Saint Patrick’s Catholic Primary School

'We arise today, to learn, love and grow through Jesus.’

SEND Information Report 2024-2025

SENCo = Miss L Tracey

SEND Governor = Mrs Y Unsworth

You can contact the school SENCo by telephoning the main school office on 01942 244361 or by emailing the dedicated SENCo email address senco@saintpatricks.wigan.sch.uk

At St Patrick’s Catholic Primary School, we embrace the fact that every child is unique and special, made in the image and likeness of God.  The educational needs of every child are different, particularly so for children with Special Educational Needs or Disability (SEND).  We believe that all pupils are entitled to an education that enables them to achieve their best, become confident individuals living fulfilling lives, and make a successful transition into adulthood. We have the highest of aspirations for all of our children.  

What is ‘Special Educational Needs’ (SEN) or Disability?

At St Patrick’s Catholic Primary School, we use the definition for SEN and for disability from the SEND Code of Practice (2014):

• Special Educational Needs: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
• A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age.
• Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England

Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘...a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer.

This Information Report provides information on SEND support within St Patrick’s Catholic Primary School and links to the Wigan Local Offer which can be accessed through the following link: https://www.wigan.gov.uk/Resident/Education/Special-Educational-Needs-and-Disability/Local-Offer/index.aspx

What are the kinds of special educational needs for which provision is made at St Patrick’s Catholic Primary School?

We are a mainstream primary school setting, using our best endeavours to make sure that children with SEND get the support they need to access the school’s broad and balanced curriculum.  We aim to offer excellence and choice to all of our children, whatever their ability or needs.  We hold the highest of aspirations for all our children and strive to ensure there is high-quality provision in place to meet the needs of pupils with SEND, with specific focus on inclusive quality first teaching and removing barriers to learning and participation.  We want all of our children to feel that they are a valued part of our school community.  Through appropriate curricular provision, we respect the fact that children:

• have different education and behaviour needs and aspirations.
• require different strategies for learning.
• acquire, assimilate and communicate information at different rates.
• need a range of different teaching approaches and experiences.

The Code of Practice 2014 identifies four main areas of need: Communication and Interaction, Cognition and learning, Social, Emotional and Mental Health issues, and Sensory and/or Physical needs.

St. Patrick’s Catholic Primary School offers a range of specific targeted support in these areas.  Different interventions and approaches are used to address specific areas of need and we would look closely at your child’s individual needs when deciding how best to support your child and which interventions would best suit their needs.  All interventions used at St. Patrick's have been shown to have a positive impact on pupil learning and achievement.

How does St Patrick’s Catholic Primary School know if children need extra help? 

We know when a pupil needs help if:

• Concerns are raised by parents/carers, external agencies, teachers, the pupil’s previous school or the pupil themselves, regarding concerns relating to below expected levels of progress or inclusion.
• Whole school tracking of attainment outcomes indicates lack of expected rate of progress.
• Observation of the pupil indicates that they have additional needs.

At St Patrick’s Catholic Primary School, we have a clear approach to identifying and responding to special educational needs.

All children are assessed throughout their school career.  Data from these assessments is thoroughly analysed by the Senior Leadership Team.  The Head teacher routinely meets with class teachers during progress meetings to identify children who are causing concern or failing to make adequate progress. 

If our school assessments show that your child may have a learning difficulty, we use a range of strategies that make full use of all available classroom and school resources.  At. St Patrick’s, we refer to this as our period of initial support.  The child’s class teacher will offer a differentiated curriculum, keep you, as parents, informed and draw upon your knowledge for additional information.  The initial support meeting is an ideal opportunity for you to talk with the class teacher about any concerns that you may have relating to your child’s progress.  The provision for this level of support is made in class and may involve the setting of specific targets.

The SENCO, if not already involved, will become involved if the teacher and/or parents feel that the child would benefit from further support or interventions different from or additional to those provided as part of the school’s usual working practices.  The SENCO will then take the lead in further assessments of the child’s needs.

In consultation with you, and with your consent, the support of external agencies will be sought at this stage, e.g. TESS (Targeted Educational Support Service), Speech and Language Therapy Service, Educational Psychology Service Consultation. This may lead to additional or different strategies to those provided for all children.  This is referred to as School Support.  

In most cases, children will be seen in school by external support services. External support agencies will provide additional information to support the class teacher in writing a Pupil Support Plan with specific targets to support your child.  The provision may be made in a small group, in class support or in individual withdrawal support, e.g. memory training, reading skills development. 

If your child continues to demonstrate significant cause for concern, then on the advice of the Educational Psychologist, a request for assessment for an Education, Health & Care Plan (EHC) will be made to the LA. A range of written evidence about the child, taken from all previous interventions, will support the request.  The class teacher continues to be responsible for writing and maintaining the Pupil Support Plan with the support of the SENCO.

What should a parent do if they think their child may have special educational needs?

If parents have concerns relating to their child’s learning or inclusion, then please initially discuss these with your child’s teacher.  This then may result in discussions with the school SENCO whose name is Miss Tracey and who can be contacted via the main school office (01942 244361) or via the dedicated SENCO email address (senco@saintpatricks.wigan.sch.uk).

Parents may also contact the SENCO directly if they feel this is more appropriate.

All parents will be listened to. Their views and their aspirations for their child will be central to the assessment and provision of any support needs within school.

How will St Patrick’s Catholic Primary School support a child with SEND?

• All pupils will be provided with high quality teaching that is appropriately adapted / differentiated to meet the needs of all learners. The quality of classroom teaching provided to pupils with SEND is monitored through a number of processes that include:
  • classroom observation by the senior leadership team, the SENDCO, external verifiers,
  • ongoing assessment of progress made by pupils with SEND,
  • work sampling and scrutiny of planning to ensure effective matching of work to pupil need,
  • teacher meetings with the SENCO to provide advice and guidance on meeting the needs of pupils with SEND,
• Pupils with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) in order to overcome any disadvantage experienced in schools and to increase their access to the taught curriculum.
• All pupils have individual targets set in line with national outcomes to ensure ambition. Parents are informed of these via Parent Update Forms, Parent’s meetings and end of year reports.
• Pupils’ attainments are tracked using the whole school tracking system and those failing to make expected levels of progress are identified very quickly. These pupils are then discussed in termly progress meetings that are undertaken between the class/subject teacher and a member of the Senior Leadership team and if appropriate, the pupil themselves.
• Additional action to increase the rate of progress will be then identified and recorded that will include a review of the impact of the differentiated teaching being provided to the child, and if required, provision to the teacher of additional strategies to further support the success of the pupil.
• Where it is decided during this early discussion that special educational provision is required to support increased rates, parents will be informed that the school considers their child may require SEN support and their partnership sought in order to improve attainments.
• Action relating to SEN support will follow an assess, plan, do and review model:
  • Assess: Data on the pupil held by the school will be collated by the class/subject teacher/SENCO in order to make an accurate assessment of the pupil’s needs. Parents will always be invited to contribute to the identification of action to improve outcomes.
  • Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the pupil will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class/subject teacher with advice from the SENCO.
  • Do: SEN support will be recorded on a plan that will identify a clear set of expected outcomes, which will include stretching and relevant academic and developmental targets (this may including for young people, targets around preparing for adulthood) that take into account parents’ aspirations for their child. Parents and the pupil will also be consulted on the action they can take to support attainment of the desired outcomes. This will be recorded and a date made for reviewing attainment.
  • Review: Progress towards these outcomes will be tracked and reviewed termly with the parents and the pupil.

If progress rates continue to be below expected, despite the delivery of high quality interventions, advice will always be sought from external agencies (for example, Speech and Language Therapy, Occupational Therapy, TESS – Targeted Educational Support Services, Educational Psychologist, CAMHS) regarding strategies to best meet the specific needs of a pupil. This will only be undertaken after parent permission has been obtained and may include referral to:

• Local Authority Support Services – TESS (Targeted Education Support Service), Educational Psychologist
• Specialists in other schools e.g. Outreach from Specialist Provision
• Startwell
• Health partners such as School Nurse, Child & Adolescent Mental Health Service (CAMHS), Speech 7 Language Therapy, Occupational Therapy, Neurodevelopment Pathway.

For a very small percentage of pupils, whose needs are significant and complex and the SEN Support required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to assess education, health and care needs. This may result in an Education, Health and Care (EHC) plan being provided.

How will pupils be involved in decisions regarding provision that can better meet their needs?

St Patrick’s Catholic Primary School has a clear regard for the importance of pupil voice. Children will provide their own views, identifying their strengths, their personal aims, the things they find difficult and the ways in which they learn best.  Each term, children’s views will be taken in determining the impact of support that has been implemented.

How will the curriculum be matched to each child’s needs? 

St Patrick’s Catholic Primary School provides a broad and balanced curriculum for all children. The Curriculum Guidance for Foundation Stage and The National Curriculum are our starting points for the planning that meets the needs of individuals and groups of children.

When planning, teachers set suitable learning challenges and respond to the diverse needs of all the children in their class.  Teachers take account of the specific needs of all children within their class and make use of specific resources and strategies, where necessary, adapting tasks and providing different supports and scaffolds to ensure progress for every pupil in the classroom.

When a pupil has been identified as having special educational needs, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily. These adaptations may include strategies suggested by the Special Educational Needs Coordinator (SENCO) and/or external specialists.  In addition, if it is considered appropriate, pupils may be provided with specialised equipment or resources such as ICT and/or additional adult help. All actions taken by the class teacher will be included within a child’s support plan and shared with parents.

How will school monitor the progress of my child?

The class teacher continually monitors the progress your child is making.  In addition to this, your child’s progress is monitored in the following ways:

Pupil Progress Meetings

• The class teacher meets each term with the headteacher and / or Phase Leader and the Standards Manager.
• Progress made by each pupil in reading, writing and maths is discussed alongside minimum progress expectations.

Formal Assessments

• Early Years Foundation Stage assessments
• ​Reception Baseline assessments
• Phonic Screening Check (Y1)
• End of key stage 2 assessments (Y6)
• Termly assessment tests (Y1-Y6)

Progress against targets within Pupil Support Plan

• The targets set for your child within their Pupil Support Plan will be subject to ongoing review.  They will be amended as appropriate as your child progresses.
• The class teacher will invite you to attend a meeting once a term to review the progress your child is making towards the specific targets set for them.  

Progress for children with an Education, Health & Care (EHC) Plan

• There will be an annual formal review of your child's progress towards the targets within their EHC.
• This review will involve the views of all working with your child, as well as asking the views of your child.
• Earlier EHCP reviews may take place where needed.

Quality Assurance activities within school (including Book monitoring, lesson observations and pupil voice)

• Quality Assurance activities are regularly carried out by members of the Leadership Team
• This ensures the needs of all children are met effectively.
• This ensures that the quality of teaching and learning for all children is high.

How will parents know how their child is doing? 

At St Patrick’s Catholic Primary School, we operate an ‘open door’ policy.  The class teacher is available to discuss progress/concerns, and to share information about strategies that are working well within school so that similar strategies may be used at home.  Before the start / at the end of the school day is the best time for you to talk with the class teacher to make arrangements to meet.

An appointment can be made for you to meet with the SENCO to discuss any concerns / worries you may have.

Information/advice gained from external agencies will be shared with you, including suggested ideas for supporting your child.

You will be invited to be involved in reviewing your child’s Pupil Support Plan each term and to share your views in setting new targets.  This is an ideal opportunity to ask for further advice / support in helping your child with SEND.

Homework at St. Patrick’s is designed in such a way that all children can respond to the learning focus in a way that best suits their learning strengths.

A home/school contact book can be used to support communication with you when this has been agreed to be useful for you and your child.

Attainments towards the identified outcomes will be shared with parents termly through feedback regarding SEN support reviews but also through the school reporting system and Parents’ Evenings.

Parents may also find the home-school diary a useful tool to use to communicate with school staff on a more regular basis.

Parents are encouraged to arrange an appointment to discuss their child’s progress with the class teacher, Phase Leader or SENCO at any time when they feel concerned or have information they feel they would like to share that could impact on their child’s success. Please contact the school office who will arrange this appointment for you. The contact number is 01942 244361.

How will parents be helped to support their child’s learning? 

Each child has access to Boost Learning (Reading) and Purple Mash.  In addition to this, KS2 children have access to TT Rockstars (Times Tables) and Century Tech.  Login details for these will be placed in your child’s diary.  These online platforms provide a range of different activities to support learning at home.

Please look at the school website. It can be found at saintpatricks.wigan.sch.uk and includes links to websites and resources that we have found useful in supporting parents to help their child learn at home.

The class teacher may also suggest additional ways of supporting your child’s learning.

The school organises a number of parent sessions during the year, including Stay & Read and Maths Matters. These are advertised in the school newsletter and on our website and aim to provide useful opportunities for parents to learn more about what their child is learning in school and how to support your child’s learning at home.

If you have ideas on support that you would like to have access to in order to further support your child’s learning, please contact the SENCO who will locate information and guidance for you in this area.

How will the school evaluate the effectiveness of the SEN provision made for pupils? 

The effectiveness of SEN provision will be measured using both qualitative and quantitative data.  Qualitative data will gather the views of pupils, parents and staff on how successful the provision has been in enabling children to attain their outcomes. Quantitative data will examine both progress and attainment levels compared to those achieved nationally for pupils with the same level prior learning level. This data will be shared termly with governors and be judged by external moderators such as Ofsted.

What support will there be for children overall well-being? 

The school offers a wide variety of support for pupils. This includes:

A Personal, Social, Health and Economic (PHSE) curriculum that aims to provide pupils with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well-being. Please visit our website to see the topics that are included within this area of the curriculum.

Pupil and Parent voice mechanisms are in place.

Small group evidence-led interventions to support pupil’s well-being are delivered to targeted pupils and groups. These aim to support improved interaction skills, emotional resilience and well- being.

The school has gained Healthy School status which evidences the work undertaken within the school to supports pupils’ well-being and mental health.

A wide range of visitors work with children in school across all year groups, enhancing the curriculum with further opportunities to support overall health and wellbeing.

Pupils with medical needs

Pupils with medical needs will be provided with a detailed Individual Health and Care Plan, compiled in partnership with parents and the school nurse if appropriate.

Staff who administer and supervise medications, will have received appropriate training.

All medicine administration procedures adhere to the LA policy and Department of Education (DfE) guidelines included within Supporting pupils at school with medical conditions (DfE) 2014 and identified in the School Medicine Administration Policy.

Who provides support to children in this school?

School Support

• Teachers
• Teaching Assistants
• SENCO

 External Support

• Early Learning and Childcare Team
• TESS (Targeted Educational Support Services)
• Educational Psychology
• Outreach Support
• EMTAS (Ethnic Minority and Traveller Achievement Services)
• Sensory Support Service
• Speech and Language Therapist
• Occupational therapist / Physiotherapist
• Wigan Family Welfare
• CAMHS (Children and adolescent mental health services)

 Local Authority

As a school, we are mindful of and comply with the Local Offer for SEND, which can be accessed online at:

https://www.wigan.gov.uk/Resident/Education/Special-Educational-Needs-and-Disability/Special-Educational-Needs-and-Disabilities.aspx 

What training do the staff supporting children and young people with SEND undertake?

In the last two years school staff have received a range of training at three levels; awareness, enhanced and specialist. Awareness training has been provided to all staff on:

• How to support pupils with speech, language and communication difficulties, including Selective Mutism.
• Supporting children in school with Type 1 Diabetes.
• Supporting children in school with Epilepsy.
• SEND Updates
• Adaptive Teaching

Enhanced training has been provided to Higher Level Teaching Assistants (HLTA) and the SENCo on:

• Building Nurturing Connections

Enhanced training has been provided for the SENCO and shared with staff on:

• Attendance at the termly SENCO Update and the Wigan Inclusion Conference
• The Graduated Approach
• Senior Mental Health Lead
• Coaching Emotions
• Restorative Solutions

Specialist training has been provided to the SENCO on:

• The school has regular visits from Targeted Education Support Service (TESS) and the Early Years Team who provide advice to staff across different areas of the school to support the success and progress of individual pupils.
• The NHS Speech Language Therapist visits some children in school regularly to assess and plan support for targeted pupils, sharing advice and strategies with Teaching Assistants in school who then deliver provided programmes of support. 

How will my child be included in activities outside the classroom including school trips?

• Risk assessments are carried out and procedures are put in place to enable all children to participate in all school activities.
• The school ensures it has sufficient staff expertise to ensure that no child with SEND is excluded from any school provided activity.

How accessible is the school environment? 

St. Patrick’s Catholic Primary School is split over three single storey open plan buildings. 

• There is easy access into all buildings, including ramp access and double doors. 
• The reception area desks are accessible from a wheelchair height and can be accessed through the use of a push button. 
• School has a disabled toilet in each building and there are shower area/changing facilities in two out of the three buildings.

• Blinds have been installed in all classrooms to support children with sensory impairments.
• All teaching areas are carpeted to reduce noise distractions for pupils with hearing difficulties.
• We ensure, where possible, that all equipment used is accessible to all children, regardless of their needs.
• Breakfast / after school / holiday clubs are accessible to all children, regardless of their needs.
• A range of extra-curricular activities is on offer to all children within school, including those with SEND.
• Our Accessibility Plan describes the actions the school has taken to increase access to the environment, the curriculum and to printed information and is available via the school website.

How will the school prepare/support my child when joining or transferring to a new school?

Transitions can be difficult for all children, but can be more difficult for a child with SEND.  At St. Patrick’s, we aim to ensure that any transition is as smooth as possible.

Starting Nursery

• All children entering nursery are invited to attend a visit session with a parent.
• Additional visits can be arranged if this is necessary to support your child with SEND.

Starting Reception

• Planned taster session in the Summer term to support transfer for pupils starting school in September.
• Additional visit opportunities arranged for pupils with additional needs to support transition.
• Liaison with other providers, where children are coming to us from other Nurseries / schools.
• Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine.
• Parents have opportunity to meet the SENCO where children are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be considered before admission.

Joining St. Patrick's from another school

• Discussions will take place with the previous school to share strategies that best support your child.
• Opportunity can be provided for you to visit school with your child prior to starting.   This visit can include a meeting with the SENCO if required.

Moving from one class to the next within school

• At the end of the summer term, all children within school spend a day in their new class, with their new class teacher.
• Additional arrangements can be made to support your child with SEND with transitions (including additional visits to new area of the school, time to meet staff within new area of school).

Moving to another school

• We will contact the new school to inform them of any special arrangements to support your child with SEND
• Where possible, a transition meeting will take place
• We will ensure all records about your child's SEND are passed on as quickly as possible
• For children moving to high school, a range of transition activities occur.  Additional transition visits can be requested if appropriate to support your child with additional needs.

Transition to high school

• Children are provided with a number of opportunities to meet staff in the new school.  These opportunities are further enhanced for pupils with SEND who may require additional transition visits.
• The annual review in Y5 for pupils with an EHCP begins the process where parents are supported to make decisions regarding secondary school choice.
• Accompanied visits to other providers may be arranged as appropriate.
• A clear overview of every pupil, especially those with SEND, is provided in a transition meeting, to support the next school in understanding each child as an individual, aiming to ensure a smooth transition.

How are the school’s resources allocated and matched to children’s special educational needs?

Budget arrangements for SEN

The school budget includes money for supporting pupils with SEND.

• A proportion of the school budget funds allocated per pupil to the school to provide for their education called the Age Weighted Pupil Unit.
• The Notional SEN budget. This is a fund devolved to schools to support them to meet the needs of pupils with SEND.
• For those pupils with the most complex needs, who have an EHCP in place, the school will be allocated additional educational needs funding from the Local Authorities High Needs SEN Funding allocation.

The headteacher determines the deployment of resources for SEND, in consultation with the governing body and following discussions with the SENCO relating to all information about SEND in the school.  Consideration is taken of children currently receiving support, children who would benefit from extra support, and children identified as not making as much progress as we would expect.  Budget allocation also considers resources, training and support needs relating to SEND within the school.

Funding is then used to provide the equipment and facilities to support pupils with special educational needs and disabilities through support.

How is the decision made about how much support each child will receive?

For pupils with SEND but without an EHCP, the decision regarding the support provided will be taken at joint meetings with the class teacher and parent when setting and reviewing new targets.  The SENCO may be involved in providing advice and additional strategies to support need.

For pupils with an EHCP, this decision will be reached in agreement with parents when the EHCP is being produced or at an annual review.

How will I be involved in discussions about and planning for my child’s education?

This will be through:

• discussions with the class teacher, Phase Leader or SENCO
• during parents’ evenings,
• meetings with support and external agencies.

Who can I contact for further information or if I have any concerns?

If you wish to discuss your child’s special educational needs or are unhappy about any issues regarding the school’s response to meeting these needs please contact the following:

• Your child’s class teacher should be the first point of contact, if you would like to talk about your child’s learning / SEND.  Your child’s class teacher will have a good knowledge and understanding of your child’s progress.  They will be able to talk with you about your child’s strengths, as well as areas where they may be experiencing difficulties and where they need additional support.  The class teacher is responsible for checking your child’s progress and ensuring that day-to-day planning and delivery of teaching meets the needs of all children in their class.  If your child is accessing additional provision, the class teacher is responsible for planning this support and liaising with other staff to best support your child, including the SENCO.  The class teacher will write your child’s Personal Support Plan, with specific targets for your child.  They will meet with you to discuss these targets, updating you on progress and involving you in setting new targets as well as including your views and aspirations.
• The SENCO at St. Patrick’s Catholic Primary School is Miss L Tracey.  The SENCO is responsible for co-ordinating the day-to-day provision for children with special educational needs within the school.  She provides professional advice and guidance to teachers and other staff in school working with children with SEND.  

In Spring 2015, the SENCO achieved the National Award for Special Educational  Needs Co-ordination.  She also holds the Early Years SENCO Award (achieved Spring 2020)

The SENCO has completed a PGCE in Specific Learning Difficulties (Dyslexia).

• Phase leaders for EYFS and KS1 are Mrs H Barry and for KS2, Miss L Tracey.  You may make an appointment to speak with them about the provision for your child while within their phase in school.
• The Headteacher, at St Patrick’s Catholic Primary School is Mrs L Hobden.  You may make an appointment to speak with the headteacher about your child’s learning needs
• The SEND governor, who has specific responsibility for overseeing the arrangements for SEND at St Patrick’s, is Mrs Y Unsworth.  You can make an appointment to speak with the SEND governor about matters relating to SEND provision at the school via the main school office.
• We aim to provide high quality provision at St. Patrick’s for all children, including those with SEND.  If you are unhappy with the provision being made to support your child with SEND, please make an appointment to discuss this with the SENCO in school.  If you continue to have worries about the provision after meeting the SENCO, please refer to the school complaints policy for details of the procedure to follow.

Support services for parents of pupils with SEN include:  

• https://www.embracewiganandleigh.org.uk/
• Special Educational Needs and Disability Information and Advice Support Service (SENDIASS)​ - https://wigansendiass.co.uk/