Witamy w kościele św. Bernadety
Learn to love, love to learn
Special Educational Needs and Disabilities
What is SEND?
SEND is everyone's responsibility. At St Bernadette's, we are committed to creating an inclusive environment where every child feels valued, supported and empowered to achieve their full potential. By working in partnership with families, pupils and professionals, we ensure that every child receives the right support, at the right time, enabling them to flourish academically, socially and emotionally.
Identification & Support
Graduated Apporach
Interventions
Policies Including Local Offer
Parent Partnership
The Hub
FAQ
What is SEND?
At St Bernadette's Catholic School, we believe that every child is a unique gift from God, with individual strengths, talents and aspirations. As an inclusive school, we recognise that some children may need additional support to help them achieve their full potential.SEND stands for Special Educational Needs and Disabilities. A child or young person has SEND if they have a learning difficulty or disability that means they require additional or different support to access learning and make progress.
SEND is categorised into the following areas in the SEN code of practise 2014:
Cognition and Learning
Communication and Interaction
Social, Emotional and Mental Health
Sensory and Physical
At St Bernadette's, SEND is everyone's responsibility. We are committed to ensuring that every child with SEND feels supported, included and able to thrive as part of our school community. We believe that the best outcomes are achieved through strong partnerships with children, families and professionals, enabling us to provide the right support at the right time through a graduated approach that is tailored to each child's individual needs.
Identification & Support
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.
Identifying SEND
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.
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.
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.
The Graduated Approach
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.
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.
To find out more about how the Graduated Approach works, please visit our dedicated Graduated Approach page or explore the Birmingham guidance using the link below. LINK TO GRADUATED APPROACH PAGE
SEND Support Plans
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.
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
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.
Assessing Progress
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.
Alongside everyday teacher assessment and the school's assessment systems, some pupils may be assessed using specialist frameworks, including:
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.
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.
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
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.
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.
Their recommendations help us further personalise provision and ensure that every child receives the support they need to thrive.
Graduated Apporach
At St Bernadette's Catholic School, we believe that every child should receive the right support, at the right time, in order to achieve their full potential.
When a child experiences barriers to learning, we follow the Graduated Approach, as outlined in the SEND Code of Practice (2015) and the Birmingham Ordinarily Available Inclusive Provision (OAIP) guidance. This ensures that support is carefully planned, regularly reviewed and adapted to meet each child's individual strengths and needs.
The Graduated Approach is a continuous cycle of Assess, Plan, Do and Review. This process allows us to work in partnership with children, families and professionals to ensure that support remains effective and responsive.
Assess
The first step is to build a clear understanding of a child's strengths, needs and any barriers to learning.
Information may be gathered from:
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discussions with parents and carers;
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the child's views and experiences;
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teacher observations and assessments;
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progress and attainment data;
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attendance and wellbeing;
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advice from external professionals, where appropriate.
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This helps us identify what support may be needed and ensures that decisions are based on a full understanding of the child.
Plan
Using the information gathered, we agree the outcomes we want the child to achieve and the support that will help them get there.
This may include:
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adaptations to classroom teaching;
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targeted interventions;
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additional resources or equipment;
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environmental adaptations;
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advice from specialist services.
Parents are involved throughout this process and are encouraged to contribute to the planning of their child's support.
Do
The agreed provision is then put into practice.
The class teacher remains responsible for the progress of every child in their class and works closely with the SENDCo, support staff and external professionals to ensure that strategies are implemented consistently.
Support may take place within the classroom, through targeted intervention or a combination of both, depending on the child's individual needs.
Review
The impact of the support is reviewed regularly.
Together with parents, we consider:
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whether the child is making progress towards their outcomes;
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which strategies have been successful;
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whether any changes are needed; and
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what the next steps should be.
This ongoing cycle ensures that support continues to reflect the child's changing needs and promotes the best possible outcomes.
Working in Partnership
The Graduated Approach is most effective when school and home work together.
We value the knowledge and expertise of parents and carers and believe that strong partnerships are key to helping children succeed. Throughout the process, we will keep you informed, listen to your views and work collaboratively to make decisions about your child's support.
Find Out More
The Birmingham Graduated Approach provides further information about the support available for children and young people with SEND within mainstream schools.
You can explore the guidance by scanning the QR code below or visiting the Birmingham Local Offer.
You can also find out more about how St Bernadette's identifies and supports pupils with SEND by visiting our Identification, Support and Assessment page.
FAQ
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How do I meet with the SENDCo?
The SENDCo holds a monthly SEND Clinic, where parents and carers can book appointments to discuss SEND-related concerns or seek advice.
To request an appointment, please complete the request form using the QR code below.
To ensure concerns are addressed as quickly as possible, we ask that you first speak with your child's class teacher. Class teachers know your child best and are responsible for their day-to-day learning. They are best placed to discuss your child's progress, the adaptations already in place and any next steps.
If further SEND support is required, the class teacher will work alongside the SENDCo through our graduated approach. SEND Clinic appointments are offered at the discretion of the SENDCo and are arranged where additional discussion or specialist input is appropriate.
How do I contact the SENDCo?
You can contact the SENDCo by emailing
Please allow up to five working days for a response during term time. If your enquiry relates to your child's day-to-day learning, we encourage you to speak with your child's class teacher in the first instance.
Does my child need a one-to-one teaching assistant?
Not necessarily. Research shows that children with SEND often make the best progress when they are supported through high-quality teaching, carefully planned adaptations and opportunities to develop independence alongside their peers.
A dedicated one-to-one adult is not the right provision for most children and can sometimes unintentionally reduce independence, limit opportunities to build relationships with other children and increase reliance on adult support.
At St Bernadette's, support is personalised to each child's needs and may include adapted teaching, small-group work, targeted interventions, specialist resources or additional adult support where appropriate.
In a small number of cases, a child may require dedicated individual adult support. This is only considered where there is clear evidence that it is necessary to meet significant needs and is usually specified within an Education, Health and Care Plan (EHCP).
Does my child need an EHCP?
Most children with SEND do not need an Education, Health and Care Plan (EHCP).
Schools are expected to meet the needs of the majority of children with SEND through Ordinarily Available Inclusive Provision and the graduated approach using the resources already available within school. You can find out more about the Ordinarily Available Guidance here: https://www.localofferbirmingham.co.uk/online-ordinarily-available-guidance/
An EHCP is only considered where a child has significant and long-term needs that require provision beyond what a mainstream school can reasonably provide from its own resources.
Before an EHCP is considered, schools will normally have worked closely with families and external professionals, gathered evidence over time and reviewed the impact of support that has already been put in place.
If we believe an EHCP assessment may be appropriate, we will discuss this with you and explain the process.
Can I request an EHCP myself?
Yes.
Parents and carers have the legal right to request an Education, Health and Care Needs Assessment directly from the Local Authority.
However, we would always encourage you to discuss your concerns with school first. We can explain the process, review the support already in place and work collaboratively with you to decide whether requesting an assessment is the most appropriate next step.
Further information about Education, Health and Care Needs Assessments can be found on Birmingham Local Offer. https://www.localofferbirmingham.co.uk/education-health-and-care-plan/
How will I know if my child has SEND?
Every child develops and learns at their own pace. If your child's class teacher identifies that they may need additional support, they will begin by adapting their teaching and monitoring your child's progress through our graduated approach.
You may also have concerns at home. We encourage you to share these with your child's class teacher as soon as possible so that we can work together to understand your child's strengths and any areas where they may need support.
If, despite appropriate support and adaptations, your child continues to experience significant barriers to learning, the class teacher will work alongside the SENDCo to consider whether they have Special Educational Needs and Disabilities (SEND). The class teacher will then have a discussion with you and ask for your consent for your child to be added to the SEND register.
What happens if my child is added to the SEND Register?
Being placed on the SEND Register means we have identified that your child requires provision that is additional to or different from that which is ordinarily available for pupils of the same age.
This does not change the high expectations we have for your child. Instead, it allows us to plan, monitor and review personalised support to help them achieve their full potential.
You will be involved throughout the process and your child's progress will be reviewed regularly using the Assess, Plan, Do, Review cycle.
My child is on the SEND Register. Will they always remain on it?
Not necessarily.
The SEND Register is reviewed regularly. Some children require additional support for a short period of time before making sufficient progress and no longer needing SEND provision. Others may require ongoing support throughout their education.
Our aim is always to provide the right level of support for each child based on their current needs.
My child is struggling. Does that mean they have SEND?
Not always.
Children can experience difficulties for many different reasons, including gaps in learning, changes in circumstances, attendance, English as an Additional Language (EAL), emotional wellbeing or temporary challenges.
Not every child who requires additional support has SEND.
Our first step is always to understand the reason for any difficulties and put appropriate support in place. If concerns continue despite this support, we may consider whether your child has SEND.
Our approach to teaching children with SEND
At St Bernadette’s School, we offer smaller setting groups with a tailored curriculum and a focus on closing gaps in English and Maths skills in most year groups.
Teachers adapt their high-quality teaching to cater for their pupils’ needs and plan individual timetables where necessary. When appropriate, staff are deployed to give children additional interventions in small groups outside the classroom, or to provide one-to-one support.
We use the EEF guidance ‘Five-a-day’ and embed the key principles into all our lessons.
We use a range of strategies across our lessons to ensure we offer an inclusive approach to learning and allow all children to access the classroom environment.
We also seek advice and equipment from outside agencies as and when the need arises.
SPECIAL EDUCATIONAL NEEDS AND DISABILITY
INFORMATION REPORT
At St Bernadette’s School, we support children with a variety of differing Special Educational Needs and Disabilities, and we pride ourselves on being a highly inclusive school with an ethos which encourages and celebrates diversity and difference.
