At St Joseph’s Catholic Primary School, we believe that every child is unique, valued and capable of achieving their full potential. We are committed to providing a nurturing, inclusive and ambitious learning environment where all pupils, including those with Special Educational Needs and Disabilities (SEND), can learn, grow and succeed together.
Following the example of St Joseph and guided by our mission statement, Love God, Love Learning, Love One Another, we work in partnership with pupils, families and external professionals to remove barriers to learning, develop independence and ensure that every child experiences success.
What Types of SEND Do We Support?
We support pupils across the four broad areas of need identified within the SEND Code of Practice:
Communication and Interaction
Including:
- Autism Spectrum Condition (ASC)
- Speech, Language and Communication Needs (SLCN)
Cognition and Learning
Including:
- Moderate Learning Difficulties
- Specific Learning Difficulties
- General Learning Difficulties
Social, Emotional and Mental Health (SEMH)
Including:
- ADHD
- Anxiety
- Emotional regulation difficulties
- Mental health needs
Sensory and/or Physical Needs
Including:
- Physical disabilities
- Medical conditions
- Sensory impairments
Our staff have experience supporting children with a wide range of needs and work closely with specialist services where required.
Our Approach to SEND
We are an inclusive school where high expectations are held for all pupils.
Quality First Teaching is the foundation of our SEND provision. Teachers adapt learning carefully to ensure pupils can access the curriculum while remaining fully included in school life.
Teachers may adapt learning through:
- Clear modelling and explanations
- Scaffolding and targeted support
- Visual aids and practical resources
- Pre-teaching of key concepts and vocabulary
- Retrieval practice
- Adapted questioning
- Flexible grouping
- Assistive technology where appropriate
All learning opportunities are designed to develop confidence, resilience and independence.
Identifying SEND
The earliest possible identification of need is a priority.
Concerns may be identified through:
- Ongoing teacher assessment
- Progress data
- Observations
- Discussions with parents and carers
- Pupil voice
- Advice from external professionals
Where concerns are identified, school staff work in partnership with families to determine whether a pupil requires SEND provision.
The Graduated Approach
Where a pupil requires SEND support, we follow the graduated approach of:
Assess
We identify strengths, barriers to learning and individual needs.
Plan
Outcomes and support strategies are agreed with pupils and parents.
Do
Appropriate provision and interventions are delivered.
Review
Progress towards agreed outcomes is evaluated and next steps identified.
This cycle ensures that provision remains responsive and effective.
Levels of Support
Universal Provision (Wave 1)
Available to all pupils through:
- Quality First Teaching
- Inclusive classroom practice
- Adaptive teaching
- Wellbeing support
- Access to enrichment opportunities
Targeted Provision (Wave 2)
Introduced strategically across the year at key assessment and review points to ensure they are timely, targeted and responsive to pupil needs.
Additional support may include:
- Small group interventions
- 1:1 interventions
The effectiveness of interventions is monitored regularly through assessment and review.
Specialist Provision (Wave 3)
Highly individualised provision, informed by specialist external professionals and typically specified within Section F of an ECHP, setting out the precise support required to meet the pupil's needs.
Some pupils may require:
• Individual programmes
• Specialist resources
Provision is reviewed regularly to ensure positive outcomes for pupils.
Education, Health and Care Plans (EHCPs)
A small number of pupils may require support beyond that which can be reasonably provided from the school’s delegated resources.
In these circumstances, the school may work with families and professionals to request an Education, Health and Care Needs Assessment from the Local Authority.
Where an EHCP is in place:
- Outcomes are reviewed annually.
- Provision is monitored regularly.
- Parents, pupils and professionals contribute to reviews.
- Support is delivered in line with Section F of the EHCP.
Emotional Wellbeing and Mental Health
The wellbeing of every child is a priority.
We provide:
- A nurturing school environment
- Access to the Secret Garden nurture provision
- Mindfulness opportunities
- Emotional regulation support
- Zones of Regulation approaches
- Support from external mental health professionals where appropriate
We maintain a zero-tolerance approach to bullying and actively promote respect, kindness and inclusion.
Working in Partnership with Parents
Parents and carers play a vital role in a child’s education.
We work collaboratively through:
- An open-door policy
- Parent consultation meetings
- SEND reviews
- Individual support plans
- EHCP reviews
- Ongoing communication with teachers and the SENDCO
Parents are involved in decision-making at every stage of the SEND process.
Transition Support
We carefully support pupils at key transition points:
Starting School
We work closely with families, nurseries and professionals to ensure a successful start.
Moving Between Classes
Enhanced transition arrangements are provided where needed, including additional visits, social stories and transition plans.
Moving to Secondary School
We work closely with receiving schools to ensure information is shared effectively and individual support arrangements are established before transfer.
Specialist Services We Work With
We regularly seek advice and support from:
- Educational Psychology Service
- Speech and Language Therapy
- Occupational Therapy
- CAMHS
- School Nursing Service
- Cognition and Learning Team
- Autism Support Team
- Behaviour Support Services
- Durham SEND Information, Advice and Support Service (SENDIASS)
and other agencies as appropriate.
Accessibility
We are committed to making our school accessible for all.
This includes:
- Reasonable adjustments
- Adapted resources
- Accessible learning environments
- Assistive technology where appropriate
- Inclusive educational visits and enrichment opportunities
Further details can be found in our Accessibility Plan.
Evaluating the Effectiveness of SEND Provision
Leaders, governors and staff evaluate SEND provision through:
- Progress and attainment information
- Provision map reviews
- Learning walks
- Book scrutiny
- Pupil voice
- Parent feedback
- Intervention impact assessments
- Annual EHCP reviews
We use this information to continually improve outcomes for pupils with SEND.
Key Contacts
Headteacher: Mrs K Evans
SENDCO: Mr L Hunt
SEND Governor: Mrs M Wood
Telephone: 01325 300337