Special Educational Needs and Disabilities 

SENCo: Mrs Rachel O'Sulivan       SEN Governor: Mrs Elizabeth Hampton

Our Lady and St Patrick’s RC Nursery and Primary School, Fourth Avenue, Teignmouth, Devon TQ14 9DT

01626 773905


Local Offer

Local Authorities have a duty to publish a 'local offer'. The local offer is what goes on every day in Devon to support children and young people with SEN and how they ensure quality around this.

Link to Devon local offer:


At Our Lady and St Patrick's Roman Catholic School we have used Devon's local offer to develop our school offer, this is detailed in this report.

SEN Information Report-2018/2019

Children with SEN in our school

At Our Lady and St Patrick’s Roman Catholic School we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our children, whatever their needs or abilities.

The children in our school with SEND have a range of needs; we see each child as an individual and their needs are specific to them.

The Code of Practice (2014) groups these needs under these titles:

· Cognition and Learning

· Social, Emotional and Mental Health Difficulties

· Communication and Interaction needs

· Sensory and/or Physical needs


Currently the highest areas of SEND in our school are ‘Cognition and Learning’ and ‘Communication and Interaction’.

We currently have 27 children on our SEND register, from Nursery to Year 6

Identification of SEN

Some of our children have been identified as requiring special educational needs support; that is support that is additional to and/or different from other children of their age, prior to starting school. However, for the majority of our children on the SEND register this happens during their school life.


The attainment and progress of all the children in our school is regularly monitored and reviewed by the class teacher. Although teachers are normally responsible to initially highlight any concerns regarding attainment or progress, concerns may also be raised by anyone involved in the child’s education. These may include; a teaching assistant, SENDCo, assessment coordinator, other agencies (Educational Psychologist, Speech & Language Therapist etc) and most importantly the child’s parents/carers. Parents/carers know their child the best and are often the first ones to identify concerns regarding their child’s development.


The first response to any concerns is to provide high quality teaching and learning opportunities carefully differentiated for individual children. For some children a short term intervention, targeted at their area of need, may also be put in place. Teachers share any concerns or plans for interventions with parents.

Where a child continues to make less than expected progress, despite high quality teaching targeted at their area of need, or if concerns persist, the class teacher will meet with the school’s Special Educational Needs Coordinator (SENDCo) to discuss if a child has a significant learning difficulty and if they need to be on the school’s SEND register.

Monitoring Progress

To monitor the progress of our children with SEN we use the graduated approach of:


• Teachers use their ongoing assessments, the child's previous progress and attainment records, any other relevant observations or information gathered from other areas of the school or parent/carers to clearly identify the child's areas of need.


• A Support Plan for the child is written in collaboration with the parents/carers and the child. The plan identifies the areas of need, the desired outcomes and the support and resources to be provided.

• Using the Support Plan, interventions are planned for. The intervention plan identifies the intended outcomes, the length of the intervention and a specific programme of support to be put in place.


• Teaching assistants support the child through interventions and individually targeted work to meet their outcomes.

Review and evaluate

• At the end of each intervention the impact is assessed and evaluated to see whether the outcomes have been met.
• The child's Support Plan is reviewed termly with the child and their parents/carers, to look at progress towards individual outcomes.
• Based on these evaluations the class teacher, with advice as necessary from the SENCo, will revise the support and resources needed in light of the child's progress and development. Decisions on any changes are made in consultation with the parent and the child.

Further Advice, Support and Assessment

If necessary the SENCo may use the following assessments to gain further information on the child's needs:
Dyslexia Screener
Dyslexia Portfolio

Speech and language link

If a child does not appear to be sufficiently progressing, despite additional support, or if staff require further advice to meet the child's needs, we have links with a range of outside agencies. This year we have had support from the following professionals: Educational Psychologist, Speech & Language Therapist, Occupational Therapist, Specific Language Difficulties Outreach Teacher, Specific Literacy Difficulties Outreach Teacher and Disability Nurse.

Involving Parents/Carers

All parents/carers are given the opportunity to meet with their child's class teacher once a term to discuss their child's attainment and progress. Parents may also make appointments to meet teachers, whenever necessary, to ask questions or share any concerns about their child.
The SENCo is available to meet parents at Parent/Teacher meetings as well as whenever parents request an appointment.

SEND provision we offer

At Our Lady & St Patrick's lessons are highly differentiated to meet the needs of all the children in the class. Adaptations are made to the curriculum to ensure all children are able to access it, whatever their needs. The learning environment and resources used in each class reflects the needs of the individuals in that class, for example visual timetables, pictorial signs, coloured posters etc.
In addition to this, some children require a regular intervention to help support their area of need. We offer a range of interventions, support and resources in our school for children with SEN, this includes:

1. Communication and Interaction needs
• Speech and language therapy
• Speech and language link

2. Cognition and Learning
• Counting to Calculating
• Additional maths support
• Toe-by-Toe
• Daily individual reading
• Additional guided reading
• Additional phonics (Letters & Sounds/Phonics Play)
• Spelling
• Writing support
• Handwriting support

3. Social, Emotional and Mental Health Difficulties
• Thrive
• Rainbows and Sunbeams
• Social skills support
• Behaviour support/charts

4. Sensory and/or Physical needs
• Multi-sensory resources
• Personal hygiene support
• Coloured work books and overlays
• Disabled toilet
• Lift to the upper floor

Pastoral Support

We have a fully trained 'Thrive' practitioner and two 'Rainbows' trained facilitators.
'Thrive' helps children to develop their social and emotional well-being. This means we are able to support children with their emotions or behaviour, right from the onset of any concern. We also use it to help support the prevention of bullying.
'Rainbows' is a programme to support children who have had some form of loss in their lives.
We also have a Family Support Worker who parents/carers can make an appointment to see for support.

Extra curricular support

Like all our children, children with SEN are encouraged to participate in extra curricular activities. We adapt any activity to the needs of the individual to ensure everyone is included. We ensure that there is a member of school's council who has SEN.


We are a one form entry school, with all classes from Nursery to Year 6 based on the same site. The size of our school and set up means that children and staff often know one another prior to a child joining the class. Despite this we ensure an effective transition is made for all children, particularly those who find 'change' difficult. Children have a visit to the next class in the summer term and some children make 'transition' booklets with photos and pictures about the things that are changing for them. Teachers and TAs meet one another to ensure a smooth handover.
We have good links with the Secondary Schools. Children moving onto Teignmouth Community School have a two week transition visit during the Summer Term. Children with SEN are invited to attend an additional two days prior to this.

Staff Expertise and Training

At Our Lady & St Patrick's we are fortunate to have staff with a range of expertise and training to support children with SEN.
We have had the following training:
• Supporting children with literacy difficulties (dyslexia) and interventions
• An update on SEN code of Practice
• Rainbows – Supporting children through bereavement and loss

Some of our Teaching Assistants have also had more in depth training in the following:
• Counting to Calculating
• Thrive
• Rainbows
• Fischer Family Trust Wave 3 Reading and Writing Intervention

Our SENCo has also attended:
• Termly SENCo network meetings
• An update on the SEN code of Practice
• DAF training
• An update on School Pupil Tracker for SENCos,
• Thrive update
• Rainbows co-ordinators meeting

Further Information

Additional information about how we support children with SEN can be found in our SEND Policy
Independent information and support for parents of children with special educational needs can be found on the Devon Information Advice and Support website

If parents wish to discuss their child's educational needs or are unhappy or concerned about something regarding their child's schooling then they can contact the class teacher in the first instance. Appointments can be made through the school office to meet with the SENCo or the Head Teacher.

2016 OLSP