Our Resource Base for Visually Impaired children has been operating since 1990. It is staffed by an experienced team co-ordinated by a Qualified Teacher of the Visually Impaired (QTVI) and Teaching Assistants who specialise in teaching pupils with a visual impairment. Our aim at Christ the King is the integration of our VI pupils in a mainstream setting with their sighted peers and the development of their skills of independence in a safe and caring environment. In addition their sighted peers develop awareness and understanding of the specific skills required for pupils with a visual impairment to participate alongside their peers in school life.
In order for our VI pupils to fully access the curriculum, we provide access to:
When a pupil needs to use Braille as their main medium for writing and reading, Braille skills are taught alongside the sighted pupils' learning of print reading and writing.
Visits to places of educational interest are a large part of school life at Christ the King. A risk assessment is undertaken and the specific needs of our VI pupils taken into account so that they are safe and are able to enjoy their visits alongside their peers. All of our VI pupils are encouraged to join these valuable visits and are given full support throughout the process.
Our VI children also have the opportunity to become involved in the many extra- curricular activities that take place here at Christ the King such as: football, netball, ICT, tag-rugby, dance and film club.
We are fortunate to have close links with Birmingham Sensory Support, Technical support and Mobility Services who provide regular support to pupils and staff. We liaise regularly and participate in events with Priestly Smith and Plantsbrook Secondary school (VI resource base) where many of our children transfer to.
Teachers training for a VI qualification spend time with us on placement or come into school to gain information for dissertations and to carry out teaching projects. Whenever possible we encourage such visits as they provide yet another useful exchange of information and skills.
SEN INFORMATION REPORT
At Christ the King we strive to support all children to enable them to achieve at school.
In order to do this many steps are taken to support them through their learning journey.
Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their targets.
The schools Special Educational Needs Co-ordinator (SENCo) is Mrs A Deen
The schools Special Educational Needs Governor is Mr R Swanwick
The following are some SEN terms and abbreviations you may come across:
Attention Deficit Disorder
Attention Deficit & Hyperactivity Disorder
Autistic Spectrum Disorder
Behavioural Emotional & Social Difficulties
Common Assessment Framework
Child & Adolescent Mental Health Service
Communication and Autism Team
Code of Practice
Developmental Co-ordination Disorder
English as an Additional Language
Free School Meals
Family Liaison Officer
Individual Education Plan
In School Review
Looked After Child
Local Education Authority
Moderate Learning Difficulty
National Health Services
Physical Disabilities Support Services
Pupil and School Support
Speech & Language Therapy
Special Educational Needs
Special Educational Needs & Disability
Special Educational Needs Co-ordinator
Specific Learning Difficulty
What is Pupil Premium?
The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’). Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel.
Why has it been introduced?
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
Who decides on how the money is spent?
In most cases the Pupil Premium is paid direct to schools, allocated to them for every pupil who receives free school meals. Schools decide how to use the funding, as they are best placed to assess what their pupils need.
How are schools accountable for the spending of Pupil Premium?
They are held accountable for the decisions they make through:
Children and Families Bill 2013
The Children and Families Bill takes forward the Coalition Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill will reform the systems for adoption, looked after children, family justice and special educational needs.
The Government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The Bill will extend the SEN system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.
It takes forward the reform programme set out in Support and aspiration: A new approach to special educational needs and disability: Progress and next steps by:
What is the Local Offer / SEN Information?
What will it do?
SEN NEW CODE OF PRACTICE JUNE 2014
A new Code of Practice was published in June 2014 which can be viewed via:
How does Christ the King know if children need extra help?
We know when pupils need help if:
What should I do if I think my child may have special educational needs?
How will I know how Christ the King will support my child?
These interventions will be recorded on the pupil’s provision map (this is a record of the interventions, timings, cost and impact of the intervention), a copy of which will be sent home each term. If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo.
In addition to interventions, Christ the King offers focused teaching during Literacy and Numeracy outside of their usual classroom for children who are significantly below or above the other pupils in their class.
How will the curriculum be matched to my child’s needs?
How will I know how my child is doing?
How will you help me to support my child’s learning?
What support will there be for my child’s overall well-being?
The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties.
Pupils with medical needs
What specialist services and expertise are available at or accessed by the school?
An Educational Psychologist is allocated to each school. He/she would normally only work directly with pupils who needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them.
This involvement is generally planned at the Multi Agency meetings. These meetings are held at least termly (usually half – termly) between outside agencies, the Head teacher and the SENCo.
In order to help understand the pupil’s educational needs better, the outside agency professionals will generally meet with staff an on occasions if appropriate the parent and give feedback after the assessment has been completed.
They will offer advice to the school and parent/carers on how to best support the pupil in order to take their learning forward.
What training have the staff supporting children and young people with SEND had or having?
All staff have received some training related to SEND.
These have included sessions on:
How will my child be included in activities outside the classroom including school trips?
Activities and school trips are available to all.
How accessible is the school environment?
As a school we are happy to discuss individual access requirements.
Facilities we have at present include:
How will the school prepare and support my child when joining Christ the King or transferring to a new school?
Christ the King understands what a stressful time moving schools can be therefore many strategies are in place to enable the pupil’s transition to be as smooth as possible.
How are the school’s resources allocated and matched to children’s special educational needs?
How is the decision made about how much support my child will receive?
How will I be involved in discussions about and planning for my child’s education?
All parents are encouraged to contribute to their child’s education.
This may be through:
Who can I contact for further information?
If you wish to discuss your child’s educational needs please discuss with any member of staff.
If you are unhappy about something regarding your child please follow the school’s Complaints policy.
I hope these have answered any queries you may have but do not hesitate to contact the school if you have further questions.