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St Barnabas Church of England Primary Academy

Description

St Barnabas is  single form entry school with approximately 198 children and the average class size is 29. We are part of the Cidari Multi Academy Trust. We are situated in large open grounds on the outskirts of Darwen.

We strive to help every child to, “achieve great things” by inspiring them with rich experiences and equipping them with a love of learning. Our school has a strong Christian ethos built on our core Gospel values of: Trust, Forgiveness, Friendship, Generosity, Respect, Service and Courage. With close links with the parish church and our dedicated team of staff, governors and parents, we take pride in, “Learning and growing together in a love-filled Christian family.” We are a caring and inclusive school, where through quality first teaching and targeted support and interventions, all children are able to reach their potential.

Our school welcomes children of all abilities and strives to develop the full potential of all its children.  Pupils with special educational needs and/or disabilities, including those children with an EHC Plan, will be admitted to St Barnabas CE Primary Academy in line with the School’s Admissions Policy.

Our SENCO is our Head of School and we have a SENCA who is also our Family Liaison Officer. They both work closely with children, staff, parents/carers and Governors to ensure that the needs of children on the SEND Register are met and ensure that they can ''achieve great things''.

'Achieving great things through learning and growing in a love filled Christian family'

Who to contact

Contact Name
Rebecca Ham
Contact Position
Head of School
Telephone
01254 702996
E-mail
stboffice@cidari.co.uk
Website
www.stbarnabasdarwen.co.uk/

Where to go

Name
St Barnabas CE Primary Academy
Address
Knowlesly Road
Darwen
Lancashire
Postcode
BB3 2JA
This service is part of the Local Offer

Local Offer

Description

Our school is on split levels which have several steps into our Key Stage department and upper Key stage 2, however we are looking into ways to overcome this.

We are currently unable to offer any disabled toilet or changing facilities. The Governors are aware of this and are looking upon ways to improve it.

All the classrooms in school are an acceptable learning environment for any child who has a hearing impairment.

Local Offer Age Bands
5-11 years
What specialist services and expertise are available at, or accessed by, the school/setting?

We work closely with other agencies to focus on identification and provision for those who have SEND. We work with the following agencies:

• LEA Inclusion Support Service (ISS)
• Educational Psychologist
• Councillor

Community Speech Therapy (SALT)

School Nurse

Paediatricians

A range of angencies who might be invovled with the TAF (Team around the Family)

What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?
  • • All staff have received training in the new SEN Code of Practice and are responsible for writing IEPS/Targets for children in their classes.
    • All staff have expertise in working with children with SEN within their classes and will differentiate work appropriately.
    •  1 SSA has a good expertise at working with Autistic children.
    • 1 SSA has received training on Motor Skills Awareness and is able to implement small groups in school.
    • Several of our SSA’s are trained in delivering Social and Emotional interventions.
    • The SENCO and 2 SSA’s have received training in Memory and Cognition.
    •Two SSA's have been trained in ELSA                          
  • Two SSA's have been trained in ELKLAN
How do you know if my child/young person needs extra help?

As a school we liaise closely with local nurseries to ascertain whether a child has been identified as having special educational needs and/or disabilities at Early Years or Early Years Plus. The pre-school induction meetings provide opportunities to discuss individual children’s needs with parents/carers before admission.

We also operate an open door policy in which we encourage Parent to speak directly to the class teacher if they have any concerns. The teacher will then observe and monitor the child.  Frequently the teacher will directly inform the SENCO and they will work together to implement the strategies they deem to be most appropriate. After several weeks of close monitoring the teacher will invite the parent to a meeting to discuss their findings and inform them of any interventions that are being planned and carried out. The pupil will also be informed about this.

What should I do if I think my child/young person may have special educational needs?

We would encourage Parents to inform their class teacher or SENCO as soon as possible. All children that are new to the school have an informal meeting with the Head teacher which is a good opportunity to discuss any concerns.
We hold an Induction Evening for all EYFS children at which the SENCO is present and available. At the start of each academic year we hold parents meetings where the class teacher informs the parents of the expectations of the children in that year group.
We also have 2 formal parent/staff consultation sessions a year.

How will staff support my child/young person?

All children are encouraged to be independent learners however staff will support the children as appropriate to their needs which the class teacher will have highlighted before the start of the lesson or through their planning. The majority of children will be supported within the class with work at the correct level. There may be occasions when it is better for the children to work in smaller groups or even on a 1:1 basis.

How will the curriculum be matched to my child's/young person's needs?

Teaching staff differentiate the curriculum according to the SEND of the individual children.The SENCO and class teacher will liase to closely to make any special arrangements for the children. This may involve extra adult intervention, special programmes of work, groupings , modified tasks.

How will teaching approaches be modified to support my child/young person?

Quality first teaching is essential to all children. Due to this, various styles of teaching will be used and differentiated approprately.

Teaching approaches are consistent throughout the school and modifications needed for any individual children are planned for each lesson.

Intervention programmes will be delievered in the style consistent with class teachers.

How will both you and I know how my child/young person is doing?

Review meetings are held in school for pupils with EHC Plans.
Children’s IEP targets are reviewed half-termly, and new targets are agreed with the SENCO, class teacher and SSA if applicable.
All pupils, irrespective of their needs are assessed termly and Pupil progress meetings are held between the Head Teacher ,SLT and the class teacher to discuss assessments outcomes. All pupils are tracked throughout their time at St Barnabas CE to ensure they are performing to the very best of their ability. Children involved in interventions will undertake entry and exit assessments.Parents evenings are held twice a year and all parents recieve an annual report.

How will you help me to support my child/young person's learning?

Here at St. Barnabas we  will do whatever we can to support you with your child’s learning. We will share any information we have, useful strategies and resources that we have to help your child. This will be done in meetings between parents and class teacher and SENCO if needed. As we operate an open door policy parents are welcome to arrange a time to see their childs class teacher at mutually convient time.

Parents can also support their childs learning by following the links on the website and following the class page.

What support will there be for my child's/young person's overall wellbeing?

NTA: Insert information on how you support emotional, mental and social development, to include extra pastoral support arrangements for listening to the views of pupils with SEND, and measures to prevent bullying.
Risk assessments are carried out by a variety of members of staff depending upon the activity involved. Risk assessments for trips are submitted to the Evolve Website – residential trips have to be approved by County.
Younger pupils are brought directly to their classroom door in the mornings to ensure a secure handover to the class teacher. At the end of the school day EYFS and Year 1are also collected from their classroom door and only handed over to parents/carers who are on an approved list provided by parents/carers. Older children leave from the school gate when a parent/carer has been identified to the class teacher. On arrival children play in the yard until the bell is rung. Two members of staff are on duty outside at this time to ensure safety.

Children are adequately supervised during breaks and lunchtimes, special arrangements are made for children who need individual support as identified on their statement of special
All children are included on school trips, the school follows LEAs agreed policy.
Our anti-bullying policy can be found on our website at:

What activities will be available for my child/young person?

School offers a wide range of extra curricular activities, some at a cost, and when appropirate all SEND children are included. All children are included in school trips. Each childs needs are taken into consideration and the appropriate risk assessments are undertaken. All our trips are registered using Blackburn with Darwen EVOLVE system.

Our school houses a  full wrap-around daily care for all children, this includes before and after school care; holiday care,which is provided by an outside agency, Kidsland, who are subject to separate OFSTED Inspections.

How will you prepare and support my child/young person during transitions?

NTA:  Include information on the support you offer to pupils who will be joining your school/setting and support offered when they move on.

We like to make transitions as smooth as possible. In the Summer term we have whole class ‘Moving up day’. Dependent on the child we will put in other strategies such as social stories, extra time with the new teacher and we may even send postcards to individual children as a reassurance and comfort that they are returning to school and to the same teacher and support staff after the summer holidays.
Children who are starting in EYFS have several introduction sessions as well as the staff visiting them in nursery. One local pre-school will also bring their children on a visit where they pass on relevant information.
We have strong links with the local secondary schools who come in to visit the children moving on as well as inviting them to visits into their schools. The SENCO from the High school will also be invited to attend the final annual review.

How are resources and equipment allocated and matched to my child's/young person's needs?

If it is felt that your child needs any specialist help the SENCO and class teacher will speak to parents directly. The SENCO will then make a referral to the local authority. ISS ( Inclusion Support Service) will then send the relevant professional who will assess the needs of the child and provide the school with the best strategies to help the child and recommend any resources or equipment that will be required, We also purchase additional advice from the Educational Psychologist.

How are decisions made about what type and how much support my child/young person will receive?

 School receive funding to support SEND which is reviewed annually School frequently spends additional money to support our children. In a case where a child has significant or complex needs we may present a case to the local authourity to request additional funding through a higher funding block.Parents and professionals where appropriate will be inivited to meet with the SENCO to discuss their child's specific need and contribute to any referral process.