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SEND

At Phoenix St Peter Academy, all children are valued and achievements are celebrated through a caring, positive and stimulating approach. We are committed to providing for each pupil the best possible environment for learning in order to achieve their full potential.

Our policy for pupils with Special Educational Needs & Disabilities is therefore an integral part of the whole school’s ethos. In implementing the policy, we strive to ensure that all children have access to a broad and balanced curriculum and we provide a differentiated curriculum appropriate to the pupil’s individual needs and ability.


We believe that it is the collective responsibility of the school to ensure that there is a consistency of approach to meeting the needs of all children, and that each child’s special educational needs and or disabilities are identified early.
 

Phoenix St Peter Academy provides a focus on outcomes for children and not just hours of provision and support. We know that life can at times be complex and challenging, and we are ready to support children and families during the more difficult times.  

We are committed to ensuring that all children:
  • participate fully within the curriculum
  • engage fully enrichment opportunities
  • have access to all information facilities and services which we offer

 

Phonix St. Peter's SEND Coordinator

Our SEND Coordinator at Phoenix St. Peter is Samantha Barnard, who is also our Assistant Headteacher and Designated Safeguarding Lead.

Mrs Barnard may be contacted by email at:  samantha.barnard@phoenixstpeteracademy.org
 

If you have a complaint regarding our SEND Support

If you are a parent of a child with SEND at our school, and you feel we have not fully administered our duty of care under the requirements of SEND, please do not hesitate to contact our SENDCO, Mrs Samantha Barnard, above. Further details on our Complaints procedure, can be found below.

Admission arrangements for Pupils with SEND

To ensure that we can full accommodate your child's needs, parents should inform the school via the school’s In Year Admission Form of any special educational needs and disabilities.

Our highly qualified and experienced Special Educational Needs Co-ordinator is informed and, if the child has an EHCP, a formal meeting is set up with the parent, Headteacher and Special Educational Needs Co-ordinator to discuss whether the school can meet the needs of the child.

  • The site manager is informed if any adjustments to the school building need to be made e.g. further ramps, toilet facilities, heights of chairs and tables etc.
  • Resource implications are discussed – both staffing and equipment.
  • The Special Educational Needs Co-ordinator from the previous school is contacted.
  • The child’s needs are discussed and his or her SEND records are requested.
  • Liaison with outside agencies takes place and the class teacher is consulted.
  • An individual education plan is put in place prior to your child joining the school and is shared with all relevant staff.
  • Our Special Educational Needs Co-ordinator attends regular training which she or he cascades to other members of staff through school PD Days.  Staff also attend a range of courses to ensure that they have the expertise to support the pupils in their care.

Admission arrangements for pupils with disabilities

To ensure that we can fully accommodate your child's needs, parents should inform the school via the school’s In Year Admission Form. The Special Educational Needs Co-ordinator is informed and, if the child has an EHCP, a formal meeting is set up with the parent, Headteacher and Special Educational Needs Co-ordinator to discuss whether the school can meet the needs of the child.

  • The site manager is informed if any adjustments to the school building need to be made e.g. further ramps, toilet facilities, heights of chairs and tables etc.

  • Resource implications are discussed – both staffing and equipment.

  • The Special Educational Needs Co-ordinator from the previous school is contacted.

  • The child’s needs are discussed and his or her SEND records are requested.

  • Liaison with outside agencies takes place and the class teacher is consulted.

  • An individual education plan is put in place on admittance.

  • Our Special Educational Needs Co-ordinator attends regular training which she or he cascades to other members of staff through school PD Days.  Staff also attend a range of courses to ensure that they have the expertise to support the pupils in their care.

Please visit our Policy Page, SEND Information Offer and Early Help Offer below.
 

Thrive Approach Practitioners

We offer trained and accredited Thrive Approach Practitioners at our school.

  • The Thrive Approach provide those who work with children and young people with the knowledge, skills and tools to optimise social and emotional development, focusing on the relationship with the child or young person so that they are able to engage fully in the educational journey, and are emotionally resilient and better equipped to deal with life’s ups and downs. 
     

 

ADHD Specialists

Our Teaching Staff have specialist experience and knowledge in Speech and Language.

Attention-Deficit/Hyperactivity-Disorder (ADHD) is currently defined as a cognitive/behavioural developmental disorder where all clinical criteria are behavioural, inattentiveness, overactivity and impulsiveness are presently regarded as the main clinical symptoms.

Attachment Specialists

Our Teaching Staff have specialist experience and knowledge in Attachment...

  • Avoidant: Being afraid of intimacy, experiencing emotional highs and lows in relationships, along with much jealousy.
  • Ambivalent: Views love in an obsessive way, with strong need for constant reciprocation and validation, along with emotional highs and lows and jealousy.
  • Disorganised: Seeking comfort makes feelings worse so they self-help. May hurt others as to how they have been hurt themselves.
     

Dyslexia

Our Teaching Staff have specialist experience and knowledge in Dyslexia.

  • Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.  Characteristics features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities.
     

Languange & Literacy

Our Teaching Staff have specialist experience and knowledge in Language and Literacy.

  • A language delay occurs when a cild's language is developing slower than other children of the same age, but is following the typical pattern of development.  Language development can be affected by the complex interaction of genetic and environmental influences.
     

Social, Emotional & Mental Health Specialists

Our Learning Support Staff have specialist experience and knowledge in Speech and Language.

  • The Thrive Approach provide those who work with children and young people with the knowledge, skills and tools to optimise social and emotional development, focusing on the relationship with the child or young person so that they are able to engage fully in the educational journey, and are emotionally resilient and better equipped to deal with life’s ups and downs. 
     

Speech & Language Specialists

Our Teaching Staff have specialist experience and knowledge in Speech and Language.

  • Speech refers to: Speaking with a clear voice, in a way that makes speech interesting and meaningful. Speaking without hesitating too much or without repeating words or sounds. Being able to make sounds like 'k' and 't' clearly, so that people can understand what you say.
  • Communication refers to: Using language or gestures in different ways, for example to have a conversation or to give someone directions.
  • Language refers too: Knowledge and choosing the right words to explain what you mean, joining words together into sentences, stories and conversations. Making sense of what people say.