Any child may experience a Special Education Need and/or Disability (SEND) which may affect their learning or well-being. It is our intention that every child has access to a holistic curriculum which supports their developmental needs in the most appropriate way. St Paul's is an inclusive school where every child matters and we aim to celebrate effort and progress as much as academic achievement. Parents are encouraged to inform the school quickly if they have any concerns about their child.
Miss Stephanie Black, the Special Educational Needs Coordinator (SENDCo) reviews the progress of all pupils every term with the class teacher. If there is a problem, then a plan will be set up - this known as your child's APDR (Assess, Plan, Do, Review) to support the achievement of the pupil concerned. The plans are reviewed regularly and shared with support staff, teachers and parents. Parent partnership is very important and becomes even more crucial if a child is experiencing some difficulties.
The ‘SEND Code of Conduct’ (2015) states that a child or young person is considered to have an SEND if they have “a learning difficulty or disability which calls for special educational provision to be made for him or her”
A child of compulsory school age or a young person has a learning difficulty or disability if they:
All members of staff are trained to identify children who might be experiencing barriers and/or obstacles that are preventing them from making progress. It is the policy of the school to put in place suitable support for these children, following a three tiered approach (universal support, targeted support, and specialist support).
The categories of SEND are as followed:
St Paul's prides itself on ensuring every pupil is supported well in school. The school has many staff employed to support students in class and liaises with other schools and agencies to provide as much specialist support as possible.
Areas of learning include:
The Zones of Emotional Regulation
At St Paul's it is our intention to teach our children to identify emotions in themselves and provide them with bank of strategies to help regulate their feelings. All staff are trained in using the 'Zones of Regulation' and model this to all children from Nursery to Year 6.
The Zones of Regulation is an approach used to support the development of self-regulation in children. It encompasses four colours (green, blue, yellow, and red), which helps children to identify how they are feeling and categorise it based on colour. Children who are well regulated are able to be in the appropriate zone at the appropriate time and discuss how they are feeling and why. There is progression across the curriculum with children in Early Years learning to identify different emotions to children in Upper Key Stage 2 discussing how our behaviour can impact the feelings of those around us.
The Four Zones
Each coloured zone has associated tools and strategies which support children in learning to manage their emotions. It it important to emphasise that throughout an average day, it is normal to feel a mixture of all emotions. We often move between the Zones numerous times over the course of a day and experience a wide range of feelings.
The following terms might be used when discussing children with SEND: