Meet the SEND Team

SENDCo Miss H Kinrade
SLT Link for SEND Mrs D Richardson
Mental health and wellbeing lead practitioner Mr R Carr
HLTA/Maths Mrs V Smart
HLTA Mrs D Shilito
STA Mrs M Lowery
STA Mrs K Bragg
TA Miss S Green
TA Miss E Carruthers

 

SENDCo contact details
Email – helen.kinrade@sjchs.uk
Telephone – 01900 873290
Address – Miss H Kinrade. St Joseph’s Catholic High School, Harrington Road, Workington, CA14 3EE


SEND weblinks for home learning

Autism Spectrum Disorder
https://www.asaac.uk/
https://autism.lovetoknow.com/Games_for_Autistic_Children
https://www.socialthinking.com/free-stuff/books-thinksheets

Dyslexia and Processing
http://www.bdadyslexia.org.uk/
http://www.dyslexia.com/
http://www.childmind.org/
https://www.doorwayonline.org.uk/
http://www.shiftyourthinkingld.com/
Twinkl
WFDA
Teaching resources Top 10
Home Schooling Dyslexia
Supporting Students

Speech Language and Communication
ican Talk Series
Supporting Speech
SEND resources for teachers and parents

Social Emotional Mental Health
https://www.theschoolrun.com/best-wellbeing-apps-for-kids
https://www.mentalhealth.org.uk/a-to-z/c/children-and-young-people

Numeracy basics
https://www.timestables.co.uk/
https://www.mymaths.co.uk/
https://www.topmarks.co.uk/maths-games/7-11-yea
http://www.amathsdictionaryforkids.com/

Literacy basics
https://www.teachitenglish.co.uk/
https://www.twinkl.co.uk/resources/send-inclusion-teaching-resources/specialeducationalneeds-sen-parents-curriculum-support/specialeducationalneeds-sen-parents-curriculum-support-english
https://www.teachwire.net/news/online-vocabulary-games-for-ks3-ks4-english


SEND provision at St Joseph’s School

All staff, including the learning support department, work with those students who need additional support within school either academically, socially, emotionally or physically.

This support is offered within mainstream classrooms to ensure that all students are able to access inclusive learning and quality first teaching at an appropriate level. Tasks may be modified or scaffolded for individual students. Students are also supported at social times if appropriate.

Some of our students have a wide range of needs, including; reading, writing, spelling, numeracy, understanding, communication, self esteem, self confidence, behaviour, hearing impairments, visual impairments, mobility, learning difficulties, autism, physical and medical difficulties.

Some students may have an Education, Health and Care Plan. Others may be identified by the school or by their parents as requiring extra support.

Please refer to our full SEN policy

Supporting Pupils with Medical Conditions Policy

Accessibility Plan

KS3
Most support is provided within mainstream classes by teaching assistants who work closely with the class teachers. The curriculum may be modified or differentiated for some students. Some 1 to 1 and small group withdrawals are also carried out when this is thought to be appropriate and is led by our HLTA’s or STA’s.

Some students are withdrawn from some classes to work on basic literacy and/or numeracy skills in a small group or on a 1 to 1 basis and some students benefit from mental health first aid training. It is expected that as a result of this additional support all students will acquire independent learning and working skills which they will then carry on into the future and become resilient learners and adults.

Some classes have timetabled lessons with the SENDCo in the learning support department. These classes will focus on basic literacy and numeracy skills ensuring learning is fun, engaging and will aid pupils in their wider curriculum around the school.

KS4​
Students may be supported in mainstream classes in some subjects or they may be taught in smaller groups where greater individual tuition can be given and courses can be tailored to their needs.

Some classes have timetabled lessons within the learning support department. These classes will be divided into small groups and rotated on a carousel basis between the SENDCo and HLTA members of staff focusing on targeted GCSE literacy and numeracy skills ensuring learning is purposeful and linked to their wider curriculum around the school.


How will St Joseph’s School support my child?
How will the school know if my child needs extra help?
We identify students with additional needs through; concerns raised by parents/carers, teachers or the child.
Monitoring progress through data analysis and observation.
Liaising with the Pastoral team to monitor changes in student’s behaviour or progress.
Who is the best person to talk to about my child’s difficulties with learning/SEN?
You can contact Miss Kinrade (SENCO) helen.kinrade@sjchs.uk She may direct you to the relevant member of staff to address your concerns. These may include: Safeguarding and Welfare Lead (for Year group) Form Tutor, Subject Teacher Faculty Leader.
How will I know the school will support my child?
There are opportunities throughout the year to discuss your child’s progress at parents’ evenings and SEN review meetings. Subject teachers complete an academic trawl, one per term, which are issued to parents in the form of a report. Parents are able to track their child’s progress via these reports. Knowledge Organisers are used as a tool for home-school communication to keep parents informed and involved in helping their children to progress. All tutors email parents each term to open up dialogue.
How will the curriculum be matched to my child’s needs?
When a student has been identified with additional needs their work will be scaffolded and differentiated by each subject teacher to enable them to access the curriculum at an appropriate level. Sometimes the curriculum will be altered after discussions with parents and faculty leaders. Learning Support Assistants (LSAs) may be allocated to work with the student in a one-to-one or small focus group to target more specific needs. Specialist equipment may also be given if required. Your child may have an additional lesson called Learning Support with Miss Kinrade and her team in the Learning Support department. This lesson covers literacy, numeracy and your child’s mental health in a triangular cycle. Your child may be assigned a key worker from the learning support team. In this instance your child’s key worker will have day to day contact with your child, will have weekly contact with parents and liaise between teacher and pupil when needed. Your child’s key worker will also help instruct teachers on your child’s learning style.
How will I know how my child is doing?
You will be able to discuss your child’s progress with subject teachers at parents’ evening. You can contact the school to speak to Miss Kinrade, Safeguarding and Welfare Lead, subject teachers or form tutor. Appointments can also be made to speak to these members of staff about issues in more detail. In the instance where your child no longer requires the support once given, teachers and the pastoral team will contribute as well as parents to the decision to remove children from the SEN register. This is a three-part process including all individuals involved with your child in school. As soon as parents have agreed that their child no longer has additional needs that can’t be met by the curriculum and their timetabled lessons/teachers, then the students’ status in SIMS will be changed to reflect this.
How will the school help me to support my child’s learning?
Subject teachers may suggest ways and resources that you can use to support your child at parents’ evening. Miss Kinrade (SENCO) or a member of the Pastoral team may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child’s behaviour/emotional needs. If outside agencies or the Educational Psychologist have been involved, suggestions or programmes of study are normally provided that can be used at home.
What support will be available for my child’s overall well-being?
The well-developed Pastoral Team takes a holistic view of the child and appropriately shares and seeks information which would best contribute to the overall well-being of any individual. Links are clearly established to ensure an inclusive policy is followed which tracks the academic progress of the child as well as monitoring their social and emotional well-being. Where a specific or general need is indicated any number of a wide a variety of measures can be put in place using well-tailored resources and skills of staff inside school, or when required referral to external agencies which provide a more specialist provision for particular needs.
What specialist services and expertise are available at this school?
At times it may be necessary to consult with outside agencies to receive their specialized expertise and support. These agencies include: Educational psychologist CAMHS (Child & Adolescent Mental Health Service) Physical and Medical needs team, Sensory needs team (Hearing and visual impairment), Speech, Language and Communication needs team, Communication and Interaction needs (Autism Spectrum Condition), Specific Learning Difficulty specialists, Social Services and School nurse team.
A termly planning meeting occurs in which a wide range of external agencies attend a meeting at school to discuss and offer advice on how to support and continue to support students with additional needs at St Joseph’s.
How will my child be included in activities outside of the classroom including school trips?
All students are invited to and given the opportunity to attend extra-curricular clubs. School trips and activities are also available to all students. Details are on our website when trips are promoted and extra curricular timetables are on the website also. Risk assessments are carried out and procedures are put in place to ensure that all students are able to participate. Trip meetings are held prior to involve and inform parents and carers of planned activities.
What if my child needs transport to and from school?
Depending on the needs of the individuals, the School would endeavor to provide any assistance where possible of ensuring the safe travel of a child to and from school. On very specific occasions it may be deemed necessary for school to help support a family financially regarding a purchase of a bus pass or even provide transport in the short term via our Attendance Officer.
How are the school’s resources allocated and matched to the children’s special educational needs?
The SEN budget is allocated each financial year. The money is used to provide additional support or resources, dependent on individual needs. This is tracked very carefully to ensure we are fulfilling the needs of our students. Additional provisions may be allocated after discussions with staff and with students, parents and carers at review meetings.
How is the decision made about how much support my child will receive?
These decisions are made in consultation with subject teachers, curriculum leaders and pastoral leaders. At times it may be done in consultation with outside agencies. During their school life, if concerns are identified due to a student’s lack of progress or wellbeing, we endeavour to put intervention in place to address this. The impact of these interventions is monitored through data analysis and SEN progress reports completed by subject teachers.

Who can I talk to?

Support for parents and carers of children and young people with SEND

If parents and carers feel they would like some impartial information, advice or support on any issues relating to their children’s special educational needs and disabilities (SEND), they can contact the Cumbria SEND Information, Advice and Support Service (SENDIASS) who can offer a range of support. We will help parents, carers and young people to prepare for meetings with schools or the local authority and practically support them at the meetings in an appropriate and impartial manner.  We can also signpost to other relevant support networks.

For more information on SENDIASS and how to find support, please click on this link: https://www.cumbria.gov.uk/childrensservices/schoolsandlearning/ils/parentpartnership/default.asp


Local offer

The Local Authority have produced The Local Offer where parents/carers and young people can find out about more specialist provision available.

Please follow the link below to find out more:

http://localoffer.cumbria.gov.uk/kb5/cumbria/fsd/home.page


Transition for SEND pupils into St Joseph’s School
Transition for our SEND pupils will begin in June. There will be three separate days across June and July for pupils with SEND. They will spend three full days in school with staff travelling around the different departments on the sound of the bell. They will meet their form tutors and their teachers and the key staff in the Learning Support Department. This enhanced transition will take place as well as the transition for the whole year group and all Year 6 pupils will be invited to the summer school week held at the end of August.
The transfer of information from primary school SENDCo’s and secondary school SENDCo is well established, and all files, reports and plans will be discussed. If your child is a holder of an EHCP the SENDCo will be involved in transition meetings whilst you child is in year 5 and year 6. All SEND pupils are cared for and supported through this exciting and daunting time. If you wish to book a private tour with the SENDCo please email Helen.Kinrade@sjchs.uk to arrange this.