Cathedral

Primary School

College Square, Bristol BS1 5TS

0117 353 2052

admin@cathedralprimaryschool.org

Special Educational Needs & Disability (SEND)

SPECIAL EDUCATIONAL NEEDS and DISABILITY (SEND) Information Report

Cathedral Primary School (CPS) is committed to providing equal learning opportunities for all our children regardless of race, gender, additional needs and/or disabilities.

Who can I talk to at CPS about any concerns I have about my child’s learning needs?
If you have concerns about your child’s progress, you can initially speak to your child’s class teacher. If you are concerned about how these needs are being managed and your child is still not making progress, you can speak to Mrs Lizzie Snelling, the school's SENCO's. If you still require further support, you can contact the school governor with responsibility for Special Educational Needs and Disability (SEND).


Mrs Lizzie Snelling (SENDCo): 0117 35 32052 or senco@cathedralprimaryschool.org

Dr Will Shield (SEND Governor): admin@cathedralprimaryschool.org

Staff at Cathedral Primary School
All staff are committed to professional development opportunities, which will develop our knowledge and expertise in providing excellent education for all children regardless of need. Staff at CPS are knowledgeable about the 2014 SEND Code of Practice and are given regular access to CPD opportunities. Specific training has been planned based on the needs within each year’s cohort of children.

Identification of Additional Needs
Our experienced staff are committed to supporting additional needs as early as possible to ensure that appropriate provision is put in place. Additional needs are identified in the following ways:

  • Discussion with parents and carers
  • Observations by teachers and other staff
  • Pupil tracking and pupil progress meetings
  • Liaising closely with early years providers and parents and carers as part of our induction process

We follow the graduated response as outlined in the 2014 SEND Code of Practice and we involve outside agencies where appropriate.

Provision of Support for Additional Needs
All children at CPS receive quality first teaching from their class teacher within the classroom.  Our teachers are skilled at differentiating the curriculum and behaviour expectations so that all children's needs are met and they can experience success.  We also carry out a range of small group interventions to meet identified needs and provide additional support where this is detailed on a child's Education Health and Care Plan.

Parental Involvement
Our positive relationships with parents and carers are key to the success of children at CPS. We involve parents and carers fully at all stages of their child’s education planning. We ensure that the child’s voice is represented in all decision making processes where possible. We work with parents and carers in the following ways:

  • Staff available to parents and carers through our open-door policy
  • Regular informal meetings with parents, staff and children. Parents evenings twice a year plus two additional SEND parents meetings.
  • Staff who listen to parents and act on information to promote all aspects of children’s learning and well-being
  • Collaboratively working with parents, carers and external agencies

Review of Provision
SEND support is reviewed through ongoing monitoring of children's progress towards outcomes recorded on Individual Pupil Plans or SEND Support Plans.  SEND provision is regularly reviewed by the Head Teacher, SENCo and Business Manager to ensure we are making the best use of funding available in order to meet the needs of the different cohorts of children in our school.  CPS also works closely with other schools in the Cathedral School's Trust to ensure our collective expertise and experience benefits all pupils.

 

CPS benefits from external support from a range of agencies, including:

  • Educational Psychologists
  • Bristol City's Council's Inclusion Service
  • Child and Adolescent Mental Health Services (CAMHS)
  • Bristol Autism Team (BAT)
  • Health agencies such as Speech and Language Therapy, Occupational Therapy and Community Paediatrics

Social and Emotional and Mental Health Needs
CPS have an inclusive ethos and are committed to supporting children’s social, emotional and mental health development through all areas of the curriculum. We support children’s development in school through:

  • Sensitive teaching and a commitment to flexibility
  • Play therapy sessions for identified children
  • Social skills groups
  • Attachment training for key staff
  • Circle time and assemblies to focus on values, acceptance and diversity
  • A team approach to providing pastoral care for children and parents

Transitions
Induction of children into our school is well planned and supports the child to feel safe and ready to begin school in a new setting. The induction plan includes:

  • Home visits to meet parents
  • Staggered entry before becoming full time in school 

The SENCO, Class Teacher and other school staff will support pupils in their transition to secondary school through transition planning with the relevant school, meetings with secondary school staff, and ensuring that a child's new setting is fully aware of their strengths and needs.

Transitions between classes are carefully planned for and will take into account a child’s individual needs.

Children in Care with Additional Needs
Katherine Bailey is the designated teacher for children in care (looked after children) and previously looked after children. She liaises with external agencies currently involved and carers to discuss progress and monitor learning through:

  • Individual Pupil Plans
  • Working closely with Bristol Local Authority including the HOPE Virtual School and Social Care
  • Regular monitoring and evaluation of safeguarding procedures

To read our SEND Policy please click here.

Bristol Local Authority have published their SEND Local Offer and this can be found on the following website:

Bristol's SEND Local Offer

This Information Report was last updated in November 2018 and will be updated at least annually. Parents and carers are encouraged to contribute to this information during the review processes.