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S.E.N.D. Support

Welcome to Archbishop Ilsley Catholic School SEND information report, part of Birmingham Local Offer for pupils with Special Educational Needs and Disabilities (SEND).

Birmingham City Council’s Local Offer is intended to help schools meet the needs of pupils with Special Educational Needs and disabilities and to ensure schools are as inclusive as possible.

Click here to access Birmingham City Council’s Local Offer

At Archbishop Ilsley Catholic School we are committed to providing high quality teaching for all pupils. We believe pupils with special educational needs and disabilities are entitled to a broad and balanced curriculum and Quality First Teaching.

As a Catholic school we recognise the uniqueness of each individual, in regard to gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs, and endeavour to build on strengths to encourage spiritual, social, emotional and academic learning in partnership with parents. Our pupils reflect our local community.

Aims

Every teacher will challenge every child to be independent and reach their potential by differentiating and developing strategies to overcome barriers to learning within the mainstream classroom setting.  

Admissions

Archbishop Ilsley School acknowledges its responsibility to consider the admission of any child with identified special educational needs or disability whose needs can be met in our mainstream setting. This includes physical and academic needs.

Read our admissions policy here.

How do we identify pupils with Special educational Needs?

Definition of Special Educational Needs

The SEND Code of Practice 2014 identifies children as having Special Educational Needs or disabilities as follows:

  • Those with significantly greater difficulty in learning than the majority of children of the same age
  • Those with a disability, which either prevents or hinders the child from making use of the educational facilities of a kind provided for the children of the same age

These needs may relate to one or more of the following areas:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health
  • Sensory and/or physical needs

Identification of Special Educational Needs or Disabilities

View our SEN Policy here.

A child may be identified as having Special Educational Needs or disabilities through the following ways:

  • Transition procedures – Liaison with primary school/previous school
  • Pupils performing significantly below expected levels
  • Concerns identified by teachers
  • Concerns raised by parents

Pupils identified as having Special educational Needs or Disabilities (SEND) will be added to the SEND register. The aim of identifying need and providing additional support is to encourage pupils to achieve in accordance to age expectations. Pupils deemed to have reached this age related threshold may be removed from the register. This does not preclude pupils from being added again should they fall behind at any point. The SENCO with ensure parents are informed of addition or removal of pupils from this list.

How do we support pupils with Special educational needs?

 

Management of Special Educational Needs

The Head teacher, Mr G. Alexander, is responsible for the overall provision of Special Educational Needs and the Special Educational Needs Coordinator (SENCO), Mrs T. Shannon is responsible for the day-to-day management of that provision. Teachers provide Quality first Teaching with additional support from the SENCO and Teaching assistants. The SEN Governor, Mrs P Skrybant, provides support and guidance.

All staff are trained  in how best to support pupils with Autism.

Teaching Assistants have specialist training in supporting children with a variety of needs including dyscalculia, ADHD, dyslexic tendencies, social and emotional needs and Autism.

 

A Graduated Approach to Support Pupils with Special Educational Needs and Disabilities – Intervention and Support

Universal Provision

All subject teachers are responsible for applying the Assess, Plan, Do, Review approach to support pupils. This iterative process is the main method of support and monitoring of progress. Subject teachers are responsible for the progress of pupils in their lessons and are responsible for making the curriculum accessible to all pupils in consideration of their Special Educational Needs. This is known as Quality First Teaching.

Subject teachers are supported by the SENCO who will help teachers to:

  • Understand a pupil’s needs
  • Develop teaching strategies to meet individual needs

Targeted Provision

If after several cycles no progress is evident some whole class, teacher -led interventions may ensue. Pupils may have in-class Teaching Assistant support. Some pupils may need extra support outside of lessons i.e pre-tutoring, extra maths. Some pupils may receive one to one support sessions.

Specialist Provision

Outside agencies may be consulted for strategies, assessments or interventions e.g. An Educational Psychologist from the Local Authority, Pupil and School Support, Communication and Autism Team, Speech and language Therapy, The School Nurse, Occupational Therapist.

Parental permission would be sought before outside agencies were approached.

Monitoring and Evaluation

Effectiveness of provision is monitored in the following ways:

  • Scrutiny of work in subject areas
  • Pupil tracking
  • Pupil review meetings and recording of pupil and parent/carer views
  • Staff/outside agency observations

How will we ensure pupils with Special Educational Needs make the best start possible at Archbishop Ilsley School?

Transition Strategies

Archbishop Ilsley Catholic School has close links with its feeder schools and provides opportunities for taster activities for prospective pupils to sample lessons e.g English, Science, Maths.  In addition, for pupils with Special Educational Needs, the SENCO will liaise with primary schools to ensure a successful transition to Archbishop Ilsley. This may include the SENCO attending the reviews of pupils with EHCP plans at their Primary Schools and there is an opportunity for the SENCOs from all the schools, whose pupils have a place at here, to meet and exchange information and strategies. Archbishop Ilsley SEN department hosts an extra transition day for pupils and parent/carers with activities and for pupils with SEND needs.

At Archbishop Ilsley we have vertical tutoring. This means your child will join a family group of pupils from all year groups who support each other in tutor time and out. Each tutor group belongs to house which forms a wider connected group in the school.

Who will be my contact when my child starts at the school?

Each pupil has a tutor who is the first point of contact for matters concerning your child’s academic, social or emotional needs. In addition the SENCO will offer a holistic view for pupils with Special Educational Needs and can be consulted as needed.

The SEN Team works closely with the Pastoral Team to ensure pupils receive the support they need.

What if my child has a medical need in school?

Mrs Doherty is a first aider who deals with medical needs of pupils between 11am and 2pm. The school has a rota of staff trained in first aid on call at other times. Staff  are trained in the use of Epi-Pens. Mrs Doherty liaises with the allocated School Nurse and with other outside agencies to support pupils with medical needs.