SENDCo. - Mrs. Lucy Francis
SEND Governor - Mrs. Tricia Glen
St Faith’s are committed to ensuring that every child makes good or better progress and successfully reaches their potential. Children are identified as having SEND (Special Educational Needs and Disabilities) through a combination of approaches, including liaison with previous schools, monitoring of academic performance and concerns raised by teachers and parents.
We use tools, such as the Dyslexia Screening Test, Lexplore & Sandwell Early Numeracy Test to pinpoint a child’s needs and develop the best support for them to ensure good progress. In the SEND Code of Practice 2014, a child with SEND is defined as a pupil whose learning difficulty or disability requires special educational provision that is different from and additional to the support normally available to pupils of the same age.
If you have a concern about your child’s learning, please don’t hesitate to contact your child’s teacher, who will report directly to the SENDCo, if necessary. In line with the Code of Practice, St Faith’s uses The Graduated Approach to monitor SEND support, a reflective cycle which aims to ensure that pupils with SEND are given effective intervention to remove barriers to learning.
An essential stage of the cycle where teachers gain a growing understanding of a pupil’s needs through assessment, monitoring and advice from external specialists.
After the thorough assessment and in partnership with the SENDCo, teachers can begin to plan effective teaching strategies and targeted provision. This additional support is grounded in high-quality teaching within the classroom, a standard which St Faith’s is able to achieve through our smaller class sizes and experienced teaching staff.
The targeted provision and interventions for a child are carried out by trained Learning Support Assistants (LSA), using specialised programmes and resources. The support remains the responsibility of St Faith’s are committed to ensuring that every child makes good or better progress and successfully reaches their potential. Children are identified as having SEND (Special Educational Needs and Disabilities) through a combination of approaches, including liaison with previous schools, monitoring of academic performance and concerns raised by teachers the teacher and good communication with the LSA delivering the intervention is vital.
The last part of the reflective process which allows teachers to evaluate which intervention produces the best outcomes and ensure continual progress. New targets are devised and review meetings with parents are held to communicate the result of the provision and establish next steps.