SEND Information

The school has close links with our feeder primary schools and meets with the SENCOs, class teachers and Head Teachers to discuss the needs of Year 6 pupils so that a smooth transition can be arranged.  Parents and carers of pupils with SEND are very welcome to come and meet with a member of the Learning Support Department before starting in year 7 so we can listen to your expertise and plan together for a successful transition. The Head of Learning Support, Ms Martin, works closely with the Head of year 7 with regard to transition.

All pupils are assessed on entry to Nicholas Breakspear Catholic School.  This information, alongside regular in-class assessment, observations and teacher feedback, is used to inform teachers’ planning and decisions about adaptations and scaffolding that may be required. The school works closely with, and values the opinions of, our parents.

If you feel that your child may have a special educational need, which has not been identified, please contact Ms Martin, Head of Learning Support, who will begin the process of building a picture of strengths and needs. The school recognises that some learning and behaviour issues can be caused by a variety of circumstances and do not necessarily mean that a pupil has SEND.  In all cases where there is concern about a pupil, teaching staff, together with the Pastoral  and Learning Support team will work together to support the young person.

The support each pupil receives is assessed on an individual basis, with the goal to remove barriers to learning, so that every pupil can flourish and reach his/her full potential. Teachers are responsible for the progress and development of all the pupils in their class. Evidence suggests that the best provision for all pupils, including those with special educational needs, is high quality classroom teaching. A great emphasis is placed on ensuring that the quality of teaching meets the needs of all pupils. All teachers are provided with information regarding each pupil with SEND and approaches to support them within the classroom. Over time, staff have the opportunity to contribute to identifying successful approaches and strategies as part of the: Assess, Plan, Do and Review cycle. These approaches can then be included in updated Pupil Profiles. The process of Assess, Plan, Do and Review (as described in the SEN Code of Practice) is aligned to the whole school assessment process.

Parents will be given the opportunity to meet with their child’s teachers once a year with review meetings with the SEND team as and when is appropriate.  If you have a particular concern you would like to discuss throughout the year you are very welcome to contact teachers by e-mail or phone.

A few pupils identified as having SEND may receive additional provision from the Learning Support Department, dependent on resources available.  These provisions may be group or one-to-one and will vary in duration.

Please click on each heading below to see the Provision Map Overview for:

Language, Communication and Interaction needs

Learning and Literacy needs

Social Emotional and Mental Health needs

Physical, Sensory and Neurological needs

In addition to day to day classroom assessment, in KS3 pupils complete two assessments a year and the results are reported home together with feedback on attitude to learning and attendance.  Pupils’ with SEND needs are reviewed as part of the Assess, Plan, Do, Review cycle. There is a parents’ evening once a year for every year group.

We hold celebration success assemblies 3 times a year. At these assemblies, certificates and lapel badges are issued for attitude to learning, achievement and attendance. We seek all possible opportunities to recognise pupils’ positive contributions to the community, e.g through random acts of kindness and house champions.

Pupils with SEND who have an EHC Plan will have a statutory Annual Review but all pupils’ needs are continually assessed and reviewed. The Learning Support Department is available throughout the year for meetings and phone calls.

All teaching staff make adjustments and scaffold learning  within their classroom to ensure that all pupils can access the curriculum and make good progress. This includes modified home work.  Teachers work closely with the Learning Support Department to assess the needs of each pupil with a special educational need or disability, plan suitable schemes of work and teaching plans, and review progress.  Where appropriate and available, advice from external professionals will be sought and implemented.

Pupils and parents are encouraged to express their views though surveys and at meetings. Pupil voice is very important and pupils with SEND and their  parents/carers can contribute to their Pupil Profile, which is shared with all staff in the school.

Pupils’ overall wellbeing is supported through the pastoral system – every member of staff is involved in this, including Student Services, Learning Support and other support staff. The PSHE curriculum has a particular focus on wellbeing. There is also a regular slot on wellbeing during tutor time.

Form tutors and the Head of Years have particular responsibilities in overseeing pupils’ wellbeing. As well, the school chaplain and school counsellor may play a role at different times.

The school has links with a number of external agencies, both voluntary and statutory, and continues to seek additional resources as they become available.

As all teachers are teachers of pupils with SEND, they will have had appropriate and regular professional development. SEND professional development forms part of the continuing professional development of all teachers and LSAs and is organised in accordance with the needs of pupils and whole school priorities.

All staff have access to training each year on the learning profile of new pupils joining the school. This may include training from specialist agencies or consultants, as well as from the Head of Learning Support or other staff with relevant expertise.

• Individual teachers and support staff attend training courses run by outside agencies, e.g. Communication and Autism Service.
• LSAs receive a range of training as part of their ongoing CPD and to respond to the needs of the individual children they are working with.
• All staff, teaching and support, have regular training in Child Protection

The school has links with a number of professionals and agencies including: an Educational Psychologist; a Speech and Language Therapist; the Autism Advisory Service; CAMHS; Services for Young People; the Visual Impairment Service; GPs; the Hearing Impairment Service; Occupational Therapists; and counsellor.

Parents Evenings are held annually.  All pupils have an NBS Companion and this can be used for messages between home and school.  Staff are available on email and messages can be left with Reception requesting a phone call.  The school uses ‘Classcharts’ which includes an on-line school homework calendar and resource that parents can use to support their child. As well, the school holds support evenings for parents and carers.

All pupils are entitled to be included in all parts of the school curriculum and we aim for all young people to be included on school trips. Appropriate provision and reasonable adjustments will be made where necessary. This may include additional meetings and information to help the young person to prepare for the trip. A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised.

The school is on a large site with a mixture of one and three storey buildings. Nicholas Breakspear Catholic school has an Accessibility Plan which sets out how we plan to increase access to education for disabled pupils in three areas:

• Improving the extent to which disabled pupils can participate in the school curriculum
• improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services
• improving the delivery to disabled pupils of information that is provided in writing for pupils  who are not disabled

All pupils have a transition meeting with a member of staff before they join the school. Some pupils with SEND will have additional visits to become more confident and familiar with the school.  A few pupils will have the opportunity to take part in a transition group over the Summer Term of Year 6.  Pupils transferring to a new setting are supported as required on an individual basis.

Some pupils transitioning to the next stage of education post 16 can be supported by Personal Advisors (Connexions).

The Head Teacher, in consultation with the Board of Trustees, determines the budget for supporting pupils with SEND and the deployment of resources for Special Educational Needs and Disabilities.

Pupil provision, priorities and progress are evaluated regularly and resources available are deployed accordingly to ensure the best possible outcomes for all student.

Provision is arranged to meet pupils’ needs within the resources available. Resources are allocated on the basis of a pupil’s level of need. Parents, staff and pupils have a critical role to play within the decision making process.

Hertsdirect Local Offer

Ms F Martin: MartinF@nbs.herts.sch.uk – Head of Learning Support/SENCo