The Government has asked all Local Authorities in the UK to publish, in one place, information about the services and provision they expect to be available in their area for children and young people from 0 to 25 who have Special Educational Needs and/or a Disability (SEND). This is known as the Local Offer. Further information about the Gateshead Local Offer can be found by clicking the link below. Most of our school policies can be found on the website or available on request from the school office, please visit our policies page for a list.

Our offer at St Joseph’s Highfield

St Joseph’s Highfield aims for all children to be included, regardless of whether they have special educational needs or not. We provide equal opportunities for all children in order to allow them to experience success and achievement and to reach their full potential.

Our modern school environment is fully designed to ensure full accessibility for all users. There is a designated parking place in the car park, a disabled toilet, low kerbs and ramps to allow children with physical difficulties to access all areas of the school.

Statement of Intent for Supporting Equality

At St Joseph’s Highfield, we recognise that we have a responsibility to increase each child’s knowledge, experience, and understanding as well as developing their capacity to learn. We recognise that some children have more barriers to overcome in order for them to reach their full potential. The Head Teacher, Staff and Governors are fully committed to the integration of children with special needs and/or disabilities and helping them to succeed.

How we support SEN – Provision

Children have Special Educational Needs if they have a learning and/or physical difficulty. This means that the child will need educational support, additional to or different from, the provision made generally for children of the same age in a mainstream school. We adapt our curriculum to meet the needs of every child and use different teaching styles to cater for the different ways in which children learn.

Children may have needs that fall within one or more areas and these will be recorded on the school’s SEN register. The nature and level of the needs will impact upon the child’s ability to function, learn and succeed. The identified areas of need are:

• communication and interaction
• cognition and learning
• behaviour, emotional and social development, and
• sensory and/or physical.

Where a child has been identified on the SEND register, the SENDCo, the child’s class teacher, parents and any other relevant individuals will decide upon the action needed to help the child to progress in the light of their earlier assessment. This may include:

• different learning materials or special equipment
• some group or individual support;
• extra adult time to devise the nature of the planned intervention and to monitor its effectiveness;
• staff development and training to introduce more effective strategies.
• access to LA support services for one-off or occasional advice on strategies or equipment

Please see our School Provision Map for information on the support on offer at St Joseph’s.

How do we identify and assess children with SEN?

St Joseph’s has a clear approach to identifying and responding to children with SEND, and recognises that early identification and effective provision improves long-term outcomes for the pupils.

With the support of the SLT, including the SENDCo, classroom teachers will conduct regular progress assessments (both summative and formative) for all pupils, with the aim of identifying pupils who are making less than expected progress.

Pupils are identified as having in SEND in a number of ways, including the following:

• Child performing below age-related expectations
• Concerns raised by parents/carers
• Concerns raised by teachers
• Liaison with external agencies (e.g. health professionals)

A range of evidence is collected through our assessment and monitoring arrangements. The SENDCo will participate in pupil progress reviews/monitoring, or seek feedback on pupil progress/monitoring from the SLT to support identification of SEN. If a pupil is not making expected progress or their individual needs have changed, the class teacher will work with the

SENDCo in order to determine whether additional and/or alternative provisions are necessary. Class teachers should approach the SENDCo for advice or support, if they have concerns about a pupil’s progress or a change of needs. The SENDCo operates an ‘open door policy’ within her core hours, so staff can approach her for advice and support as necessary.

Once a pupil with SEND has been identified, the school will employ a graduated approach to meet the pupil’s needs by:

• Establishing a clear assessment of the pupil’s needs.
• Planning, with the pupil’s parents, the interventions and support to be put in place, as well as the expected impact on progress, development and behaviour, along with a clear date for review.
• Implementing the interventions and support, with the support of the SENCO.
• Reviewing the effectiveness of the interventions and making any necessary revisions.

How we consult with our SEN pupils

Individual Education Plans (IEPs) are written for all children on the SEN register at the beginning of each term. In the Autumn term, the IEP is written based on discussions with the previous class teacher and the SENCO. In the Spring and Summer terms, they are written in light of achievements the children have made in the previous term. Parents are encouraged to contribute to the production of IEPs in review meetings or in writing.

Each plan is reviewed at the end of each term in order to monitor the progress of all children with special educational needs. The targets on the plan are shared with the children when they are written and reviewed with the children at the end of each term. Copies are sent out to parents.

For those children with an EHC plan, their progress is monitored as other children, but we also host annual review meetings, when professionals from outside agencies who work with the children are invited, as well as parents. As the child is the main focus in this meeting, we make sure that the child’s views are sought. This allows us to discuss any concerns or issues people may have and helps to monitor the progress of children who have a statement/single plan.

For more information on our approach to communicating with pupils with SEND, please see our Gathering Pupils Views document.

Additional Support

It is important to realise that there may be groups of children who require some intervention for a short period of time to boost their confidence, provide appropriate stretch, self-esteem, emotional well-being or achievement. They may receive intervention for a term or block of weeks. This does not automatically mean they have a Special Education Need as they may make the progress required in the intervention and therefore will no longer need the extra help.

For more comprehensive information about our SEND offer at St Joseph’s, please see our SEND policy and SEND information report. If you have any questions regarding our provision please contact the school office.

If you would like to discuss our Local Offer, require any additional information or would like to speak to the school’s SENCO, please contact the school office.

Key Contacts

Position	Name
SEN Link Governor	Dr C Watts
SENCO	Mrs. S. Robson
Head Teacher	Ms J. Bircham