INCLUSION AND SEND

 St Andrew’s C of E Primary School

Growing Learners to Live in God’s World

 ‘All are made in the image of God, and loved by God. Through the example of Jesus, all are called to live embodied, fulfilled human lives.’ (Genesis 1:27)

As a school, our inclusive approach to teaching and learning intends to develop, in all children, a love of learning, skills for life, good self-esteem and belief in their abilities. This is underpinned by our school principles of Wisdom, Grace and Hope.

 The SEND Team

 Mrs Rachel Mulliss  

Acting Assistant Head/Temporary SENDCO

Mrs Jennifer D’Urban Jackson

Emotional Literacy Support Assistant/Pastoral Assistant

Mr Alex Collins

Inclusion Governor              

 

GROWING:

We recognise that not all children have equal opportunities available to them – whether that is because of a learning or mental health need, or because of their prior experiences. However, we have ambitious expectations and hope for all children regardless of their starting points. Our nurturing and supportive approach allows all children to feel valued for their own skills and talents; teachers ensure that children know they are all unique and differences are celebrated.

LEARNERS:

Not all children come to the classroom with the same needs, experiences and abilities and it is our responsibility to ensure that learning is accessible to all children.  The skills-based curriculum is developed and adapted so that all pupils’ starting points are respected and acknowledged.  Our aim is to ensure all pupils are actively engaged with developing their knowledge to support a life-long love of learning.

TO LIVE IN:

The well-being, safety and health of all pupils is extremely important to us.  Staff at St Andrew’s are caring and trained to identify a wide range of needs and provide support as detailed in the Implementation Statement. The RSHE curriculum prepares children to have healthy and safe lifestyles, explicitly teaching them the important skills they will need when they leave school. The school value of Grace encourages independence as well as team work; preparing our young people to thrive throughout their educational career and beyond. Some pupils need additional support to develop social skills or their emotional regulation with the aim of achieving successful citizenship in the future.

GOD’s WORLD:

Our school celebrates neuro-diversity and tolerance of difference.  Living together in an inclusive and loving community is at the heart of our approach. The school believes that ‘the marginalised and minorities need special and careful protection and nurturing as Jesus demonstrated through the attention he gave to the disadvantaged and excluded’ (Valuing all God’s Children; 2019). The RSHE and PSHE curricula, as well as a wide range of other subjects, places careful emphasis upon valuing and respecting diversity. Subject leaders ensure that children have a range of opportunities to consider their place within local, national and global communities including diverse faith communities.

 Getting to Green

This year we have designed 'Getting to My Green Zone' boxes for all children to access. In particular, children with sensory processing difficulties may need to use these regulating tools to help them to be ready to learn. Some children are provided with their own personalised table-top toolkits. If you feel that your child struggles to focus, sit still, communicate about their feelings or regularly becomes overwhelmed in demanding or busy environments, please contact the school SENDCO at sendco@stap.school for supportive strategies. 

Our YouTube channel has a wide range of videos explaining the Zones of Regulation Approach that we use in school:

School YouTube Zones of Regulation Video 1

School YouTube Zones of Regulation Video 2

School YouTube Zones of Regulation Video 3

PowerPoint explaining different sensory tools

 Parents

The SEND team at St Andrew’s want to hear from you about what is working for your child and what could be better. Please remember to always ask: we want to help! You are encouraged to make appointments with us to discuss any concerns you may have about your child's progress or any issues you feel are relevant to school life. The SEND team will keep you informed about any concerns we have, or any important updates about your child.

Each term parents will have the opportunity to attend an Individual Learning Plan consultation meeting in which pupil, parent, teacher and inclusion support team will review previous individual learning plans and write your child's new individual learning plan.

Each Autumn term you will receive an update from the SEND team informing you of your child's status on our school support register. Each term you will receive a copy of your child's Individual Learning plan.

Please click below to see our timeline for collaboration between parent, pupils and school. 

Timeline of SEND pupil progress reviews 

Further support and services

If you would like to discuss any matters with us please do not hesitate to contact us. You can email or phone the school office to make an appointment.

 The Local Offer brings together information about the help and support available for children and young people with special educational needs and/or disabilities (SEND) and their families.

https://westsussex.local-offer.org/

For further information about how we support learners with a variety of needs, please look at the SEN Information report and the Intent, Implementation and Impact documents which can be accessed at the bottom of this page.

 Admissions

The arrangements for the admission of pupils with disabilities is in common with that for other pupils.  Please refer to our admission policy.  If you would like to discuss your child's needs, please telephone the School Office to make an appointment.

Complaints

 Arrangements for handling complaints from parents of children with SEND about the school’s support are within the scope of the school’s complaints procedure. Where parents have specific complaints about the Education, Health and Care Plan (EHCP) procedures, they should contact the Local Authority