Special Educational Needs & Disability (SEND)

Our SEND Co-ordinator is Miss Hughes- Evans supported by 

Mrs Quinney (Senior Assistant Headteacher) 

What does Special Educational Need mean?

The SEN Code of Practice 2015 states;

A child or young person has SEN if they have a learning difficulty or disability, which calls for special educational provision to be made for him or her. This is in regards to a child who:

Has a significantly greater difficulty in learning than the majority of others of the   same age, or

Has a disability, which prevents or hinders him or her from making use of facilities of a kind generally provided for of the same age in mainstream school.

Children’s special educational needs are thought of in the following four broad areas of need and support:

• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental health
• Sensory and/or physical need

It is recognised, that children may have needs that cut across all or some of the areas and these needs may change overtime. For some pupils, SEN can be identified at an early age. For other pupils, difficulties may become more evident as they move throughout school. Our SEND policy details the provision within our school.

Staff focus heavily on the progression and development of all pupils in their class and assess the children regularly. Any child that shows difficulties within the class are highlighted quickly and interventions and support are put in place to support these pupils. They are given individual target plans (ITP’s) with concise targets; this begins a cycle of assessing, planning, doing and then reviewing to ensure that pupils begin to progress rapidly.

This is the graduated response when responding to a pupils needs:

1. Teacher/parent raises concerns regarding poor progress following universal support
2. We will meet to produce a plan of targeted support in school
3. Provision is made. This will require input from teacher, pupil, parent and SENCO
4. If there are still concerns, then the SENCO contacts external agencies for specialised support

How is a child identified as having a special educational need?

Class teachers, supported by the SENDCO, Principal and senior leadership team, make regular assessments of progress for all pupils, including those with SEND. Teachers identify pupils making less than expected progress whilst taking into account the pupils age and individual circumstances.

• Progress may be significantly slower than that of their peers starting from the same baseline.
• Progress may fail to match or better the child’s previous rate of progress.
• Progress may fail to close the attainment gap between the pupil and his/her peers.
• The attainment gap may be widening.
• Limited progress with wider development including social and emotional development.

It is important to note that slow progress and attainment do NOT necessarily mean that a pupil has a special educational need. The purpose of identification is to work out what action school needs to take, not to fit the pupil into a category. This detailed assessment will ensure that the full range of an individual’s needs is identified, not simply the primary need.

When identifying pupils whose first language is not English, as having a special educational need or disability, the class teacher, SENDCO and EAL lead look at all aspects of that child’s performance in different areas of learning to establish whether the lack of progress is due to limitations in their command of English or from a special educational need or from a disability. It is important to note that difficulties related solely to limitations in English as an additional language are not SEND.

St Patrick’s Catholic Primary School works with a lot of external agencies to help identify and support specific needs. We are committed to supporting children with SEN and / or disabilities and work alongside professionals including those at Access to Education to ensure best outcomes for this group.  

• Pupil and School Support Service (PSSS)
• Speech and Language Therapy (SLT) 
• Educational Psychology Service (EPS) 
• Specialist School Nurse 

What happens now my child has been identified as having SEND?

If a pupil has continued to make inadequate progress despite high quality teaching. The SENDCo will work with the Class Teacher to work through a cycle of the Assess, Plan, Do Review model. The child would be expected to go through at least one cycle of this before being put onto the Send register. Parents would be informed and would work with the class teacher and SENDCo to improve the outcomes for their child.

 If your child requires support from these services, the school will always consult you and request permission. If more information is needed a parents/carers guide to the SEND Code of Practise can be accessed here.

If you have any concern regarding the health or education of your child then please make an appointment to see our SENCO – Mrs Hughes-Evans, who will be happy to advise. We will always encourage you to speak to your child’s class teacher too or you may wish to contact your own GP if you have a medical concern

Click here for information on SEND Funding.

The link Governor for SEND is Canon Michael Leadbeater

If you would like any further information relating to special educational needs or disabilities please do not hesitate to contact us.

Please view our SEND newsletter

SEND Newsletter December 2025

 Disability Access Information

There is a disabled parking space situated in the staff car park. The school has wheelchair ramps around the school to access all parts of the building. Please see our Accessibility Plan for further information.