Welcome to our section regarding Special Educational Needs and Disability.
At St Hugh’s, we are committed to whole-school inclusion. We provide a secure and safe environment where all children are able to learn according to their ability. Children are given every opportunity to participate in all aspects of school life and are encouraged to take part in extra-curricular clubs, residential trips and all sporting activities.
We follow the principles of Inclusion as set out in the Special educational needs and disability code of practice: 0 to 25 years.
To ensure all pupils are offered full access to a broad, balanced and relevant curriculum;
All pupils will be given the opportunity to reach their full potential educationally, emotionally, and physically;
All teachers view themselves as teachers of pupils with special educational needs, teaching such pupils is a whole school responsibility;
All pupils with special educational needs should have their needs met;
Pupil’s special educational needs will normally be met in the mainstream classroom;
Pupil’s views should be sought and taken into account;
Parents/carers have a vital role to play in supporting their child’s education and therefore good home/school links are established.
What is a Special Educational Need?
The four areas of need as detailed in the SEND Code of Practice 2014 are:
· Communication and Interaction- for example, where children have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others.
· Cognition and Learning- for example, where children learn at a slower pace than others their age, have difficulty in understanding parts of the curriculum, have difficulties with organisation and memory skills or have a specific difficulty affecting one particular part of their learning performance such as in Literacy or Numeracy.
· Social, Emotional and Mental Health Difficulties- for example, where children have difficulty managing their relationships with other people, are withdrawn or if they behave in ways that may hinder their and other children’s learning or that have an impact on their health and wellbeing.
· Sensory and/ or Physical Needs- for example, children with visual and/ or hearing impairments or a St Hugh’s Catholic Primary School Special Educational Needs Policy 4 physical need that means they must have additional ongoing support and equipment.
All children may at some time have special needs, including able pupils. Whenever possible these needs are catered for by the child’s class teacher, with support from other staff.
How do we identify pupils with a Special Educational Need?
When identifying children with SEND we adopt a ‘Graduated Approach’.
a) Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.
b) Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties. They will be placed on our Cause for Concern Register and support will be put in place.
d) The Inclusion Manager will be consulted as needed for support and advice and may wish to observe the pupil in class.
e) Through (b) and (d) it can be determined which level of provision the child will need going forward. Some children will be identified as SEND and will need specialist support services. Parents will be informed before any pupil is on the SEND register or receiving specialist support.
i) Parent’s evenings, EHAT reviews and termly reviews are used to monitor and discuss the progress being made by children on the SEND register with parents.
Our staff are able to provide a variety of resources to children with SEND to support learning. Resources range from specialist pencils to help with their writing grip, to specialist literacy resources including specialist writing slopes and footrests to help with posture.
It can be essential that specialists, such as Educational Psychologists and specialist support teachers, are brought in to help to identify exactly what the nature of a child’s difficulty is. This helps teachers to adapt methods or resources to match children’s needs.
Helplines for Settings and Families
In response to the current coronavirus pandemic, Liverpool Local Authority’s SEND Support Services would like to offer advice and support to our settings and families during this difficult time.
SENISS Helpline: 07591837693
If your child has special educational needs and you are wanting to know more on how to support their learning at home then please ring for professional advice, support or practical strategies.
Monday: 1pm – 4pm, Wednesday: 9am – 4pm, Friday: 9am – 12pm
Alternatively, you can email your concern to email@example.com
Educational Psychology Service Helpline: 0151 233 5978
If you are concerned about your child’s emotional wellbeing or managing their behaviour then please ring for professional advice, support or practical strategies.
Monday to Friday: 9am – 4.30pm
Alternatively, you can email your concern to firstname.lastname@example.org
Speech and Language Helpline: 07540707541
If you need advice or support regarding your child’s speech and language then please contact Christine Taylor, Principal Speech and Language Therapist.
Tuesday to Friday: 9am – 12pm
Alternatively, you can email your concern to email@example.com
ASD Training Team: 07522800193/07515501854
Advice and strategies for families of children and young people with autism or social communication needs.
Monday to Friday: 9am – 12pm
Alternatively, you can email your concern to ASDtrainingteam@liverpool.gov.uk
In our school, we support children with a range of special educational needs. We will seek specialist SEND provision and training from SEND services where necessary.
Our Inclusion Manager is Mrs K Bushell
Our Governor with responsibility for SEND is Mrs R Byrne
Click on the links below for more information.
Useful WebLinks for parents
Useful Parent Weblinks
Liverpool Autism Outreach Service–The Autism Outreach Team consists of specialist teachers trained in all aspects of autism; the use of TEACCH®, PECS®, Social Stories and other complimentary interventions.
Special Educational Needs & Disability Information Advice and Support Service (SENDIASS) provides free and confidential impartial information, advice and support to children and parents.
Pathological Demand Avoidance (PDA)– The PDA Society is a registered charity that help support and facilitate discussions around people’s experiences of living with PDA and can provide support to those living and working with PDA.
Liverpool Parent and Carer –(LivPaC) is a local parent carer forum in Liverpool independently run by parents for parents, carers, grandparents and family members who have a child/young person between the ages of 0 & 25 years with a disability, complex health needs, SEN or/and additional needs.
Autism in Motion, Liverpool– Autism in Motion is a parent-led group, It is run by three parents Jo, Hannah and Terri who all have children with Autism and SEND.
Liverpool Parents’ Interest Group (PIG)– Support Group for Parents, Grandparents & Carers of children with social and communications difficulties
ADDvanced Solutions Community Network– Community based learning, coaching and mentoring programmes and health, wellbeing and enrichment activities for families living with Neurodevelopmental conditions.
The Isabella Trust – aims to improve the quality of life of children with Autistic Spectrum Disorder and Sensory Processing Difficulties by supporting their Families and Carers. They provide short courses and workshops to parents and carers.
Autism Training Team – Liverpool– The Autism Training Team hold drop-in sessions twice a month in different children’s Centre’s across the city. They are for Parents/Carers or professionals wishing to talk in a private one to one setting.
Autism Alliance– Autism Alliance is the major UK network of specialist autism charities.
Liverpool Early Help Directory, SEN & Disability Local Offer– Comprehensive resource detailing Liverpool’s SEN & Disability Local Offer.
Autism-friendly learning sessions in Liverpool museums– Liverpool Museums have been working with Autism Together to develop skills to make our venues more autism-friendly.
National Autistic Society– Lots of ideas for holidays and days out at autism-friendly venues plus tips for taking a child on the autism spectrum to different leisure venues.
Can Liverpool be World’s first Autism friendly city?– News article by ‘Autism Together’ : ‘Autism Together’ and community business ‘Autism Adventures UK’ have joined forces on a mission to turn Liverpool into the world’s first truly autism-friendly city.
Autism Awareness | Liverpool John Lennon Airport– Autism Awareness at Liverpool John Lennon Airport. If you or someone you are travelling with has Autism or ASD, travelling through an airport can be an overwhelming experience. We have provided a guide showing you what to expect when at the airport.
Autism-friendly performances– are a fantastic way for autistic people to enjoy a live theatre show. These shows will have had adjustments made in the form of reduction to sound levels, some changes to lighting and loud sound effects and strobe lighting taken out.
Spring City– offers autism-friendly sessions with the following features: fewer jumpers so the trampolines are not too crowded, quieter music and you can join your child on the trampoline to help them feel comfortable to bounce away. It can help improve problems with motor coordination which is vital to your child’s development.
HOME Relaxed events– Home holds relaxed theatre and film screenings for families that will like an experience that is toned down, and more subtle. Theatre performances are relaxing and you can come and leave when you like.
Cinemas– Dimensions work with ODEON, Cineworld, Vue and Showcase to host autism-friendly screenings at over 300 cinemas nationwide. On Sunday mornings throughout the month, films suitable for all audiences are screened in a sensory friendly and inclusive environment. They aim to reduce over-stimulation and create a welcoming environment.