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St Benedict's Catholic School

St Benedict's
Catholic School

SEND Provision

All children receiving Special Educational Needs Support will, if necessary, have access to the following:

Social and Emotional and Mental Health Need 

  • A One Page Profile with targets / outcomes that addresses the student’s specific area and level of need (this will be reviewed termly with the parents and the child if appropriate)
  • Small group or one to one support at varying levels and for varying amounts of time in the day as appropriate
  • Individual rules and reward systems
  • Individual behaviour and/ or Pastoral Plan
  • Social Stories interventions
  • Circle of friends programme
  • Lego Club with trained Lego Club leaders
  • Additional arrangements for transition
  • Access to PMHW/CAMHS/Health/Social Services/ County Inclusive Support Service (CISS)
  • 1:1 support from the school Pastoral Leaders
  • 'Draw on your emotions’ programme with an LSA
  • CBT style support
  • Drawing and Talking Therapy with the SENDco
  • Assessment using The Boxall Profile and subsequent appropriate interventions, e.g. self esteem work

Communication and Interaction 

  • A One Page Profile with targets / outcomes that addresses the student’s specific area and level of need (this will be reviewed termly with the parents and the child if appropriate)
  • Small group or one to one support at varying levels and for varying amounts of time in the day as appropriate
  • Access to speech therapists/CAMHS/Thomas Wolsey ICT Assessment/Support
  • Social stories
  • Visual time-tables
  • Feelings and worries box/book of happy thoughts / sentence starters
  • Socially Speaking intervention
  • Circle of friends
  • Buddy scheme
  • ICT support
  • Additional arrangements for transition
  • PECS (picture exchange communication system)
  • Basic Makaton

Sensory and Physical 

  • A One Page Profile with targets / outcomes that addresses the student’s specific area and level of need (this will be reviewed termly with the parents and the child if appropriate)
  • Small group or one to one support at varying levels and for varying amounts of time in the day as appropriate
  • Provision of specialist furniture /  equipment as advised by the Occupational Therapist: Easy Breezy Chairs; support cushions; walking frames; sloped writing desks; non- slip steps; multiple pencil grip aids and easy grip pens; pencils and scissors; stress chewy bands; stress balls;
  • Sensory boxes
  • The school building is accessible to all students with wheel chair access and separate disabled toilet facilities
  • Referrals (when considered appropriate) to Physiotherapist / Occupational Therapist/ Other Health Professionals / CISS
  • Brain gym/Hand Gym / fine motor skills intervention
  • Smart Moves intervention
  • Lego Club and learning through Lego story starter sets
  • Individual ICT to support access to curriculum as appropriate
  • Additional arrangements for transition
  • Work stations when advised by professionals

Cognition and Learning 

  • A One Page Profile with targets / outcomes that addresses the student’s specific area and level of need (this will be reviewed termly with the parents and the child if appropriate)
  • Small group or one to one support at varying levels and for varying amounts of time in the day as appropriate
  • In school diagnostic tests to further pinpoint the child’s area and level of need: BPVS III, YARC, Boxall Profile, GL assessment (literacy), Sandwell Numeracy
  • Referrals to outside professionals if appropriate: G.P / School Nurse / Speech Therapist / Physiotherapist / Occupational Health Therapists /CAMHS / CISS
  • Possible intervention activities may include: Phonics catch up; Sequencing and memory activities; handwriting support; reading and spelling games; one to one LSA; Springboard; Dancemat; Word Wasp; Toe by Toe; Plus 1; Power of 2; Numicon
  • Learning through Lego
  • Precision Teaching / precision style teaching
  • Comprehension support using a reciprocal reading approach
  • Additional arrangements for transition

How will my child be included in activities outside the classroom including day and residential trips? 

We aim for all students to be included on school day trips and residential stays. We will provide the necessary adaptations, having consulted with you, to ensure that this is successful. A risk assessment is carried out prior to any off-site activity to ensure everyone’s health & safety will not be compromised.