As SENCo (Special Educational Needs Co-ordinator) my responsibilities lie with pupils who have been identified as having a Special Educational Need or Disability (SEN/D). I also supervise and monitor pupils with additional educational needs, English as an Additional Language and other identified groups of pupils.
When a pupil is identified as having a SEN/D they will be entered onto our SEN/D with Support Register, which then ensures their additional provision is monitored and reviewed regularly. Along with monitoring provision and tracking pupils’ progress, I support Class Teachers to ensure that strategies are in place to enable these pupils to progress and reach their full potential. Sometimes it is necessary to involve specialist help in either identifying or supporting pupils, whose need, despite the consistent and thorough support offered by the school, continue to make little or no progress over a sustained period of time.
Within my role I liaise with outside agencies and talk about children’s learning needs and how we can best support pupils in school. Support could be either by introducing effective teaching approaches specific to the level and area of identified need, appropriate equipment, strategies and interventions. Throughout all of these processes, I work with and support parents of pupils with SEN/D, to ensure that they are aware of targeted provisions and support offered by the school, the work of external agencies involved with their child, and where necessary deciding on the next steps that we will take together, to ensure that their child makes great progress. I also aid the SLT in providing training, which I either deliver myself or source from outside the school.
We are an inclusive school in all senses of our ethos and we are very passionate about our attendance and punctuality to school, which I also supervise, in collaboration with the Office Manager. Poor attendance is an area of growing concern for many schools and by monitoring it stringently, we prevent issues escalating into huge problems for pupils at St. Christopher’s School.
Charlotte McLean – Accredited SENCo
This information is available in hard copy on request from the school office or school SENCo
How does the school know if a child needs extra support?
Before starting in EYFS we visit nurseries or homes to get to know the child and learn about their individual strengths and needs.At St. Christopher’s School we identify children who need extra help in many different ways.
Once a member of our school all children are monitored regularly and if any concerns are raised about a child’s holistic development the SENCo will become involved. The SENCo will work with the teacher, parents and child to assess the child’s needs and put appropriate support in place to meet these needs.
A SENCo is a Special Educational Needs Co-ordinator. The SENCo is a qualified teacher who has had additional training in SEN/D. They aid in identification and implementing support for pupils with SEN/D. They work with other agencies when required.
Mrs McLean is the St. Christopher’s School SENCo and more information on Mrs Mclean can be found here.
Mrs Mclean can be contacted by email: Charlotte.Mclean@stchristopherscanterbury.org.uk
Our provision is reviewed regularly and if it is not effective alterations are made to make sure children with SEN/D make as much progress as possible and achieve their potential.
We monitor every child’s progress daily, weekly and termly.
Teachers monitor children’s progress everyday by looking at their work, providing feedback about it and talking about their learning. Each child has targets to work towards every term.
Teachers and SLT meet weekly to discuss issues affecting learning across the school and monitor this in relation to children’s progress.
Every term each class teacher, accompanied by their class TA, meets with the deputy head teacher and SENCo every term. Here they review the progress of every single child across the entire school. If a child appears not to be making as much progress as expected, we try to look at the reasons for this and put in place support to help them to progress. As a result of these meetings children who require additional support will be added to groups to develop a specific set of skills.
As a school, we operate an ‘open door’ policy. We are always happy to talk to parents about any concerns you may have at any point throughout the school year, in addition to our twice-yearly Parent/Teacher meetings. All children have home-school reading diaries where you can also add any notes or concerns. The SENCo meets with parents of children on the SEN/D with Support Register three times a year.
We use an extension of our broad and balanced curriculum to provide additional provision in areas of difficulties. We use an inclusive approach and include pupils with SEN across all subjects unless requested otherwise.
Teachers plan lessons to meet the needs of all the children in their class. In doing this, they plan a range of activities so that all children can learn as well as possible. Sometimes children with SEN/D receive extra support in class from another adult, such as a TA (teaching assistant). They may also receive extra equipment or other resources that will enable them to learn more quickly.
On other occasions, children may be taken out of class to receive extra support, in the form of a special programme or activity. Normally these programmes are for a short time and for a specific purpose. At the end of the programme, we assess how well it has helped the child and decide the next steps. There is also a range of extra-curriculum activities open to all children, as well as school visits, organised as part of the curriculum. We will make every effort to make sure that all children have the opportunity to take part in all the activities we offer.
We are an inclusive school and endeavor to include all pupils with SEN across our provision. All pupils with SEN/D are represented across all areas of school life, where appropriate, and their strengths are celebrated by all.
We make sure that our staff are well-trained to enable them to support all children, particularly children with SEN/D.
Our SENCo has completed the required National Award for SEN/D Co-ordination.
All staff who run additional support interventions have had training from the SENCo or outside sources to ensure they are trained sufficiently to provide the best support for your child. All interventions are overseen by the SENCo and the Class Teacher.
We are able to access support from other professionals including Educational Psychologists, Speech and Language Therapists, Specialist Teaching Service, Occupational Therapists and other professionals with expertise in other areas, including behaviour.
If as a school we are unable to access the support required we will aid parents in how to pursue this themselves and support them whilst doing so.
We encourage all parents to attend Parent/Teacher meetings held in the Autumn and Summer terms, where we discuss how their child is progressing across all areas of their development. We compliment these meetings with an interim report in the Autumn Term and an End of Year Report in July.As a school, St. Christopher’s prides itself on developing strong relationships with the parents of all our pupils. We value the close partnership that we have with parents and feel this hugely benefits the children in their overall development.
Parents of children on the SEN/D with Support Register are invited into school three times a year for parent consultations.
In addition the school has a very active PT&FA, who organise a variety of events and activities for both children and parents throughout the year.
The PT&FA can be contacted via the school office or via email, which is available on the school website.
We embrace pupil’s voices, as they are the best ambassador of their own needs. We listen carefully to their views about what is important to them and their learning and use this a starting point to our extra provision.
We make sure that when children move on from St. Christopher’s School, we let the school they are moving to know about their SEN as well as other important information. If possible we will arrange for them to spend time at the school and meet teachers and members of support staff there before they move to aid their transition.
If you have any concerns regarding your child, we would encourage you to talk to us as soon as possible. Most issues have a quick resolution if discussed as soon as they arise.
However, if you are not satisfied with how the matter was dealt with or if the matter is unresolved then the school’s complaints policy can be found on our website here.
We fully respect your right to apply for your child’s needs to be assessed by the Local Authority. However, if you are considering this route then we urge you to please make an appointment to see the SENCo to discuss if this is the best way forward for your child.
Our most recent Inclusion policy can be downloaded from our website here
Our school website is full of information about the school and further resources of support for a variety of areas.