Chappell Road, Manchester, Lancashire, M43 7NA

0161 370 2071

admin@st-stephens-droylsden.tameside.sch.uk

St Stephen's RC Primary School

Together we can achieve our best

Local Offer

Annual reviews

Pupils with EHCPs at St Stephen’s have a review which is held once a year, and are based upon pupil-centred reviews. These involve the SENDCo, class teacher, key workers, parents and carers, representatives from the Local Authority, other multi agency staff and, of course, the pupil. These meetings are informative, inviting and helpful to all involved.

Parents are invited via letter to attend these reviews at least 2 to 3 weeks prior to the meeting. The SENDCo will contact parents/carers to remind them of the review, and advise them to think about questions they may wish to ask and discuss any issues that may arise. All professionals working with the child will be invited to the annual review. If they cannot attend, it is anticipated that they will be forwarded a report that can be shared at the meeting. Each child is invited to join the review and share their pupil voice that includes what they like/dislike about school, what they have learnt so far, what they have enjoyed learning and who helps them etc.

Parents and carers are invited to contact school via the SENDCo, at any time, if they need advice or support in regard to their child’s education.

 

Education, Health Care Plans (EHCP)

 If your child’s needs are complex or severe, we may contact the Local Authority for an assessment for an EHCP. This document will describe your child’s SEN and the special help they should receive.

The EHCP involves the Local Authority providing extra resources to help your child. These could include money, staff time, special equipment and attendance at a school with specialist-resourced support. This additional provision will be reviewed annually, or sooner if required, and would include the parent, teacher, SENDCo and pupil.

External Agencies

Here at St Stephen’s we work with a range of external agencies and call on their expertise to support children in our school in the best way possible. These agencies include Educational Psychology; BLIS (Behaviour for Learning and Inclusion Service); CLASS (Communication, Language and Autistic Spectrum Service); CARITAS (A service to support Catholic schools in the emotional well-being of our pupils); Occupational Therapy; Healthy Young Minds; Speech Therapy; Families Together Trust and Social Care and, finally, Hearing Impaired and Visually Impaired services.

 

Help for parents

The school works with children and families to offer any support they may need. Parents are welcome to contact school at any time in relation to this support.

Sometimes this may involve includes completing the Common Assessment Framework (CAF) to support the family as well as the pupil. We will discuss the needs of the individual/family in school and plan together the best use of advice and support from other agencies.

 

Individual Education plans

 Typically, a child with Additional Needs and/or Disabilities will have an IEP (Individual Education Plan), which sets out targets that are currently being worked on and what additional provision is put in place for that child. The content of the IEP is negotiated, as appropriate, with the child and the child’s family. These are reviewed three times per year in a face to face meeting with parents and, along with their child, they are part of the review process. Parents will be informed of the progress their child makes against the targets contained within the IEP.

Provision

 The provision offered to children with Additional Needs will vary depending on the needs of the child. A child may receive:

  • 1:1 support, to enhance their learning and well-being
  • extra support in class or small group work
  • work with external agencies
  • small group work or 1:1 on specific interventions.

 We also offer a range of programmes to support children’s emotional health and well-being, such as Hotshots and Relax Kids. We also employ a Speech and Language Therapist one day per week.  

 

A Graduated Response

 At St Stephen’s, we aim to offer a step-by-step approach in meeting the needs of our children.

Parents will be consulted at all stages of this graduated approach, and staff will inform you of the additional work they do with your child.

 Class teachers will assess your child to identify their strengths, needs and the extra help they require. If they need additional or different support than most children their age, they may be placed at the SEN SUPPORT stage. This may involve the following:

  • Extra help from a teaching assistant in class
  • Small group or individual support out of class
  • Alternative resources, such as a sloping board, ICT access or visual prompts.

 If children continue to have difficulty even with this extra support, we may seek professional advice from the following agencies:

  • Speech and language therapists
  • Visual/hearing impairment teachers
  • Health professionals
  • Educational Psychologists

 At this stage an Individual Education Plan (IEP) will be put in place, with three or four key short-term targets and strategies to aid their learning. The IEP will be monitored to check your child’s progress against these targets.

 

Transition to high school

 Transition to high school can be a difficult time for both our pupils and their families. For this reason, we work closely with our partner high schools and support transition through:

  • Discussion with families from year 5 at annual reviews about the school they would like their child to attend
  • Work with the children in the classroom to prepare them for the changes ahead
  • A programme of planned visits by the pupil to their high school during the summer term in year 6. Additional visits are also planned for the children who may need them.

 We also provide Transition Books to further familiarise the children with their new setting; we also use these within school when children are moving onto their next teacher.

 

What we offer

 The school’s Special Educational Needs and Disabilities Coordinator (SENDCo) is Mrs Laura Herbert. She can be contacted via the school office.

 All pupils benefit from Quality first teaching. We offer a range of teaching and learning styles; a differentiated curriculum; a range of differentiated learning materials (both for reinforcement and extension); assessment procedures that emphasise pupils’ strengths and achievements and a range of extra-curricular activities (including a residential in Year 6).

 All our classes are supported by teaching assistants and pupils are also offered additional one-to-one tuition, small group work or catch up programmes where needed.

 Some children also need support at break/lunchtime – our nurture groups support a number of children who need different provision at these times.

Parents are informed about their child’s general progress and targets at our parents’ evenings which, are held three times a year. Furthermore, this information is also recorded in children’s school reports, which are also sent out annually.