St. Patrick's Catholic Primary School

Making learning irresistible

Special Educational Needs in School

 St Patrick’s Catholic Primary School 

Type of school: Primary Specialist Provision on site: None



School Based Information


Summary of Responsibilities

Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs (SEN)?

Inclusion Manager (SENCO) – Miss Samantha Thomason


Class Teachers 

Head Teacher – Mrs Emma Jackson


Deputy Head Teacher – Miss Gayle Wilkinson


SEN Governor – Mrs Kayleigh Daniels

The SENCO is responsible for:

Coordinating all the support for children with Special Educational Needs and Disabilities (SEND) and developing the school’s SEND Policy to ensure all children get a consistent, high quality response to meeting their needs in school.

Ensuring that you, as a carer, are:

Involved in supporting your child’s learning.

Kept informed about the support your child is getting via the staff who are working directly with your child.

Involved in reviewing their progress.

Part of planning ahead for them.

Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.

Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known).

Ensuring, along with the class teacher, that there are detailed records of your child’s progress and needs.

Providing specialist support for teachers and support staff in the school so they can help your child and other pupils with SEND in the school, achieve the best possible progress.

Ensuring that all staff working with your child in school are supported to deliver the planned work/programme, so that they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.

Evaluating the effectiveness of provisions made your child and all pupils with SEND, based on the progress they make as a result of these actions.

Coordinating further actions as a result of this evaluation.

Class Teachers are responsible for:

Monitoring the progress of your child and identifying, planning and delivering any additional help your child may need and liaising with the SENCO and HT.

Writing Individual Education Plans (IEP’s), and sharing and reviewing these with parents at least once each term and planning for the next term.

Ensuring that all staff who work with your child in school are helped to deliver the planned work/programme for your child so they can achieve the best possible progress.

Ensuring that the school’s SEND and Teaching and Learning Policy is followed in their classroom.

The Head Teacher & Deputy Head Teacher are responsible for:

The day to day management of all aspects of the school, this includes the support for children with SEND.

They will give responsibility to the SENCO and class/subject teachers but are still responsible for ensuring that your child’s needs are met.

They, with the support of the SENCO, must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

The SEN Governor is responsible for:

Making sure that the necessary support is made for any child who attends the school who has SEND.

Meeting with the SENCO and monitoring provision, action plans and policy.

Keeping up to date with current changes and practice both nationally and locally.



Children in school will get support that is specific to their individual needs. This may all be provided by the class teacher or may involve:

Other staff in the school.

Staff who will visit the school from the Local Authority central services, such as Specialist Advisory Teachers or Education Psychologists.

Staff who visit from outside agencies such as the Speech and Language Therapy (SALT) Service or Occupational Therapists (OT) etc.

What are the different types of support available for children with SEND in this school?

Types of support provided

What would this mean for your child?

Who can get this kind of support

Class teacher input via targeted classroom teaching known as Quality First Teaching.

  • Ensuring that the teacher has the highest possible expectations for your child and all pupils in their class.
  • Ensuring that all teaching is based on building on what your child already knows, can do and can understand.
  • Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using a more kinaesthetic approach, the use of additional resources or using different technologies. It will also include personalised pupil targets and learning strategies.
  • Putting in place specific strategies (which may be suggested by the SENCO or outside staff) to support your child to learn.  
All children in school should be getting this as a part of outstanding classroom practice when needed.

Specific, targeted work with in a smaller group of children delivered in or outside of the classroom.

  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that they have gaps in their understanding / learning or social needs and require some extra support to help them make the best possible progress.
  • A teaching assistant or teacher may provide extra support either in a small intervention group or within the classroom setting. Although sometimes they may be planned for and delivered by the teaching assistant, they are the responsibility of the class teacher who oversees the strategies and objectives being covered.
  • If the class teacher feels your child will benefit from small group nurture provision in order to allow them to better access classroom learning, a Boxall Profile will be drawn up to see if the school Nurture Group would be appropriate. This is run by Mrs Smith an experienced practitioner who has received specialist training in the theory and practise of nurture groups.
  • If the class teacher feels that some 1:1 work on social and emotional development would be beneficial in allowing your child to better access their learning and school life, they will be considered for Learning Mentor support. Our Learning Mentor, Mrs McDowell is experienced in delivering these sessions and has received training for this role.  

Any child who has specific gaps in their understanding of a subject/area of learning or who require support regarding social interactions and development.


These children now have needs that would be best met with strategies that are above and beyond what is being taught within the class.

Individual support that is used for strategies and targets specifically personalised to your child (SEN Support).

  • Your child will have been identified by the class teacher / senior leaders or the SENCO (or you will have raised your own concerns) as needing more specialist input instead of or in addition to classroom teaching and intervention groups.
  • You will be invited to discuss your child’s progress with school staff once every term and will be involved in planning possible ways forward along with your child. We call these meetings SEND Reviews. 
  • A One Page Profile and action plan will be drawn up with you and your child which details strengths, what is important to your child, learning targets and strategies to support which are specific to your child. 
  • At this stage your child will be added to the school’s special needs register that is overseen and managed by the SENCO.
Any child who has needs above and beyond those covered by classroom teaching and intervention groups.

Specialist support from outside agencies.

(Early Help Assessment)

  • The school may suggest that they and your child need extra specialist advice and support from the county or from outside agencies (such as health). They will ask for your consent to begin the SEND Early Help Assessment process (through the county) or to make a referral to a specific specialist e.g. speech therapy / OT/ Community peadiatrician.
  • A specialist professional (e.g. an Educational Psychologist or Speech Therapist) will come into school to assess and provide advice so that your child’s particular needs are better understood and provided for. They will make recommendations which may include:
    • Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better.
    • Support to set better targets which will include their specific expertise.
    • Forming a group run by school staff under the guidance of the outside professional (e.g. a social skills group).
    • Group or individual work with another external professional.
    • A request for the Local Authority to carry out an: Education Health Care Needs Assessment  (see below)

Specified Individual Support in the form of an

Education Health Care Plan (EHCP)


This replaces Statement of Special Educational Need.

This means your child will have been identified by the class teacher/HT/ as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.

Usually your child will also need specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the ASC Team
  • Outside agencies such as the Speech and Language Service.
  • Heath Care Trust




  • The school (or you) as a result of an ‘Early Help Assessment’ (EHA) review meeting, can request that the Local Authority carry out a statutory assessment of your child’s needs ‘Education Health Care Needs Assessment’. This is a legal process which identifies and sets out the amount of support that will be provided for your child.
  • The SEND handbook for Cumbria would be consulted to determine whether a childs needs would meet the criteria for Statutory Assessment. SEND Handbook
  • After the school have sent in the request to the Local Authority for an EHCP, they will consider the evidence gathered: SEND EHA form/ Team Around the Family (TAF) meetings, Professional / Specialist reports, and will decide whether they think your child’s needs seem complex enough to need an EHCP.
  • The request will be considered by the LEA at regular SEND panel meetings and if the team feel your child’s needs are severe, complex and lifelong a draft Education Health Care Plan will be written. If this is not the case, they will ask the school to continue with the support already provided and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The draft EHCP will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child. You will be asked to approve the plan and also have a say as to what the funding that your child has been allocated will be used for.
  • As well as working with your child individually, the additional adult may be used to support your child within whole class learning or to run small groups which include your child.

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong.
  • Need more than 11 hours of support in school.


How can I let the school know if I am concerned about my child’s progress in school?

  • If you have concerns about your child’s progress you should speak to your child’s class teacher.
  • The concerns may need referring if your child is still not making progress, to the SENCO or Deputy Head Teacher, who will in turn inform the Head Teacher.
  • If you are still not happy you can speak to the school SEN Governor.

How will the school let me know if they have any concerns about my child’s learning in school?


  • When a teacher or a parent/carer has raised concerns about a child’s progress, and targeted teaching has not met the child’s needs, the teacher will fill in a ‘cause for concern’ form which will be shared with the SENCO.
  • At St Patrick’s school, staff are quick to pass on any concerns regarding pupils to the SENCO.
  • At St Patrick’s there are regular pupil progress meetings where the senior leadership team (SLT) meet with each member of staff and check the progress, attainment and over-all well being of  every individual pupil in the school. This is another way your child may be identified as potentially requiring  SEND support.
  • As well as the class teacher monitoring progress over the year, the SLT track each child’s progress termly and yearly to make sure all the relevant interventions / SEND provision is put in place before a child begins the next academic year.
  • If your child is then identified as not making progress the school will set up a meeting to discuss this with you in more detail;
    • To listen to any concerns you may have.
    • To plan any additional support your child may need.
    • To discuss with you any referrals to outside professionals to support your child’s learning (see previous section).


Who are the other people providing services to children with SEND in this school?


  1. Directly funded by the school


  • Teaching Assistants (With expertise in Mental Health, Grief support, Kidsafe, Nurture Provision, Dyslexia programmes, Reading Intervention, Team Teach etc)
  • Higher Level Teaching Assistants
  • Dyslexia specialist


  1. Paid for centrally by the Local Authority but delivered in school.


  • Educational Psychology Service
  • Speech & Language Therapy (provided by health but paid for by LA)
  • Specialist Advisory Teachers for Autism, Severe Learning Difficulties, Early Years etc.
  • Sensory Service for children with hearing or visual needs.
  • Bereavement support.
  1. Paid for by the Health Service, but delivered in school.
  • School Nurse
  • Specialist Nurses for medical conditions such as epilepsy, diabetes etc.
  • Occupational Therapy 
  • Physiotherapy
  1. Voluntary Organisations who deliver programmes in school
  • Howgill Family Centre

What types of SEND are provided for in school?


  • At St Patrick’s we provide for children with all of the broad areas of need: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties and Sensory and/or Physical Needs.
  • As a staff, we have a wealth of experience in dealing with needs such as ASD, ODD, Dyslexia, Severe Learning Difficulties (SLD), Hearing impairment, Speech and Language difficulties,  ADHD, Social and Emotional difficulties and bereavement.

How are the teachers in school supported to work with children with SEND and what training do they have?

The SENCO and HT’s role is to support the teachers in planning for children with SEND.

  • The school runs training programmes for all staff to improve the teaching and learning of children including those with SEND. This includes whole school information and training on various SEND issues such as ASD, dyslexia, safe handling (TEAM TEACH) etc.
  •  As specific needs arise in school the SLT are quick to respond by providing the support and training needed to empower staff to manage and address the difficulty.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class/groups e.g. from the Virtual School, ASD Team, Jenny Morgan- Dyslexia Specialist etc.
  • Individual teachers and teaching assistants are supported by specialists from charities such as the Howgill Family Centre in order to deliver support relevant to the needs of specific children e.g. bereavement support.
  • The SENCO provides support and advice for class teachers through Provision Meetings and Staff Meetings. 
  • Peer to Peer support is used to share expertise between members of staff. This happens both within school and with members of staff in other schools in the local area.

How will the teaching be adapted for my child with SEND?


  • Class Teachers plan lessons according to the specific needs of all groups of children in their class. They will ensure that your child’s needs are addressed and will remove barriers to learning in order to make the curriculum accessible to them.
  • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and/ or in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs and learning style.
  • Children with EHC plans will have a combination of guided and independent activities planned specifically for them by their specific teaching assistant. These will take place both within class and out of class where appropriate.
  • The learning environment will be adapted where necessary to make the curriculum accessible to your child. In our school this may involve the use of specialist equipment and resources (e.g. lower-case keyboards for computers) or the provision of a smaller group setting for some children.

How will we measure the progress of your child in school?

  • Your child’s progress is continually monitored by the teachers, SENCO and members of the senior leadership team.
  • Progress is reviewed formally each term against the National Curriculum requirements for each year group and in the foundation stage an age band, in months, is given for each learning goal.
  • If your child is working outside of the year group expectations for their age, they will be assessed using the PIVATs system. The PIVATs descriptors will be used to track and assess your child’s progress, plan your child’s next steps and targets and will also inform their IEP.
  • If a child has a One-Page Profile it will be used as a working document, but will be formally reviewed with you every term.
  • These will also be reviewed with the child each term, looking at their progress against targets and gathering their views and opinions.
  • The progress of children with a statement of SEND/EHC Plan is formally reviewed at an Annual Review with all the adults involved in the child’s education. County is currently in the process of converting all Statements to EHC Plans. Therefore, pupils who have a statement will have these changed to an EHC plan during their annual review. This will be overseen by Cumbria County Council.
  • The SENCO will also check that your child is making progress with any group / individual work they take part in; for example, the progress of children attending The Nurture Group is assessed using the Boxall Profile.
  • Through provision management, the SENCO will evaluate the effectiveness of any provision your child receives based on the progress they make as a result of this. This will be measured and monitored using appropriate assessment tools e.g. Burt Reading Test, Boxall Profile, progress against PIVAT targets etc.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATs). This is something the government requires all schools to do and the results are published nationally.

What support do we have for you as a parent/carer of child with SEND?

  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The HT and SENCO are available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from external professionals will be discussed with you by the person involved directly, or where this is not possible, in a report. The SENCO or class teacher will also arrange to meet with you to discuss any new ideas suggested by outside agencies.
  • One-Page Profiles will be reviewed with your involvement.
  • Homework will be adjusted as needed to your child’s individual needs.
  • Parents/Carer meetings will take place twice a year as part of the normal school reporting agenda. In addition to this, you will be invited into school once every term to review your child’s progress against their One-Page Profile  with them and plan the way forward.
  • The SENCO is available to discuss with you external support agencies if this is appropriate e.g. Howgill Family Centre.

How we have made St Patrick’s Primary Catholic School accessible to children with SEND?

  • The building is accessible to children with physical disability via ramped access to the main entrance. Once in the building, the whole school is on one level, accessible to all.
  • We ensure that equipment used is accessible to all children regardless of their needs e.g. Lower case keyboards etc.
  • We provide social and emotional support through Learning Mentor sessions, worry boxes/wallets in all classes, Nurture Groups and Friday Focus Groups. We also have an experienced councillor working in school every week with children assessed as being in need of emotional support.
  • We provide equal opportunities for all children in our school, including those with SEND. We also promote mutual respect and a caring and non-judgemental attitude through Kidsafe lessons, PSHE lessons, whole school foci and assemblies. Our whole school Anti-Bullying and Equal Opportunities policies are adhered to by all. These can be found on the school website in the Policies section. 
  • All after school and extra-curricular provision is accessible to all children, including those with SEND, and is adapted appropriately.
  • Our school Accessibility Plan provides further details and is available in school on request.

How will we support your child when they are leaving this school or moving on to another class?

We recognise that ‘moving on’ can be difficult for a child with SEND and take steps to ensure that transition is as smooth as possible.

  • If your child is moving to another school:
    • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • We will make sure that all records about your child are passed on as soon as possible.
    • If the school is local we will arrange a visit for your child to the new school and ask their staff to visit our school.
  • When moving classes in school:
  • As a school we try to make sure that many of the class routines and expectations are embedded across the whole school so change from one class to another is kept to a minimum.
  • Information will be passed on to the new class teacher in a HAND OVER PACK and a meeting will take place with the new teacher and the SENCO. All One-Page Profiles will be shared with the new teacher.
  • All children will have the opportunity to spend a morning working with their new teacher and more time will be allocated if it is deemed necessary.
  • In Year 6:
    • Primary Transition meetings are held with secondary staff to discuss the specific needs of all the children and the SENCO will also meet the SENCO of the secondary school to pass on specific details about children with SEND.
    • A special ‘transition’ meeting is held for those children with an EHC plan and an individual transition plan is drawn up with the secondary school.
    • If appropriate, longer transition arrangements will be made to ensure smooth transition.
    • Where possible, your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.
    • Your child will do focused learning in school about aspects of transition to support their understanding of the changes ahead.


  • If your child is entering our school:
    • We will contact the previous SENCO or Nursery SENCO to ensure we know about any special arrangements or support that needs to be made for your child.
    • We will make sure that we receive all records about your child from their previous setting.
    • We will arrange transition visits if necessary to ensure that your child is confident with their move.
    • We will meet with you to discuss any concerns that you may have and also to gain information to make your child’s transition a happy one.
    • If necessary we will visit the setting that your child is transferring from.
    • A home visit is offered on request.


The arrangements above will be discussed with the designated Social Worker for children with SEND who are looked after by the Local Authority.


Contact Details for SENCo, Head Teacher and SEN Governor:

St. Patricks Catholic Primary School,

Todholes Road,

Cleator Moor,


CA25 5DG

Tel: 01946 810513


Information about the Cumbria Local Offer can be accessed via the County Council website: Cumbria's Local Offer


The St Patrick’s Catholic Primary School SEND Code of Practise can be accessed via the school website

Updated in September 2017 by Samantha Thomason, SENCo at St Patrick’s, in consultation with the governing body.

Hero Headquarters

Hero Headquarters is led by Mrs Telford.

She is an experienced practitioner in delivering a highly individualized curriculum through the PIVATs system.

Here at Hero Headquarters, we focus on developing our reading, writing and maths skills. We also learn life skills and work on our fine and gross motor control.


Nurture group

The Nurture Group is run by Mrs Smith.

She is an experienced practitioner who has received specialist training in the theory and practice of nurture groups.

The Nurture Group is for Year 1 children and is run three afternoons per week. Easily understood rules and routines are established and embedded.

In this small group setting, emphasis is placed on each child’s individual personality, maturity and learning style. Importance is placed mainly upon building confidence and self-esteem, developing independence, and improving organizational and social skills.

All children in the group are provided with Nurture Group Targets and these are consistently referred to in the sessions. They are also monitored by class teachers back in the whole class setting to assess the impact of the Nurture Group on behaviour displayed in class.


Dyslexia Support

We are fortunate to have Mrs Wornham, a specialist teacher of Dyslexia, working in school every week.

In addition to the support she provides for individual children and the advice she gives to staff, Mrs Wornham has also trained Mrs Blacklock to deliver programmes which will support children with Dyslexia. Some of these programmes include Sound Linkage, Speed Up Handwriting, Toe by Toe and Minute-a-day.

Mrs Blacklock and Mrs Wornham deliver support to children in school with Dyslexia.


Learning Mentor

Learning Mentor sessions are led by Mrs McDowell.

She has training in various areas relating to this specific type of mentoring and provides 1:1 or small group support for Key Stage 2 children.

The aim of Learning Mentor sessions is to improve the social and emotional development and well-being of individual children requiring this support, in order to allow them to better access the curriculum in the classroom.


Friday Focus

Friday Focus sessions are run by Mrs Smith.

Mrs Smith runs The Nurture Group for Year 1 children and also has experience of providing social and emotional support.

Friday Focus takes place for 2 hours every Friday afternoon where 2 sessions take place. A single focus group will run for each group from between half a term and a full term, depending upon the needs of the children.

The focus for these small group sessions is determined by staff evaluation of the needs of the children in their classes.

Some of our previous Friday Focus groups have worked on things such as social skills, leadership, making up and falling out and positive attitudes.


Social Skills

Mrs Smith also runs a social skills group twice per week where the children look at group work strategies, social stories and the emotions of others.