StanleyPrimary School
Learning with Confidence Together
At Stanley Primary School, we can make provision for a range of frequently occurring special educational need without an Education, Health and Care Plan, for instance, we are currently supporting pupils at SEN Support level with the following needs: dyslexia, speech and language needs, visual impairments, autism, learning difficulties and social, emotional and mental health needs. There are other kinds of special educational need, which do not occur as frequently and with which the school is less familiar, but we can access training and advice to support us in meeting those needs.
The admission arrangements for pupils without an Education, Health and Care Plan must not discriminate against or disadvantage disabled children or those with special educational needs and must follow the normal school admissions procedures, which is managed by the Local Authority.
Places within The Peartree Centre are allocated by the Local Authority. The school does not control or have input into the admission process for the specialist provision for pupils with Autism or Social/Communication difficulties. Admission into Stanley Primary does not lead to a place at The Peartree Centre, or access to the unit via the mainstream school.
Outlined below are the different types of support that are offered to children with SEND.
Quality First Teaching (QFT)
Stanley Primary School strives to ensure all pupils receive high quality teaching.
For your child, this means:
•The teacher has the highest possible expectations for your child and all pupils in their class.
•All teaching is based on building on what your child already knows, can do and can understand.
•Different ways of approaching teaching and learning are in place so that your child is fully involved in learning in class. The SENDCOs liaise closely with teaching staff in order to support with QFT strategies and assess the effectiveness of strategies on an ongoing basis. At times additional advice on QFT strategies may be sought from external professionals.
Specific small group work (sometimes called Intervention Groups in school.)
For your child, this means:
•Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress.
•Programmes of support will be put in place, in partnership with the Year Leader and/SENDCO, on a short-term basis to help your child to make progress.
These may be:
•Run in the classroom or in the shared year group area.
•Run by a teacher or most often a Teaching Assistant under the guidance of the teacher/SENDCO.
This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.
Examples of intervention groups currently on offer at Stanley Primary are; Precision Teaching, Lego Therapy, Colourful Semantics, phonics groups, Rapid Reading Programme, 5 Minute Box, Comprehension Box, RMEasimaths, booster groups.
Highly personalised support, called SEND Support in School
For your child, this means:
•In consultation with you, your child will have been identified by the Class Teacher, Year Leader and/or SENDCO as needing extra specialist support in school instead of, or in addition to high quality teaching and intervention groups.
•You will be asked to come to a meeting to discuss your child’s progress and help plan the focused support for your child through writing a SEND Support Plan (previously known as an IEP).
•Personalised support through specific strategies (which may be suggested by the SENDCO or specialist professional) are in place to support your child to learn and make progress.
•A Teaching Assistant or Teacher may run small group sessions using the Teacher’s plan or the advice from specialist professional.
• You may be asked to give your permission for the school to refer your child to a specialist professional such as a Speech and Language Therapist, Occupational Therapist or Educational Psychologist to help the school and yourself understand your child’s particular needs in order to provide focused support.
•The specialist professional will work with your child to understand their needs and make recommendations, which may include:
This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. This is called SEND Support in School.
Specified Statutory Individual support
This support is usually provided via an Education, Health and Care Plan (EHC Plan).
For your child this means: