If you have concerns about your child’s progress you should speak to your child’s class teacher.
- Quality First Teaching
- checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENCO know as necessary
- writing Individual Education Plans (IEP) where required, and sharing and reviewing these with parents at least once each term and planning for the next term
- ensuring that all staff working with your child in school are helped to deliver the planned provision for your child, so they can achieve the best possible progress – this may involve the use of additional adults, outside specialist help and specially planned work and resources
- ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.The SENCO – Special Educational Needs Co-ordinator (Mrs Sara Coates – contact main office 01274 727970)
- coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy and provision mapping to make sure all children get a consistent, high quality response to meeting their needs in school
- ensuring that you are:
- involved in supporting your child’s learning
- kept informed about the support your child is getting
- involved in reviewing how they are doing
- liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology
- updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs
- providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
Head Teacher (Mrs Catherine Markham)
- the day to day management of all aspects of the school – this includes the support for children with SEND.
The head will give responsibility to the SENCO and class teachers but is still responsible for ensuring that your child’s needs are met.
The head must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
- making sure that the necessary support is made for any child who attends the school who has SEND.
- providing a Bradford-wide Local Offer for SEND – please see website for further information on services provided (including contact details):
If your child is identified as not making expected progress or has additional needs the school will set up a meeting to discuss this with you in more detail.
Initial concerns about your child’s progress or development may come from:
- your child’s class teacher expressing concerns that their progress has slowed or stopped or that they are finding learning, or any other area, especially difficult
- our assessment cycle highlighting that a child has not made the progress expected or that they are falling behind other children of their age
- a health professional such as a GP or Health Visitor following a medical concern or diagnosis
- previous Educational settings such as Nurseries or Children’s Centres
- you, speaking to the class teacher or SENCO (Special Educational Needs Coordinator) about anything that you have noticed at home
- your child expressing concerns about their own development or progress.
Once it has been identified that there may be a Special Educational Need or Disability the class teacher, in consultation with the SENCO, will identify where the need lies and what gaps in learning need to be addressed. From here we will consider what your child’s short term targets should be and what ‘additional provision’ should be put into place to help them to meet their targets. The school will invite you and your child to contribute to this process and will ensure that your views are fully taken into account when considering what provision may be appropriate.
Regular meetings will be held to:
- review their current targets and the effectiveness of the provision for your child
- set new short-term targets and identify the additional provision needed.
Bradford Council have identified 7 ‘Ranges of Need’ for pupils with SEN. Within a mainstream school it is expected that provision will be made for pupils within Ranges 1-3 (and 4 dependent on the individual child).
If a child has a Statement of Special Educational Need or an Education, Health and Care Plan in which our school is named, we provide the support detailed in the plan.
For further information about the Ranges at Name of School for each area of need please click on the links below:
For further details about each Range please refer to Bradford Council’s Summary of Provision document or the Bradford Council’s Guidance by Primary Need documents on their Local Offer website (https://localoffer.bradford.gov.uk).
Your child will receive:
- class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.
Your child may receive:
- specific group work as part of a smaller group of children
- specific targeted work on an individual basis or as part of a small group
- specialist individual support or groups run by outside agencies e.g. Speech and Language therapy OR Occupational therapy groups
- specific individual support.
For more detail on provision offered please refer to question 4.
- Autism Spectrum Team
- School Nursing Team
- Cognition and Learning Service
- Educational Psychology Team
- Catholic Care
- Child and Adolescent Mental Health Service
- PALZ+ (Play And Learn Zone)
- Health Services as appropriate
- SEN Early Intervention Team
- Behavioural, Emotional and Social Difficulties Team
- Art Psychotherapist
Please see Bradford’s Local Offer website for contact details (https://localoffer.bradford.gov.uk).
To find out how to complain about the provision made for your child, please see our complaints policy, which is available on our website. http://stjosephsbradford.co.uk/