Meet our Special Educational Needs and Pastoral Team.
Special Educational Needs Coordinator
My name is Sue Jenkins. I manage the special education provision across the Marlbrook collaboration. I visit and work with children every week in the school and am always available for telephone consultation should I not be on site.
Family Support Worker
My name is Mrs Trina Thomas and as Family Support Worker and Safeguarding Manager I work alongside and support children and families. Please click here for more information on my role.
Student Support Worker
My Name is Mrs Mel Donaldson I provide one to one or small group support for children who are experiencing emotional or behavioural problems which act as barriers to learning. I provide both academic and pastoral support to help children engage more effectively in learning.
Every class has a Teaching Assistant to support all children within the classroom. In addition to this we have several teaching assistants who are specifically employed to support those children who have special educational needs requiring a higher level of support.
The school governors monitor SEN provision offered by the school. Mrs Joy Carroll is the Governor responsible for Special Educational Needs.
How we identify children with Special Educational Needs.
What is a Special Educational Need:
At different times in their school career, a child or young person may have a special educational need (SEN). The Code of Practice (2014) defines SEN as:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
(a) have a significantly greater difficulty in learning than the majority of others of the same age: or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
If a learner is identified as having SEN, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.
Our SEN profile for 2016-17 shows that 32% of our children have been identified as having a SEN.
2% of children have an Education Health and Care Plan.
Of those children identified as having a Special Educational Need:
- 12% have a need related to Cognition and Learning
- 65% have a need related to Communication and Interaction
- 22% have a need related to Social, Emotional and Mental Health Difficulties
- 1% have a Physical or Sensory need.
How do we identify children who are finding learning more difficult ?
At St Martin’s school we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
We identify learners at risk of not learning or making expected progress through:
- Using our regular, in school assessment procedures.
Assessment for learning within the classroom and tracking children’s progress at the end of each term.
- Formal assessments
- The Phonics Screening Test and End of Key Stage Assessments.
- Responding to concerns raised by children, parents and teachers.
We ensure that all children have access to quality first teaching and that the curriculum and teaching styles are adapted to suit the needs of the individual. If despite this a child continues to make little progress our SENCo will contact the child’s parents and work closely with them, the class teacher and child to identify and overcome any barriers to learning.
This may include classroom observations and specialist assessments to help identify the learner’s strengths and difficulties.
How do we make our facilities available to all?
The majority of the school is available on one level with easy access and double doors.
There is a disabled toilet, shower area and changing facility.
We ensure, wherever possible, that the equipment used is accessible to all learners regardless of their needs.
All learners have opportunity to access extra-curricular activities. We are committed to making reasonable adjustments to ensure participation for all, so please contact Mrs Winwood, our SENCO to discuss specific requirements.
How do we support learners with SEN?
At St Martin’s Primary School we believe in participation for all. Where possible we aim to adapt the curriculum, to be responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills and allow all children to achieve.
We have a graduated approach to the support provided for SEND children. This is based on the individual needs of each learner which are identified through assessment. We then plan and implement the appropriate provision. The effectiveness of the support provided is reviewed and this, along with further assessment informs future planning. Parents are included in this process.
All children at St Martin’s Primary School receive excellent targeted classroom teaching (Quality First Teaching)
Some children with SEN may just require slight adaptations to be made within the classroom. Specific strategies (which may be suggested by the SENCo) may be put into place to support your child to learn.
This might include using:
- Visual timetables
- Visual prompts and reminders
- Writing frames
- lap tops or other alternative recording devices
- Peer buddy systems
- Positive behaviour rewards system.
Sometimes class teachers may run small, time limited, catch up groups to target groups of children who may have gaps in their learning. These can be run inside or outside the classroom.
If a child does not make progress after receiving quality first teaching our SENCo will work closely with the learner, parents and the class teacher to identify any barriers to learning. This assessment may identify that the learner requires additional or different provision to the normal differentiated curriculum. The SENCo will liaise with the class teacher to ensure this provision is put into place and the learner will be placed onto the school’s SEN register as requiring additional school support.
If the learner continues to make little progress the school will commission support from outside specialists. Some children need a very individualised and specialised programme, for example speech therapy. We work with outside agencies to help us develop programmes for these children.
Education and Health Care Plan
Children with more complex needs may have an Education and Health Care Plan which sets out the provision schools are required to make.
How do we work with parents and pupils to maximise learning?
We actively encourage partnerships with parents as you have a vital role to play in your child's learning. We host termly parent /teacher meetings to discuss your child's progress. Please do all that you can to attend these as you will have information to share with others that will help us to make your child's experience at school even better. There is a lot of research that shows that where parents /carers play an active part in a child's education the child is likely to make more progress.
As well as these termly meetings there are lots of informal opportunities to speak with the SENCO or class teacher, for example before or after school.
If there is a specific difficulty, we will work closely with the parents and child in a more specific way for a short time until we get the provision right. This might involve regular conversations either at school or by telephone.
In order to support your child's learning, activities may be sent home for you to share and complete together. If you need support to do these please ask, we will be happy to help.
All the children at St Martin's are aware of their next steps in learning are and their targets. We encourage children to talk about their learning, identifying how they learn best and what they find difficult.
Any assessment to help identify barriers to learning will always include an opportunity for the learner to discuss their learning and how they feel St Martin's school can support them further.
Children are also asked to feedback their views on how we are supporting their learning in a pupil questionnaire.
How do we secure additional services and expertise to work with us?
Some learners may continue to make less than expected progress despite receiving carefully planned personalised support provided by school. To support these learners further, we may seek advice from specialist teams.
We have access to all the services universally provided by Herefordshire Council these are listed on the local authority local SEN offer. https://www.herefordshire.gov.uk/education-and-learning/local-offer
We employ an NHS speech therapist to work in school for 1 day per week.
We also commission support from:
Tonia Peters Psychology
Chance to learn
Behaviour Support Team
We refer to and work closely with NHS services including:
Child Development Centre
How will we know that our provision is effective?
Monitoring progress is an integral part of teaching and leadership within St Martin’s Primary School. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in this process. Before any additional provision is selected to help a child, the SENCO, Teacher and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.
Children, Parents/carers and their Teaching and Support Staff will be directly involved in reviewing progress. This review will usually be built into the intervention itself, but for pupils with higher levels of need it can be a formal meeting held at least once a term, where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHC plan,) the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.
The SENCO collates the impact data of interventions, to ensure that we are only using interventions that work.
Progress data of all learners is collated from the whole school and monitored by Teachers, Senior Leaders and Governors.
How do we support emotional and social development?
We recognise that children with SEND may well have emotional and social development needs, that require support in school. We support learners in the following ways:
- We have a robust safeguarding policy in place, we follow national guidelines.
- We have a robust behaviour policy in place.
- We have a family liaison officer, who works closely with families and children with concerns such as bullying, bereavement, behaviour and many other issues.
- We have a learning support assistant to provide academic and pastoral support to children in school experiencing emotional or behavioural difficulties. .
How we support your child through different stages of their education.
Moving on is part of life for all learners. St Martin’s School is committed to working in partnership with children and families and other providers to ensure positive transition for children with SEND.
When your child begins school in reception:
- Our reception teachers will visit your child's nursery and make a home visit to ensure we know about any special arrangements or support your child needs.
- Our SENCO, Mrs Winwood, can meet with parents to discuss any concerns they may have and the provision or support that St Martin's school will provide.
- If your child will be helped by a transition book to support their understanding of moving on this can be arranged.
- Additional visits to school can also be arranged.
If your child moves to another school:
We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child
We will make sure that all records about your child are passed on as soon as possible.
When your child moves onto high school we will:
Meet with the school SENCO to ensure that he she knows about any special arrangements or support that need to be made for your child.
We will make sure that all records about your child passed on as soon as possible.
Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.
When moving classes in school:
Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher.
Children will visit their new class teacher and their new classroom during the summer term.
If your child will be helped by a transition book to support them understanding moving on then it will be made for them.
How do we ensure that all our staff receives training to support pupils with SEND and that we have some staff with enhanced expertise?
The SENCO’S job is to provide professional guidance and to support the class teacher in planning for children with SEND.
The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEND issues such as, Speech and Language and our Nurture Programme.
Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. from the Downs Syndrome Association.
Some staff have additional qualifications in SEN including The National award in Special Educational Needs Co Ordination and The British Psychological Society Test User Education and Ability Accreditation.
Links to the LA
The Children and Families Act 2014, requires all local councils to set out a 'local offer' of support available to assist children and young people, aged from birth to 25 years of age (and their families) who are disabled and/or have special educational needs.
The Herefordshire Council Local Offer can be found at the following link:
Parents may also find it useful to contact the SEND Information, Advice and Support Service (SENDIAS).
This service provides free information, advice and support to parents and carers of children with special educational needs and disabilities (SEND) and to young people with SEND up to the age of 25.
They offer an impartial, confidential and supportive service, separate from the local authority, covering educational matters, social care and health entitlements, to help you play an active role in planning for your or your son or daughter's future.
They can offer:
- A confidential telephone advice line
- One to one support during the Education, Health and Care Planning assessment
- Advice, guidance and one to one support through the education and training years
- Support to work closely with other professionals involved to get your views heard
- Help to prepare for meetings or support you at meetings with schools/colleges/training providers or statutory services
- Advice and support relating to school exclusions and school admission process
- Help with preparation for appeals and tribunals
- Signposting to other service providers
For further details please follow this link: