SEN INFORMATION REPORT ABOUT THE PROVISION AT ST NICHOLAS SCHOOL

St Nicholas is a Primary Special School catering for children aged 4 – 11 years with Moderate Learning Difficulties, Speech and Communication Disorders and Autism.

The school has a maximum roll of 225 pupils, and all admissions are made by Croydon SEN department.

The school moved into a brand new purpose built building on the existing site in April 2020.

St Nicholas School aims to provide learning experiences and care that enables all pupils to fulfil their academic and social potential, preparing them for a happy, healthy and safe life.

1. ADMISSION TO ST NICHOLAS

All pupils attending St Nicholas are placed by the local authority, and require an Education, Health and Care Plan (previously a statement of special educational needs). The range of needs would be based primarily on cognitive ability, and includes the following categories:

• Pupils with speech, language and communication difficulties and moderate learning difficulties.
• Pupils with moderate learning difficulties (globally delayed) accompanied by complex needs which would mean they would struggle in mainstream.
• Pupils with Autistic Spectrum Disorder who also have moderate learning difficulties.

These are guidelines only to assist with consultation replies to the local authority about individual pupils. The local authority makes the final decision regarding placement.

Any placement should be discussed with by contacting the Croydon SEN Department on 020 8726 6400. If your child already attends a school, you should discuss this with your school's SENCO. A change of placement would normally be discussed as part of the Annual Review of the EHCP or Statement.

2. IDENTIFICATION, ASSESSMENT AND PROVISION

Pupil’s needs are identified initially through their Educational Health and Care Plan (or Statement of Special Educational Needs), and a Pupil passport is drawn up based on the short term objectives resulting from the EHCP. The Pupil Passport is reviewed three times yearly, with the involvement of parents and the pupil where possible. In addition, all pupils receive an Annual Review to which parents are invited.

ST NICHOLAS SCHOOL CURRICULUM

St Nicholas operates a curriculum which is developmentally appropriate for the range of pupils in the school, but encourages the development of pupil's independence and inclusion in the school community. The curriculum aims to fulfil the requirements of the National Curriculum and meet individual needs identified on pupils’ Statements through Individual Education Plans and differentiated teaching.

Through the curriculum, we try to ensure that children:

• Enjoy their education and achieve.
• Stay safe, and develop safe practices.
• Be healthy and understand about healthy lifestyles.
• Are able to make a positive contribution.
• Achieve economic wellbeing.

The Governing Body will use a range of methods to evaluate the success of the education provided in the broadest sense. This includes:

• Termly reports from the Headteacher.
• Discussion and involvement in the school self-evaluation process.
• Regular monitoring visits to school.
• Discussion with parents, pupils and staff.
• Consideration of complaints which will be dealt with using the school’s complaints policy.
• Ratification and approval of School Policies.

3. SCHOOL STAFFING POLICY AND RELATIONSHIPS WITH BODIES BEYOND THE SCHOOL

Staff receive regular training in relation to the needs of the pupils, which takes into account the changing needs of the pupil population as well as changing needs of the workforce.

In addition, specific training is provided to staff who are working with particular needs such as pupils with medical disorders.

Pupils are placed in classes with a size of 9 or 10 pupils. Classes of 9 generally are used in the younger groups, up to the end of Year 2. Each class has a teacher and 2 teaching assistants.

Specialist teaching is provided for specific music  and PE lessons.

 

Pupils will be provided with a menu of support throughout the week from the following range of interventions. Support is tailored to meet the needs of each child, but the aim is to promote as far as possible each child as an independent learner:

 

• Teaching through a whole class approach with tailored learning opportunities throughout the day supported by teaching assistants or teacher as required.
• Support from Speech and language therapists, usually as part of a consultative approach in the classroom (known as the ‘balanced model’).
• Small group sessions to develop specific communication skills delivered by teachers, trained assistants and Speech and Language therapists.
• Other small group or individual sessions, such as Music therapy, Play therapy or a targeted curriculum intervention.
• Additional therapy provision if needed such as OT, Music or Play therapy

Professionals working on site include the following:

• Speech and Language Therapists
• Occupational Therapists
• Music therapist
• Play therapist
• Family liaison worker

Visiting provision is also provided as needed from:

• Educational Psychologist
• Community Paediatrician
• Physiotherapist
• School Nurse
• Sensory Needs Support Teachers
• Child and Adolescent Mental Health Service (CAMHs)

Pupils will be provided with a menu of support throughout the week from the following range of interventions. Support is tailored to meet the needs of each child, but the aim is to promote as far as possible each child as an independent learner:

• Teaching through a whole class approach with tailored learning opportunities throughout the day supported by teaching assistants or teacher as required.
• Small group sessions to develop specific communication skills - twice weekly
• Other small group or individual sessions, such as Music therapy, Play therapy or a targeted curriculum intervention.
• Support from Speech and language therapists, usually as part of a consultative approach in the classroom.
• Additional therapy provision if needed such as OT, Music or Play therapy