As a school, we assess all children continuously. We carry out formal assessments at the end of every half term to measure their progress and identify the next steps in their learning.
At St Hild's, we have experience of supporting children with a wide range of needs. We currently have children with a variety of needs in school including:
Data on the types of need and level of need our children have is reported to the Local Authority. This data is collected through the school census.
How do we support children with emotional and social difficulties?
As a school, we have a number of systems in place to support children who may experience emotional and social difficulties. The support we offer is tailored to the needs of individual children and can take many forms. This could include:
Further information and support is available for Parents and Carers from MCT
How do we support Looked After children with SEND?
As a school, we have a designated member of staff who is responsible for supporting Looked After children. All Looked After children are supported by the Looked After Team (LACES). Regular meetings are held in school and PEP (Personal Education Plan) targets are set and reviewed during these meetings. The LACES team will attend SEN Support Plan and EHC Plan review meetings with Social Workers and any other professionals who work with the child and they will contribute to the formation of new outcomes.
How are resources made available to support children with SEND?
The resources we use to support children with SEND depend upon their needs and they are allocated on an individual basis.
As a school, we use a number of programmes to support children as part of our Provision Map. For example we use Graphisme and the Treetops Movement programme to support children with fine motor and gross motor skills. We use Time to Talk and Socially Speaking to support children with communication difficulties and we have adapted many other resources to meet the needs of our pupils.
Once your child has been identified as SEND, their needs will be assessed and targets and outcomes will be identified. It is the responsibility of the SENCO to ensure that the resources that are required are made available and that staff are aware of their individual needs. We are very flexible in our approach and we constantly monitor and evaluate the effectiveness of our interventions and the provision that we provide.
The experience, expertise and knowledge of our staff
As part of our staff professional development, all members of staff received training from the Hearing Service and ADHD training from CAMHs. This is an ongoing CPD scheme that will continue into the next academic year depending upon the needs of our pupils.
Our Support Staff received ASD training with the Autism and Communication team and they are currently completing CPD through the Durham Teaching Alliance. Mrs L Abbott and Mrs K Hawkins are also trained to deliver Listening Matters sessions.
We currently employ a Speech and Language therapist, Rachel Farley, to work with a number of our children. This has greatly reduced the waiting time families were experiencing for initial speech and language assessments. Following sessions, our staff receive reports and resources so we are able to address the difficulties children experience quickly. Information is also sent home and Rachel meets with Parents and Carers regularly to provide activities to work on at home. All staff have received speech and language training and we are all trained in the Word Aware techniques Rachel uses.
We also employ a Counsellor in school who works with our children as needed. Children are initially assessed then they usually complete a block of sessions each week. We have found this to be beneficial as children are in a familiar, supportive environment.
Our Positive Futures Worker, Siobhan Reilly, works closely with staff and families to ensure that both children and parents and carers are fully supported.