We offer our SEND children a rich, broad and balanced curriculum delivered with high expectations and aspirations for all. Learning is not limited for any child. We seek to ensure that our children have a strong sense of belonging and connection to our St Giles family so that they leave with the cultural capital required to be 21st century citizens.
Every child is celebrated. ‘You must love one another as I have loved you’ John 13 v 34. Working together with love we will provide a happy and nurturing environment where all will, ‘learn to love and love to learn’, making outstanding progress through an enriched and creative curriculum. Through our strong Christian ethos we will celebrate and embrace the richness of our community. Learn to Love - Love to Learn ‘You must love one another as I have loved you.’ John 13 v 34
SEND Information Report 2023/24
EEF 5 Principles SEND
Assess, Plan, Do, Review – Developing a Graduated Response
St Giles Church of England Primary School is situated in Willenhall, Walsall in the West Midlands. The school has an excellent track record of providing provision for pupils with Special Educational Needs (SEN) that, in line with the SEND Code of Practice (2015), is additional to and/or different from that received by pupils without SEN. This additional intervention results in pupils make progress from their unique staring point. For this to happen the school invests in offering pupils a high quality graduated response with a heavy emphasis on early identification and intervention.
As part of joint routine and strategic quality assurance work between St Giles and Cadmus Inclusive of the graduated response pupils’ Assess, Plan, Do, Review documentation was scrutinised. The following was identified:
Running throughout the academic year:
Working in partnership with the school, the following was put in place to further develop the quality and impact of Assess, Plan, Do, Review (APDR) documents:
Summer term quality assurance evidenced:
To further embed the new approach a further ‘APDR Clinic’ will be held.
Thinking differently for a brighter tomorrow…
Facilitating Successful Transition to Improve Life Chances for Pupils with Additional Needs and Vulnerabilities
St Giles Church of England Primary School and St Thomas More Catholic School are situated in Walsall in the West Midlands. Both schools have excellent track records of providing provision for pupils with Special Educational Needs (SEN) that, in line with the SEND Code of Practice (2015), is additional to and/or different from that received by pupils without SEN to ensure academic progress is made and access to wider school life is maximised. In addition to this, both schools also recognise the importance of ensuring that transition from Key Stage Two to Three is successful for all students in order to ensure that:
In the Spring term of 2021 St Thomas More staff identified that they would be receiving a number of pupils from St Giles with a range of special educational needs and additional vulnerabilities. St Giles were also aware of this situation as the sending school. Both schools felt that a further transition offer was required tailored to the individual needs of identified pupils and their families. This would also need careful planning as restrictions on face-to-face work continued linked to the Covid-19 global pandemic.
Both schools worked collaboratively and proactively to ensure that transition ran smoothly for all concerned by providing a more in depth process which started early. Activities included:
Quality assurance and pupil voice activities were completed by staff from Cadmus Inclusive post transition. This evidenced that all pupils had made a successful transition to their new setting. Pupils (who were already familiar with the Cadmus team) described feeling well supported, understood and happy. They were already getting involved in wider school life activities and felt confident that they could find their way around the building and were making new friends. All pupils knew who and where they could go to in times of need and felt that they had what they needed to be successful in lessons. Discussions with school staff and reviewing early progress data revealed that pupils had been appropriately placed in teaching groups and staff understood the needs of their pupils. Appropriate teaching strategies and additional support resources were deployed efficiently as soon as pupils had started their new school.