Holy Family Catholic Primary School

Holy Family is a school that our children, staff, parents and governors are proud of.  We strive to promote the values of our faith throughout our daily life.  We provide a religious syllabus, which develops our children’s knowledge and understanding of our faith while providing a broad, balanced and challenging curriculum which develops the potential of all our pupils.

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Who to contact

Telephone
01704 213 084 01704 213 084 Fax: 01704 211 951 Fax: 01704 211 951
E-mail
Website
Holy Family Primary School website

Where to go

Address
Norwood Crescent
Southport
Merseyside
Postcode
PR9 7DU
View PR9 7DU on a map Get directions to PR9 7DU

Other Details

Availability

Age Ranges
From 4 years to 11 years

Local Offer

Local Offer Age Bands
5-10 Years Old

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

We know when pupils need help if:

  • Concerns are raised by parents/carers, teachers or the child
  • Limited progress is being made
  • There is a change in the pupil’s behaviour or progress
  • The school receives reports and recommendations from outside agencies eg Speech and Language therapists, Occupational therapists or medical reports.

The class teacher is the initial point for responding to parental concerns. If it is a quick
question, class teachers will be happy to talk to parents/carers before or after school. If a
longer discussion is needed please make an appointment to meet with the class teacher
after school. If you have further concerns then please make an appointment to see:

Special Educational Needs and Disabilities Coordinator (SENDCO) – Miss Anna Loveless
Tel: 01704 213084

Email: admin.HolyFamilyPrimary@schools.sefton.gov.uk (for the attention of SENDCO)

How will early years setting/school/college staff support my child/young person?

Once a pupil has been identified with SEND, the school will employ a graduated approach to
meeting the pupil’s needs. This will be through the adoption of a four-part cycle – assess,
plan, do, review – whereby earlier decisions and actions are revisited, refined and revised
with a growing understanding of the pupil’s needs and of what supports the pupil in making
good progress and securing good outcomes. The process is as follows:

  • Assess: establishing a clear assessment of the pupil’s needs
  • Plan: agreeing the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review
  • Do: implementing the agreed interventions and support
  • Review: analysing the effectiveness of the interventions and their impact on the pupil’s progress in line with the agreed review date


Where higher levels of need are identified, the school will access specialised assessments
from external agencies and professionals.

• Each pupil’s education programme will be planned by the class teacher. It will be adapted
accordingly to suit the pupil’s individual needs. This may include additional general support
by the class teacher or teaching assistant in class, in small groups or individually.

• If a pupil has needs related to more specific areas, such as spelling, handwriting, Maths or English skills, the pupil may be placed in a small focus group or receive some 1-1 support. This will be run by a teacher or teaching assistant trained to deliver such intervention. The length of time of the intervention will vary according to need but will generally be for a term. The intervention will be regularly reviewed.

• Pupil progress meetings are held each term. This is a meeting where the class teacher
meets with the Senior Leadership team to discuss the progress of the pupils in their class.

• Occasionally a pupil may need more expert support from an outside agency such as the
Community Paediatrician or Sefton Inclusion Service. A referral will be made, with your
consent and forwarded to the most appropriate agency. After a series of assessments, a
programme of support is usually provided to the school and parents/carers.

• The Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review the accessibility plan and all other policies as defined by the DFE.

Examples of how Holy Family supports children with different areas of need:

Approaches to support communication and interaction

  • Clear and simple instructions
  • Clear classroom organisation and structures
  • Clear unambiguous use of language
  • Time provided for pupils to process language
  • Outcomes modelled and demonstrated
  • Opportunities to work independently, without interruption
  • Teacher able to access and employ method of communication appropriate to need
  • Visual timetables and supports
  • Access to talking partners or alternative approaches
  • Strategies and approaches to manage change and transitions
  • Access to equipment provided to ensure mobility
  • Awareness of seating positions to take into account sensory difficulties
  • Adaptations to resources to ensure accessibility
  • Access to developmentally appropriate materials and resources
  • Adaptations to presentation of learning
  • Effective use of resources and access technology
  • Support as detailed in access plan or health care plan

How will the curriculum be matched to my child's/young person's needs?

When a pupil has been identified with special needs their work can be adapted by the class
teacher to enable them to access the curriculum more easily. Teaching assistants may be
allocated to work with small focus groups to target more specific needs and at times they
may give 1:1 support.


Inclusive high-quality teaching/Adaptive Teaching
Adapting teaching in a responsive way, for example by providing focused support to pupils
who are not making progress, is likely to improve outcomes. However, before thinking
about adapting or differentiating teaching, it is important to remember that the vast
majority of pupils’ needs will be met through effective, inclusive high-quality teaching.
Fundamental strategies often associated with adaptive teaching should be embedded withinday-to-day teaching. Strategies such as: dual coding and reducing cognitive load; creating a positive, emotionally supportive environment; chunking complex material; careful sequencing and reducing distractions. These core elements of high-quality teaching will ensure that fewer adaptations will be needed for most pupils.

Adaptive teaching - Essentially, it begins by having the same learning intentions for all
pupils, with no lowering of expectations. For all pupils to be able to achieve these learning
intentions, it will be necessary to ‘adapt teaching’ to ensure access through the use of
strategies such as:


• Breaking down content into smaller chunks or steps
• Varying levels of support, including effective support from TAs as well as the teacher
• Removing unnecessary expositions, i.e. keeping your spoken language at an amount
and at a level that will enable maximum access, with visual support
• Supporting different means of expression and action, such as utilising technology
• Intervening appropriately, i.e. in the classroom/lesson wherever possible, to
minimise the need for out-of-class interventions (though these will still be
appropriate and necessary for some pupils)

We offer the following adaptions to our daily teaching to ensure all children can access our curriculum and make progress:

 Teaching and Learning Equipment and Resources


We offer the following adaptions to our daily teaching to ensure all children can access
our curriculum and make progress:


Organisation and curriculum


• Structures, predictable
classroom routines
• Flexible teaching and
learning arrangements –
mixed ability groups, pairs,
and peer support etc.
• Accessible reading material
• Differentiate and/or
modified curriculum
planning and work whole
school behaviour policy with
graduated response
• Whole school reward
system
• Whole school/class
rules/code of conduct
• PSHE curriculum
• Peer support and Circle time
• TA supporting groups in
class
• Multi-sensory activities
• Motor skills/coordination support

Teaching and Learning

Differentiated delivery e.g.
simplified language, longer
thinking time, small
manageable task, repetition
and re-wording
• Clear, unambiguous
instructions
• Differentiated outcome i.e.
alternative forms of
recording – whiteboard,
mind maps, bullet points,
scribe, missing words, verbal
rather that write, ICT,
drawings etc
• Use of differentiated
questions
• Additional time for recording
• Teach mnemonics to
support memory
• Provision of visual
aids/prompts/word
banks/concrete apparatus
• Checklists and task boards
• Visual timetables
• Use of colour and movement
• Use of symbols and/or
pictures

Equipment and Resources

• Sloping board

•Coloured overlays for reading
• Different coloured paper/books for writing
• Guidelines for writing
• Pen/pencil grips
• Magnifier
• Timer
• Use of small whiteboard
• b/d reminder
• Alphabet reminders
• Handwriting activities
• Writing frames
• Word mat/word banks linked to topic/phonic prompts
• Number mats
• Concrete maths resources
• Spellchecker
• Illustrated dictionary

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

How will parents know how their child is doing?


• You will be able to discuss your child’s progress at Parents’ Evening. Information may
also be shared about progress and what your child is working on through homework
tasks, and online app subscriptions, e.g. TT Rockstars. We will also use the BSquared
Assessment tool if necessary.
• Some children may also benefit from a home/school diary.
• Where possible, your child’s class teacher will try to make themselves available at
the end of each day if you wish to raise a quick concern. Appointments can be made
to speak in more detail to the teacher or SENDCO at any time throughout the year.
• If a child is on the SEN register you will be offered a review meeting with the
SENDCO once a term.
• Your child will be regularly reviewed and information will be shared and discussed at
Parents’ Evening and SENDCO meetings.

How will Holy Family help parents to support their children?


Class Teachers/Miss Loveless will be able to provide suggestions and additional support
materials for children to work on at home. If outside agencies are involved e.g. EP/Speech
and Language - suggestions and programmes can be provided.

What support is there at Holy Family for children’s overall well- being?


The school offers a variety of pastoral support. This includes:
• Time to talk with class teachers.
• How do you feel today? The Zones of Regulation - It’s a curriculum to enable learners
to become aware of their state of regulation and enable them to foster self-
regulation and emotional control.
• Parent Support Advisor – our PSA is Mrs Mel Scott. She is available each morning
from 8.30 if parents wish to arrange a meeting to speak to her. She is on the yard
each morning before school. Throughout the school day she is available for children
to talk to as and when necessary especially around the area of social/emotional
support.
• Children are aware of designated staff they can go to if the feel unhappy or unsafe –
photographs of the staff are up in every classroom and around school.
• Regular assemblies and through PSHE lessons/topics, children are given the
opportunity to discuss their feelings ensuring they feel safe and secure.
• Play-leaders, class buddies, reading buddies and prefects all support children and
encourage positive interactions.
• Lunch and break-times can be adapted for children who struggle during these
periods.

See anti-bullying policy

What support will there be for my child's/young person's overall well being?

Pupil’s with medical needs


• If a pupil has a medical need then a detailed care plan is compiled by Mrs Scott (PSA) with
support from the school nurse in consultation with parents/carers.
• Staff receive training delivered from school nurse e.g. Epi-pen training /epilepsy
medication/diabetes training
• Where necessary and in agreement with parents/carers medicines are administered in
school but only where a signed Medicine consent form is in place to ensure the safety of
both child and staff member.
• Key persons in school have first aid training.

What specialist services and expertise are available at or accessed by the school?

Some of the agencies used by school include:


• Speech and language Therapist
• Educational Psychologist
• Inclusion Consultant
• Social Communication Team
• School Nurse
• Social Services
• Physiotherapy
• Occupational Therapy
• Visual Impairment Teacher
• Hearing Impairment Teacher
• CAMHS
• Community Paediatrician

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

Some of the agencies used by school include:

Educational Psychologist

Inclusion Consultant

School Nurse

Social Services

Speech and language Therapy

Physiotherapy

Occupational Therapy

Visual Impairment Teacher

CAMHS

Community Paediatrician

Behaviour Support Specialist

Children's Counsellor

ECM forum – voluntary sector 

Pupil’s with medical needs

• If a pupil has a medical need then a detailed care plan is compiled by Mrs Scott (PSA) with support from the school nurse in consultation with parents/carers.

• Staff receive training delivered from school nurse eg. Epi-pen training /epilepsy medication

• Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medicine consent form is in place to ensure the safety of both child and staff member.

• Key persons in school have first aid training.

How will my child/young person be included in activities outside this classroom including school trips?

Risk assessments are carried out and procedures are put in place to enable all children to
participate. Positive Handling Plans may be written for individual children (in partnership
with parents/carers). However, if it is deemed that an intensive level of support is required a
parent/carer may be asked to accompany their child. Holy Family will ensure adaptions are
made where possible to ensure pupils with SEND are given equal opportunities and are fully
included (See Equality Act).

How accessible is the setting/school/college enviroment?

As a school we are happy to discuss individual access requirements.

Facilities we have at present include:

  • 2 toilet adapted for disabled users
  • 1 disabled car park space in car park
  • Wide doors in some parts of building
  • Steps and doorways leading upstairs are marked in contrasting colour to aid visually impaired children.
  • Wheelchair accessible route signs
    • A lift to the second floor of the school
    • For further information go to the Policies Section on our school website
    (www.holyfamilyprimary.com) and open Accessibility Plan.
How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
  • Discussions between previous or receiving school prior to pupil joining/leaving
  • All pupils attend a transition session where they spend some time with their new class.
  • Additional visits are also arranged for pupils who need extra time in new school/class - enhanced transitions.
  • Secondary staff visit pupils prior to them joining new school and Year 6 teachers and SENCO liaise with Head of year and SENCO at secondary schools
  • Visits and discussions with early years settings prior to children starting Reception. A meeting at school for the parents of Reception children so information can be shared. Taster days for new reception children. Enhanced transition can be arranged for children who need more support when they start school.
How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The SEN budget is allocated each financial year. The money is used to provide additional resources.

  • Resources may include deployment of staff depending on individual circumstances.
How is the decision made about what type and how much support my child/young person will receive?

These decisions are based on termly tracking of pupils progress and after discussions with parents and other specialists.

 

How are parents involved in the setting/school/college? How can I be involved?

How will my child be consulted around their education?

Conversations with class teacher.


Pupil Voice – Pupil Passport – Important information about me; Things I like and I am good at; Things I want to improve; How adults can help me with my learning.
Children, from Y5 up can be invited to attend a section of the review meetings.

How will I be involved in discussion about and planning for my child’s education?

All parents are encouraged to contribute. This may be through:

Discussions with class teacher

During parents meetings and during discussions with SENCO at termly SEN Reviews

Parents are encouraged to comment on their child’s plan

Last Updated

Last updated: 25/01/2024

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