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At St Bernadette's Catholic School, we are committed to identifying and responding to pupils' needs as early as possible. Early identification allows us to put the right support in place at the right time, helping every child to achieve their full potential.
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Identifying SEND
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Some children join St Bernadette's with an identified Special Educational Need or Disability (SEND). When this happens, we work closely with parents, previous settings and any professionals already involved to ensure a smooth transition into school. By gathering information before a child starts, we can begin planning appropriate provision from the very beginning.
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For other children, SEND may become evident as they progress through school. Class teachers continually assess pupils' learning, progress and wellbeing as part of high-quality teaching. Parents and carers are also encouraged to share any concerns they may have, as they know their child best.
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Where concerns are identified, the class teacher will discuss these with parents and begin implementing appropriate adaptations and support through our graduated approach. The SENDCo may also carry out observations, review assessment information and work alongside staff to gain a fuller understanding of the child's needs.
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The Graduated Approach
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Once a child has been identified as requiring SEND Support, we follow the Graduated Approach in line with the SEND Code of Practice. This is a cyclical process of Assess, Plan, Do and Review, ensuring that support is regularly monitored, evaluated and adapted to meet each child's changing needs.
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At St Bernadette's, we use the Birmingham Ordinarily Available Inclusive Provision (OAIP) and the Birmingham Graduated Approach to ensure that children receive the right support at the right time.
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To find out more about how the Graduated Approach works, please visit our dedicated Graduated Approach section here or explore the Birmingham guidance using the link below.
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SEND Support Plans
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All pupils receiving SEND Support have an individual SEND Support Plan, which outlines their strengths, identified needs, desired outcomes and the provision in place to support them.
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We use Insight to create, monitor and review SEND Support Plans. Plans are reviewed and updated three times each academic year, typically during:
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October
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February
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May
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Parents and carers receive a copy of each review and are invited to contribute their views before new outcomes are agreed. We believe that parents are key partners in the review process and value their knowledge of their child's progress both at home and at school.
Pupils attending The Hub have their SEND Support Plans reviewed every half term to ensure provision remains closely matched to their rapidly changing needs.
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Assessing Progress
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Children with SEND are assessed using a range of assessment tools to ensure we have an accurate understanding of their progress and can plan appropriate next steps.
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Alongside everyday teacher assessment and the school's assessment systems, some pupils may be assessed using specialist frameworks, including:
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Birmingham Toolkit – used for pupils with cognition and learning needs who are working below age-related expectations. The Toolkit breaks learning into small, sequential steps, allowing staff to accurately identify a child's current stage of learning, celebrate progress and plan precise next steps towards greater independence.
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PICS (Play, Interaction and Communication Scale) – used within our Early Years provision and The Hub to assess and monitor the development of children's early communication, interaction and play skills. This helps staff plan personalised learning experiences that support children's communication and engagement.
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Pre-formal, Semi-formal and Formal Assessment Pathways – pupils within The Hub are assessed using curriculum pathways that reflect their individual stage of development. These assessments ensure that progress is recognised and celebrated, regardless of where a child is on their learning journey, and enable teaching to be carefully personalised to meet individual needs.
Working with External Professionals
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While many children's needs can be successfully met through high-quality teaching and the graduated approach, some pupils benefit from additional advice from specialist services.
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Where appropriate, and always in partnership with parents, we may seek support from professionals such as Speech and Language Therapists (SaLT), the Communication and Autism Team (CAT), Educational Psychologists, Occupational Therapists and other specialist services.
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Their recommendations help us further personalise provision and ensure that every child receives the support they need to thrive.