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St Anne's Roman Catholic Primary School

St Anne's RC Primary school is situated close to the city centre and provides a nurturing and supportive family environment in which children can flourish.

We are a oneĀ form entry school. Our Nursery can accomodate 25 children in the morning and 25 children in the afternoon. Class size fromĀ Reception to Year 6 is 30 children.

We are an accessible site for people with disabilities.

The nearest bus stop is across the road from the main school entrance and we are a shot distance from Blackburn Train Station.

Who to contact

Contact Name
Jeff Brown
Contact Position
Head Teacher
01254 580462

Where to go

St Anne's R. C. Primary School
Feilden Street
This service is part of the Local Offer

Local Offer

Contact Name
Mrs. Leanne Brown
Contact Telephone
01254 580462
Contact Email
Local Offer Age Bands
5-11 years
0-5 years
What specialist services and expertise are available at, or accessed by, the school/setting?

The school works collaboratively with colleagues from:

  • Blackburn with Darwen SEND Support Service
  • Community Paediatricians
  • Speech and Language Therapy
  • Physiotherapy
  • Occupational Therapy
  • Social Care
  • New Arrivals & GRT Team
  • Community Mental Health Services
  • Action for ASD
  • The WISH Centre
  • InDiGo
  • School Nursing team and wider health professionals
What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?

The school has a Special Needs Co-Ordinator (SENCo) who, along with the Head Teacher, ensures that children with Special Educational Needs and/or Disabilities (SEND) receive their entitlement to an inclusive education delivered by qualified teachers, supported by teaching assistants (TAs) and Specialist Support Assistants (SSAs).

Teachers and support staff undergo regular training in recognising and supporting different special educational needs.

Outside agencies provide expert advice which is then put into practice in school and monitored  rigorously by the senior leaership team (SLT). 

Staff who work with children with complex or very specific needs are trained to support this e.g. Safer Handling Training.

As a staff, we have experience of supporting children with mobility needs, visual impairment, Autisitic Spectrum Condition, ADHD and other social and emotional health needs, speech and language delay, developmental delay, Specific Learning Difficulties (dyspraxia, dyslexia, dyscalculia) and also children with complex or unique needs.

How do you know if my child/young person needs extra help?

Teachers differentiate work for children in their classes and check to see if children are making the expected  progress. Progress meetings are held on a termly basis between key staff for all pupils. Academic progress is also tracked termly and closely monitored by SLT.

Teachers will identify any child for whom they have concerns to the SENCo. This may then lead to further observations or assessments and decisions about next steps would be made. If a child has been identified as possibly having additional needs , the parents would be informed verbally by the class teacher and/or the SENCo. At this point we would establish the parents' view about the child's needs and these would form part of the next steps.  An initial concerns form is completed which helps us to gather useful information about the child.  Often the child's needs can be met through additional strategies or support in school. Howwever, if school feel other professional support is necessary, this would be discussed with parents in order to gain consent and share findings.  The same approach is followed if a parent/carer raises concerns about a child's needs.

Where a child's needs are severe or complex, a request for additional, individual support in the form of an EHCP may be placed with the local authority.

At all levels of involvement and at all stages, we will gather and act upon the views of the child.  If a child is unable to share their thoughts, staff will observe them in order to gain an idea of what they like and dislike and what they can and cannot manage about their learning.  Wherever possible, children will have input into the next steps and the additional support that we put into place.

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

If your child is already in Nursery or school, speak initially to the child's class teacher.

You can also speak to the SENCO at anytime by arranging an appointment via the school office.

It is very important to share your concerns so that school can work with you and offer support for your child as early as possible.

If your child is due to start at our school and you feel they may have some additional needs or you have any concerns please contact the SENCO beforehand so that your child gets the best possible start.

How will staff support my child/young person?

All children have a legal entitlement to First Quality Teaching and all teachers are teachers of children with SEND.  This means that the SLT at St. Anne's expect that all class teachers make the expected provision and reasonable adjustments to accomadate SEND.   All staff in our school are thoroughly committed to meeting the needs of the children in their care. We have a high level of adult support in each class.

Some children have individual support for the whole time in school and others have this for part of the time dependent, on their level of need.

Your child's needs will be carefully assessed and appropriate targeted support and intervention will be planned. Once these are in place your child's needs would be reviewed in order to provide the next steps.

You will be informed of support in place and your child's targets and progress. We value your important input in all aspects of your child's education.

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

Your child's needs would be assessed throughout their time in school and individual, group or class targets will be in place in order that they access the the curriculum appropriate to their needs and ability. Teachers are highly skilled at differentiating the curriculum and support staff assist children with additional needs to access the curriculum as fully as possible.

Children with significant needs will have a personalised curriculum designed in co-operation with the different agencies involved with that child.  This will be reviewed and adapted regularly.

The curriculum will also be made accesible and no child will be excluded from learning activites or trips due to them having additional needs.

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

There is good communication bewteen school staff and other professionals involved in supporting children with additional needs. Class teachers and support staff are experienced in working with a range of needs. Good planning and information sharing enables them to be sympathetic to the needs of the children in their care and make appropriate adjustments. 

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

The school welcomes and encourages good communication links with parents and staff are always willing to your child's progress with you.  Children's progress is assessed on at least a termly basis. Parents meeting are held in the Autumn and Spring term and there is one additional meeting in the Summer term for parents of children with SEND.  Children with needs that cannot be met with simple adjustments will have a written plan with their targets on which is evaluated each term. Parents will recieve a copy of this plan. Formal and informal meetings are also arranged for children with additional needs or those with IPRAs/EHCPs. These are generally organised and led by the SENCo although parents can request an additional review meeting at any time.

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

Information is sent home about the areas of study your child will be covering each term. This information is also available for each year group on the school's website. You will also be informed of the homework your child is expected to complete, much of which is now computerised so that it is accesible and can be made appropriate to the nees of each child. Encouraging your child to complete activities will support their learning. Further specific advice on strategies and activities to meet specific needs will be given on request, by your child's teacher,support assistant or the SENCo.

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

Children with SEND are known to staff and their needs are considered and views heard in all aspects of school life. SEND pupils are represented on our Faith and School Councils.  Some children have 1:1 support in the playground at lunchtime but we want all children to be included as much as possible in order to build successful peer relationships. Social skills groups such as Lego Therapy take place in school for children who have additional needs in this area. The SEN team works closely with individuals and groups in supporting social,  emotional and behavioural needs. The school has a bullying policy in place and this can also be found on the school's website. Our school has a Family Social Worker who works three days a week supporting families or individual children with a range of needs. Every year school hosts an anti-bullying week where children are encouraged to voice their opinions on strategies in place to stop bullying. We encourage Year 5 children to become play leaders at Lunchtime to support Key stage 1 children.  Our children are very nurturing of their peers with additional needs and strive to include them in all areas of school life. 

School also works in partnership with medical professionals if we feel that their wellbeing needs are require more specialised support than school can provide.

Children with severe or complex medical needs will have a Health Care Plan which is drawn up by the school nurse, in co-operation with any other health professionals.

A number of school staff members are Paediatric First Aid trained and others have received specific training to support children with specific conditions.

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

The school has a range of extra curricular activities including ICT club, breakfast and after school provision and sporting clubs such as football, multi-sports, dodgeball and netball.  All clubs are accesible to and well-attended by children with SEND. 

All children with SEND are included in all school trips.

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

Children with specialist support plans (IPRAs/EHCPs) will be supported in their transition into Nursery/ Reception class (or any other class should they transfer during their education) or into Year 7 with a transition review meeting, in which all agencies involved will ensure that important information is shared and effective provision continues.

Children without these specialist plans will also be supported and formal meetings will be arranged if it is felt that this will best support their transition.

School will always share SEND information with any school that a child transfers to.

It is very helpful to discuss transition arrangements well in advance of the transition and any school applications should be discussed with the school you are considering prior to application so that you can be sure that you are choosing the setting that best suits your child's needs.  If you have a child with SEND and are considering applying for a place at St. Anne's, make an appointment to see the SENCo so that you can discuss your child's needs and how we can meet them.  If you are applying for a high schol place, again, visit the school first, making an appointment with their SENCo.  If you need any help with this, contact SENDIASS, an impartial support service for parents of children with SEND:

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

If a child has been identified has requiring additional individual support or equipment this may be provided from within the school’s own budget or from additional funding allocated by the authority.

The school has access to advisory teachers and educational psychologists and a range of health professionals to assist and advise in meeting your child’s needs.

School also has a stock of equipment which may support your child including; timers, ear defenders, recording devices, adapted scissors/pens/rulers, writing slopes, pencil grips etc.  These are provided on a needs-led basis.

The school is very well supplied with accessiblity equipment.  There are two adapted toilets, one of which has a bed, a hoist and a shower.  We have a disposal bin for continence wear and a step and rail system to support children with disabilities self-toileting.  Ramps are used to support access on both sides of the building; the main entrance is wheel-chair accessible.


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

Parents and chidren are involved at all levels of support and their views and requests will be supported within all reasonable arrangements.

If a child receives funding through an IPRA or EHCP, this funding will be used soley to support their needs but the way in which the money is spent is at the discretion of the head teacher.  This decision will, of course, be made with reference to the recommendations of the advisory teams working with the children.

Review meetings are held regularly but we encourage parents to approach the class teacher and/or SENCo at any time to make an appointment to discuss any questions you have about provision for your child.

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