The school have a higher than average proportion of SEN children  We have around 65 children on the SEN register with a variety of needs; speech and language, ASC, ADHD, physical disabilities, specific learning difficulties (dyslexia), moderate learning difficulties, social and emotional difficulties, genetic conditions, global delay.

Class teachers will raise a concern based on their own observations of a child.  They will consult with the SENDCo who will observe the child and suggest strategies or appropriate outside agencies such as SALT (Speech and Language Therapist), EP (Educational psychologist) etc.  Parents will be invited in to discuss any concerns.  Consent to put the child on the SEND register is requested and the child will have an individual education plan (IEP) which highlights the child’s difficulties and the interventions the school will put in place to help close the gap with peers.  IEP meetings are held once every big term with the parents to monitor progress and share strategies.  In some cases, the SENDCo may feel it appropriate to apply for an educational health care plan (EHCP)

school/school-policies  Alternatively, a copy can be given, upon request.

Quality First inclusive Practice (wave 1) is clearly defined in our setting and we expect all staff to deliver this. Should additional support be required, this is undertaken after consultation with the relevant staff, the learner and their families.  All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENDCo oversees all additional support and regularly shares updates with the SEN Governor.  All Staff have an expectation manual, which highlights clearly, how pupil’s needs should be met in every classroom.  We measure children’s progress in learning against National expectations and age related expectations.  The class teacher continually assesses each pupil and sets individual pupil targets, which are shared with each child.  As a school, we track children’s progress from entry and through to Year 6, using a variety of methods including teachers professional judgements based on National Curriculum levels of attainment.  Leadership and SENDCo regularly assesses children’s progress through class observations, looking at the books, planning and analysis of pupil progress.  Pupils who are not making sufficient progress are identified through meetings with the class teacher and a member of the Senior Management Team. Interventions are put in place when required. The SENDCo monitors the impact of interventions.  Class teachers produce termly provision maps, which highlight how pupils with additional needs, English as Additional Language and more able pupils are supported. Targets are set and reviewed termly

IEP meetings are held once every big term with the parents to monitor progress and share strategies.  Children are assessed termly and professional judgements are entered on ‘Balance’ (our schools assessment software). These judgements are shared on their IEP, school reports and parent’s evenings.  The class teacher discusses these levels.  If an outside professional is seeing a child, the professional will provide a phone call and/or report.

 We use a combination of approaches appropriate to the child’s needs. These may be; * Scaffolded support and differentiation * Additional in class equipment e.g. pencil grips, sloped writing boards etc. * extra small group work or 1:1 sessions * close discussions with SENDCo and outside agencies to provide additional ideas.  Discussions with the Class Teacher  Class pages on the website

Our class teachers plan lessons according to the specific needs of your child.  Learning tasks are adjusted in order to enable your child to access the learning as independently as possible.  Trained support staff are there to help your child progress and be as independent as possible.  Interventions are regularly monitored and the SENDCo checks progress of pupils.  The SENDCo reports impact of interventions to the Leadership Team and SEN Governors

All Staff have an expectation manual, which highlights clearly, how pupil’s needs should be met in every classroom.  We measure children’s progress in learning against National expectations and age related expectations.  The class teacher continually assesses each pupil and sets individual pupil targets, which are shared with each child.  As a school, we track children’s progress from entry and through to Year 6, using a variety of methods.  Leadership regularly quality assures children’s progress through class observations, looking at the books and planning and analysis of pupil progress.  Pupils who are not making sufficient progress are identified through meetings with the class teacher and a member of the Senior Management Team and interventions are put in place.  The interventions are monitored by the SENDCo – these will be shared with you every big term.  Support for each child is based on need.

We are a very inclusive school. All of our clubs are open to children with SEND. On Occasions, if a child’s needs are severe then a risk assessment ‘may’ need to be carried out to ensure that it is safe for them and the other children to partake.  Every big term, the various clubs run by Class Teachers and outside people are advertised through a newsletter.  School trips for children with SEND are encouraged; in most cases, children are included on school trips with their peers.  We have collaborated with a local sailing club who provide lessons as part of a SEND provision. They additionally give a discount to these children should they wish to do sailing during holidays or weekends.

Gospel values are at the heart of our school. All staff and pupils are valued and respected as individuals.  We have a caring and understanding team looking after our children who share an inclusive approach to our pupils.  The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class therefore would be the parents’ first point of contact.  If further support is required, the class teacher liaises with the SENDCo. This may involve working alongside outside agencies.  We have a Nurture Room, which gives intensive support to pupils with social, emotional and behavioural needs.  The school also has an ELSA (Emotional Literacy Support Assistant) who works under the direction of the SENDCo with vulnerable pupils.  The school has a full time family support worker.  We have a school Council with representatives from two pupils per class (Years 2-6) who are elected by the children. They meet regularly under the supervision of our School Council Co-ordinator.  We have a Jigsaw Room provision to support children who may be overwhelmed or struggle to access the curriculum in their mainstream classes. This runs 5 mornings a week.  The school also has an ELSA (Emotional Literacy Support Assistant) who works under the direction of the SENDCo with vulnerable pupils.

Contact our SENDCo: Sain Hawes senco@englishmartyrs.reading.sch.uk 0118 937 5466

Staff attend in house training that is led either by the SENCo or outside speakers.  Staff attend training courses in various aspects of SEN including ASC, ADHD, Team Teach, Speech and Language, First Aid, English as Additional Language and occupational therapy.  The school has strong links with outside agencies. This includes Speech and Language therapist, Education Psychologist, CAMHS, Behaviour Support Team, Autism Advisory Service, CAT team, ABC to read, School Nurse, Sensory Consortium, OT, Reading IASS

 Equipment such as sensory toys, ‘wobble cushions’, pencil grips, occupational therapy equipment, reward charts, coloured overlays and other learning equipment are purchased by the school out of our SEND budget.  If expensive specialist equipment is needed for a child, additional funding is requested from the Borough

Class teachers produce termly provision maps, which highlight how pupils with additional needs, English as Additional Language and more able pupils are supported. Targets are set and reviewed termly with parents.  The school communicates with parents in a variety of ways; • School Website • Weekly newsletters • Parent notice board • Parent forum • SEN Coffee mornings, this includes speakers. • Special events for parents e.g. phonics session • Parenting groups

Where a child has an EHCP (if appropriate and according to need), SEN children are encouraged to be a part of their EHCP annual review. This is recorded as part of the report. If possible, children can write their own views. If a child is not able then they can verbalise their views and an adult will scribe for them.

If you have a concern or a complaint, these can be made to the Chair of Governors: Roz Doctor.  You may also refer to the complaints policy which can be accessed via the following link: The School’s SEN governor who may be able to assist is: ‘Steve Lewis

Outside Services available to English Martyrs: • CYPIT (Speech and Language) • EP Educational Psychologist • Nursing Team • IASS supports parents of SEN children • CAMHs • Cranbury College The SEN team can refer children to any of these services if they feel there is a significant need.

 www.readingiass.org providing impartial support for parents of children with SEND (IASS stands for Information Advice & Support Services) 01189 373 421 Email: iass@reading.gov.uk  www.parentingspecialchildren.co.uk for diagnosis support, a sleep clinic, and parenting programmes for parents of children with ASC or ADHD and other special needs. 07876 275731  www.autismberkshire.org.uk supporting anyone living with Autism and Asperger’s Syndrome in Berkshire. Daily helpline 01189 594 594  www.autism.org.uk for the National Autistic Society, including their Parent to Parent Line 0800 9520 520  www.rnib.org.uk The Royal National Institute for the Blind supports everyone affected by sight loss. Their helpline operates Monday – Friday 8:45 -5:30 on 0303 123 9999  www.dyslexiaaction.org.uk/get-help have advice and information around dyslexia  www.dyspraxiafoundation.org.uk for support and information about dyspraxia 01462 455016  www.iddtinternational.org The Independent Diabetes Trust offer great information for parents and schools regarding pupils with diabetes. 01604 622837  www.reading.gov.uk/children-andeducation/localoffer

When we have a child with SEND we take great care in providing smooth transitions.  When a child comes to us from Nursery or transitions from us in Year 6 to a secondary school, we contact the previous school or the school they will be going to, to gather/share information.  In addition, the school will create social stories (a child friendly story, with pictures, to give children a clear understanding of what they might see, adults they will meet and the school structure/timetable). These social stories are shared with the child before they start their new school.  Children will be taken with a trusted adult, in person, to meet the new staff and explore the new class environment. This is done each year.  In addition, visits are planned to reduce any anxieties the child may have. This includes transition visits to local secondary schools.

 https://servicesguide.reading.gov.uk/kb5/rea ding/directory/service.page?id=n1-oXAajaO8 By following the above link – this will take you to Reading LAs Local Offer and highlights what the borough can offer you if your child has SEND.

Depending on the level of SEND your child has will depend on the level of involvement that you and your child will have with reviewing your child’s progress towards agreed outcomes.  Some children will be on the school’s SEN register with an IEP (Individual Educational Plan) where as other children will have a higher level of support.