St Stephen's CE Primary, Tockholes
If school days are our happiest days then St. Stephen’s will leave children with a wealth and abundance of wonder, smiles and friendships.
It is a village school with a big heart, oozing character and warmth.
Who to contact
Where to go
- St Stephen's CE Primary School Tockholes
- BB3 0LX
- Other notes
Over the last few years every effort has been made to ensure that our school is completely accessible to all. Both the inside and outside classroom areas have ramped access and the playground is step free. Our school is fully accessible with a dedicated ramp to access the school to avoid any steps.
We use workstations; picture timetables; PECS; countdown timers for pupils who need it.
We use age appropriate software within school to help pupils engage with subjects they find difficult; practice basic skills; become independent learners, including mathletics, reading eggs, 2type,
- Contact Name
- Gillian Ross
- Contact Telephone
- 01254 701806
- Contact Email
- Local Offer Age Bands
Parents & carers
- Needs Level
- SEN Provision Type
Schools' Extended Local Offer Response
- What specialist services and expertise are available at, or accessed by, the school/setting?
School’s Educational Psychological Service
Educational Welfare Officers
Speech Therapists -
Send Support Service, including advisory teachers for ASD (autistic spectrum disorder, speech and language, SEBD (social, emotional and behavioural difficulties), PD (physical difficulties), early years team.
Parent Partnership (IASS - Independent Assessment Support Service
Child and Adolescent Mental Health Services CAMHS (ELCAS)
Language for Life partnership - Pip St John
- What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?
Within St Stephens we have staff members who have received training which enables us to be able to adapt to a range of SEND:-
- specific learning difficulties (including dyslexia)
- autistic spectrum disorder (ASD)
- speech, language and communication needs (SLCN)
- social emotional and mental health difficulties
- sensory and physical development difficulties
We use a number of approaches to teaching:
- Small group intervention (Read Write Inc comprehension, Read Write Inc Phonics, better reading, write dance, body awareness
- 1:1 tutoring, Booster classes, etc)
Enhancing SEN provision 2016/17 - Further ASD training.
A continued focus on narrowing the gap between pupils at SEN Support and those with no identified SEN, in all subjects at KS1 and particularly in Maths and Reading at KS2.
To improve the rate of progress for children at SEN Support across EYFS and Y1 in all subjects.
Where appropriate, adaptations are made to the curriculum/learning environment enabling all children, including those with SEND to access the whole curriculum (see Accessibility Plan).
- How do you know if my child/young person needs extra help?
When pupils have identified SEND before they start here, we work with the people who already know them and use the information already available to identify what their SEND will be in our school setting.
If you tell us you think your child has a SEND, we will discuss this with you and possibly carry out some diagnostic tests with your child. We will share what we discover with you and agree with you what we will do next and what you can do to help your child.
If our staff think that your child has an SEND this may be because they are not making the same progress as other pupils; for example they may not be able to follow instructions or answer questions. We will observe them; we will assess their understanding of what we are doing in school and use diagnostic tests to pinpoint what is causing them difficulty (i.e. what is happening and why).
Our in-house assessments include BPVS, Derbyshire Language, Physical Development baseline motor skills, Goodenough Draw a Man, Yarc Assessment of Reading and Comprehension, Dyslexia Screener, Sandwell Numeracy Assessment, Talc, Ravens, Visual Perception and a range of specific language assessments.
These assessments and screeners enable us to unpick a child's difficulties and ensure that we plan the appropriate strategies, targets and interventions necessary to ensure each child continues to make progress with their education.
School will, where necessary, request the support of professionals for further diagnostic information for individual children.
- What should I do if I think my child/young person may have special educational needs?
If parents have any concerns they should contact the class teacher, SENCO/Assistant Head (Gillian Ross 01254 701806, email@example.com) or Mrs Ashworth-Taylor (Executive Headteacher), Mrs Rosie Barnes (Assistant Headteacher).
For SEND support in the local community, parents can access Blackburn with Darwen's website to identify other types of extra support in the local area. This website is an online resource that details services, support and guidance available to children and young people with special educational needs and disabilities (SEND) aged 0 – 25 and their families.
- How will staff support my child/young person?
All staff differentiate the curriculum according to the SEND of individual children.
For all children with special educational needs, the class teacher and SENCO will liaise closely and make special arrangements within the class. This may involve grouping, a special programme of work, modified tasks and/or extra adult intervention.
- How will the curriculum be matched to my child's/young person's needs?
All children will receive high quality first teaching across all areas of the curriculum.
Some children may take part in small time limited intervention group work, or individual work, in or out of the classroom.
Some children will work on targets in a SEND support plan which may be group or individually based.
- How will teaching approaches be modified to support my child/young person?
Outstanding, quality first teaching is vital for all children. This means that a range of teaching and learning styles are used and that appropriate, differentiated learning objectives are set for all children with a curriculum matched to their needs.
At St Stephen's we provide a ‘Graduated Response’ to identifying and meeting Special Educational Needs which may be mapped onto the National Literacy Strategy and National Numeracy Strategy three waves.
Teaching approaches are consistent throughout the school and any modifications needed for any individual children are planned for in each lessons. The class teacher ensures the children have access to a broad, balanced and relevant curriculum. They do this through careful curriculum planning and differentiation.
- How will both you and I know how my child/young person is doing?
All children are formally assessed three times a year. There are ongoing informal assessments throughout the year and individual curriculum targets are set from these assessments.
All children are tracked from reception class through to year 6 on both formative and summative assessment.
Where appropriate we use P Level and PIVATS to assess progress in smaller steps and at a reduced pace.
Children identified as SEND will undertake a reading and vocabulary assessment at the end of each academic year.
Parent's evenings are held twice a year in the autumn and spring terms and school reports are written annually in the summer term.
For children with SEND, a seperate written report is provided for parents incorporating specific assessment results.
- How will you help me to support my child/young person's learning?
School operates an open door policy where parents are welcome to arrange meetings with their child's class teacher/members of staff to discuss their concerns. School can advise parents on activities that they may be able to complete with their child at home or suggest websites that may be useful to them. School operates a website where parents can keep up to date on what is happening in school. Parents can be sign posted to our family worker. Parents can also be sign posted to any courses or events which are relevant to them or their child.
- What support will there be for my child's/young person's overall wellbeing?
St Stephen's prides itself on being able to support each child holistically and one of our fundamental principles is to ensure that all children in school have a good sense of emotional wellbeing. All children need to be able to feel safe and secure if they are to achieve their goals and these factors underpin a range of school policies including the SEND, Safeguarding, Medical and Behaviour Policies. Children who need medical involvement are supported through specific Health Care or Education and Health Care plans - depending on their overall needs. St Stephen's is a nurturing school with a strong Christian ethos. The well-being of your child is central to the ethos of our school, our open door policy and proactive approach to dealing with any concerns or issues that your child is facing enables St. Stephens to provide a happy safe and caring environment. Within school, children are taught about bullying, friendships and staying safe, through a combination of age appropriate PSHE, (personal, social and health education) lessons, circle time and daily worship. A Family Worker (Gill Boyes, employed by The Redeemer) can be made available to provide further support for children with their emotional wellbeing. Referrals can be made by staff and following concerns raised by parents. Intervention/support for children will be decided according to the needs of the individual children/families. We believe that our pupils are happy and safe and as a thriving inclusive school we hold a great deal of stock in pupil voice and have a very active School council which work closely with staff and pupils to deal with arising issues.
The school has a Designated Senior Person (DSP) and a Deputy DSP to deal with issues to child protection and safe guarding, the family worker and SENCO have also received Level 3 safeguarding training. Groups are run in school to develop children's social skills and self esteem. School has sign posted parents and children to specialist services for social, emotional and behavioural development. All children are encouraged to tell someone if they feel there are any issues, not just impacting on them but on their peers. St Stephen's anti-bullying and behaviour policies are available on the website.
- What activities will be available for my child/young person?
At St Stephen's we aim to ensure that children with SEND play a full role in all school activities as far as is appropriate.
All activities within and outside school are covered by risk assessment. Additional risk assessments are carried out for specific children with advice from appropriate agencies depending on their needs. All reasonable adjustments are made to ensure that children with SEND are able to access all activities safely.
Before and after school care is available to all children at a cost to parents, including those with SEND. There is a range of after school clubs, again available at a cost to parents throughout the year. These vary each term and are accessible for all. All clubs are open to children regardless of SEND, with reasonable adjustments. e.g. increased staffing levels.
The school encourages pupils to support each other in work and play, to build on different strengths and talents and to encourage all children to reach their educational potential.
Activites and school trips are planned for all children in our school. A risk assessment will be carried out by the staff prior to activities and trips. We welcome advice/strategies from parents prior to activities and trips to ensure that all appropriate procedures are put in place in order that your child can participate.
- How will you prepare and support my child/young person during transitions?
We have close links with a number of nursery providers. An induction programme for new reception children coming to the Tockholes operates in order to establish a welcoming environment and a smooth transition to school. For children moving between year groups and key stages, the school holds an annual "moving up" day in the summer term. For children moving to high school, Tockholes follows the BwD "Moths" programme (Moving on to high school), which clearly sets out a series of activities aimed at alleviating anxieties. Additional transition arrangements are made for SEND children in all year groups and in all key stages are provided according to the specific needs of each child. Close liaison also takes place between SENCO at St Stephen's and SENCO's at nurseries and high schools.
- How are resources and equipment allocated and matched to my child's/young person's needs?
Any specific resources and equipment are selected according to the advice available/recommended and depending on the specific needs of the child. School is proactive in securing additional services as required, we purchase additional specialist advice from the Educational Psychologist (EP) and SEND Support Service (SENDSS)
- How are decisions made about what type and how much support my child/young person will receive?
School receive funding to support children with SEND. We review this annually and the school frequently spends additional money on top of this to support our children. SEND needs are mapped out using meetings, reviews and provision maps - the funding is matched appropriately. In a case where a child has very significant or complex needs we may present a case to the local authority requesting additional funding in the form of an EHCP. Parents will be invited where appropriate to meet with the SENCO to discuss their child's specific needs and to contribute to any referral process.