SEND
St Elizabeth's Catholic Primary School is an inclusive setting. We believe every child is an individual and we are passionate about supporting and encouraging every young person we teach to reach their full potential, not only academically but as engaged, responsible future members of society. Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their SEND. Some children, at some time in their school life might have additional or different needs and it may be that they will be on our SEND register for a short period or a long period of time. Children’s needs will therefore be reassessed regularly in order to ensure that the provision is suitable and supports every child’s development. We begin with the child's individual starting points and celebrate progress, no matter how small to ensure that all children and their families feel valued and appreciated as part of our school community.
Mr James is our school SENDCO and his SENDCO designated days are Monday to Friday mornings. He can be contacted directly by emailing SENDCo@st-elizabeths.net
Mr James, oversees the operation of the SEND Policy and works alongside class teachers to coordinate provision for children with SEND. The class teacher will plan for the child and use regular assessment to ensure that progress in every area is made. This is Quality First Teaching and is where the work is highly adapted and suits the needs of all children; it comes in the form of individual lessons rather than an intervention programme.
We believe that all staff are teachers of children with SEND and it is therefore a whole school responsibility to ensure that these children’s needs are addressed. Through staff working together as the team, and in partnership with pupils and their parents, we strive to ensure that the following aims are met.
We are committed to ensure that all pupils:
- Have access to the whole school curriculum and all school activities.
- Achieve to the best of their abilities, despite any difficulty or disability they may have.
- Have teaching staff who are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Gain in confidence and improve their self-esteem.
- Are supported by parents/ carers, staff and relevant external agencies in order to meet their special educational needs and disabilities.
- Who need special consideration to support their needs (whether these are educational, social, physical or emotional) are identified at the earliest opportunity.
- Receive suitable provision to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Are encouraged to be independent, resilient and have a greater sense of self-worth.
- Have an entitlement to celebrate their achievements.
- Equality Act 2010: advice for schools
- SEND Code of Practice 0 – 25 (2014)
- Special Educational Needs and Disability Regulations (2014)
- Statutory Guidance on Supporting children at school with medical conditions December 2015
- The National Curriculum in England Key Stage 1 and 2 framework document Sept 2013
- Accessibility Plan
- Teachers Standards 2021 update