians) and pupils
5. Support well-developed and effective intervention programmes that will enable any child to make accelerated progress in their learning
The points 1 - 5 are the key elements of the work of our teachers, with 4 and 5 relating in particular to children with SEND.
A child has SEND if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other children of about the same age. Many children will have special educational needs of some kind during their education. Our school can help most children overcome the barriers their difficulties present quickly and easily. A few children will need extra help for some or all of their time in school.
So SEND could mean that a child has:
Children make progress at different rates and have different ways in which they learn best. Teachers take account of this in the way they organise their lessons and teach. Children making slower progress or having particular difficulties in one or more areas may be given extra help or different lessons to help them succeed. You should not assume, just because your child is making slower progress than you expected or the teachers are providing different support, help or activities in class, that your child has special educational needs.
About a quarter of our children at Holy Trinity and St John’s CE Primary School are at the early stages of acquiring the English language (English as an Additional Language – these are described as our EAL pupils). Having EAL is not a special educational need in itself and their needs are met through our specialist International Specialist qualified teacher, Mrs Suttle. We recognise that some children may have EAL have a SEND.
Pupil progress is monitored three times a year at Holy Trinity and St John’s CE Primary School and data is formally shared with parents and carers at Parents' Evenings. Mrs Langridge or the class teacher may contact you if we have a concern about any aspect of your child's development. If you have any concerns, the school has an open-door policy and staff will always meet with you to discuss any worries you have - no matter how small.