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St. Mary's Hill, Inchbrook, Stroud, Gloucestershire, GL5 5HP

01453 832682

St Dominic's Catholic Primary School

Learn and love in faith


School's Governor Report and Core Offer

 St Dominic’s Catholic Primary School is committed to inclusion; we value the contribution that every child can make and is supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best progress possible.

We  seek to raise achievement, remove barriers to learning and increase physical and curricular access to all. All children with special educational needs and/or disabilities (SEND) are valued, respected and considered equal members of the school. As such, provision for pupils with additional needs, is a matter for the school as a whole.  All teachers, the Governing body, Head Teacher, who is also the Special Educational Needs/Disabilities coordinator (SENCO), and all other members of staff are responsible for sustaining the learning, development and well-being of individual pupils with SEND.

We consider it essential that the curriculum is presented in a supportive and stimulating atmosphere, which values each child and encourages him/her to achieve his or her full potential.

We seek and supports the partnership of parents/carers to play an active and valued role in their child’s education and strives to ensure that pupils with SEND themselves have their opinions (appropriately) taken into account in any matters affecting them regarding their own learning, progress and achievement.

We are committed to best practice enshrined in the Special Educational Needs and Disabilities (SEND) Code of Practice (May 2015) This statutory Code is issued by law and explains the duties of the School to provide reasonable adjustments, and extra aids and services for disabled children and young people (CYP)

Details of the Governor Report and School Offer (the support  that you  may expect for your child ) is detailed within this document. This School Offer is in line with the School’s existing Policies for: SEND, Behaviour, Child Protection and Anti-bullying, which can be accessed from the School’s website, or by contacting the School office. 

This document also serves as the school’s contribution to the Gloucester County Council local offer, outlines the specific provision available at our school.

Gloucestershire Local Authority’s Local Offer (what support you/school can expect from the County Council) can be viewed at


How does our school know/identify that children have special educational needs (SEN)?

Pupils are identified for the SEND register according to criteria set out in the 0-25 SEND Code of Practice (May 2015). Refer details in SEND Policy December 2015 (p5)

Concerns may be raised by parents or staff if a child is not making expected progress in the following areas:

  • Communication and interaction (e.g. poor expressive language or receptive       language i.e. difficulty following instructions or answering questions)
  • Cognition and learning
  • Social, emotional or mental health (SEMH)
  • Sensory or physical (e.g. visual or hearing difficulties, fine and gross motor skills etc.)

Rigorous tracking and monitoring of attainment and progress of each pupil throughout the school ensures that specific needs are identified – this may be in the form of observation, oral or paper based assessments.

The School places great value on early identification and intervention of SEND, and uses a variety of screening (DEST – dyslexia screening in EYFS, MIST – Middle Infant Screening Test and Phonics assessment in Y1) to highlight pupils who may be experiencing difficulties learning to read and write. In some cases a Boxall Profile is used to pinpoint primary needs and support for pupils who may be experiencing difficulties with emotional and linked behavioural development, and a School Function Assessment may be used to indicate areas of challenge in accessing the curriculum and school environment for pupils with disabilities.


How are Special Educational Needs defined?

‘A child shall be deemed to have special educational needs if he/she has a learning difficulty which calls for special educational provision to be made for him/her, and has significantly greater difficulty in learning than the majority of children of his/her age, or if he/she has a disability which prevents him/her from making use of educational facilities for children of his/her age.’   (1981 Education Act)

 There are 2 categories of need, and 3 categories of support for children with SEND (with reference to the Gloucestershire County Council’s Graduated pathway model) see diagram below

 SEN Support/Additional needs– A child has needs different to the majority of his/her peers and will require extra intervention to support them to achieve their expected level, i.e. they will require SEN provision which goes beyond the differentiated approaches and learning arrangements provided as part of high quality personalised teaching. These pupils will have a ‘My Plan’.

 SEN Support/Additional Needs- A child who also requires some external /multi-agency support working with them (e.g. speech and language therapist) to help meet their additional needs as well as having support in or outside of class. These pupils will have a ‘My Plan+’.


Significant Needs– For a small number of pupils with more severe, complex and lifelong needs, they will have barriers to learning which cannot be overcome by quality first teaching and intervention groups alone. They will have significant educational needs, so require dedicated support to access the Curriculum. These pupils are entitled to support from external agencies (e.g. within Education, Health and/or Social Care) and additional adult support with learning (in whole class, group based and more individualised learning situations) which includes a high level of differentiation from class teachers to enable their optimum progress. They will require an Education Health and Care Plan EHCP (to which all stakeholders are responsible); there are currently no pupils with an EHCP at St Dominic’s.


Please note: The LEA has a continued programme of transformation (which began in September 2014 - envisaged to extend to Spring 2018) whereby pupils with a current Statement of Special Educational Needs (SEN) will transfer to an Education and Health Care Plan (EHCP) This is to ensure more joined up thinking between multi-agencies (Educational, Health and Social Care Services) involved with supporting a child’s development.


Who are the best people to talk to at St Dominic’s about my child’s difficulties with learning/Special Educational Needs or Disability (SEND)?

The Special Educational Needs/Disability co-ordinator (SENCO) –  Mrs Jacqui Sollars has responsibility for the overall management of SEND in the school. She is responsible for:

    • Co-ordinating, monitoring and reviewing all the support for children with SEND and developing the School’s SEND Policy to make sure the individual needs of these children are being met
  • Ensuring that parents/carers of children with SEND are involved in supporting their child’s learning, are kept informed about the personalised support their child is getting, and are involved (with their child) in reviewing progress
  • Liaising with outside agencies (Education, Health and Social Care, as appropriate, as well as drawing on expertise and support from Special Schools where necessary) to support a child’s development
  • Contributes to and oversees writing, delivery and reviews of My Plans, My Plan+ for pupils at SEN Support, and, in the instance of a child with an EHCP, Annual Review paperwork and termly Review Plans for pupils with Statement of SEND/Education Health Care Plans (EHCP)
  • Updating the School’s SEND register throughout the year to coincide with the School census, and keeping up-to-date records of children’s progress and learning needs
  • Keeping an up-to-date Development Plan which includes Self Evaluation for SEND which is discussed and shared in meetings with the SEND Governor
  • Providing support for other staff and voluntary helpers so that they can help children with SEND in their care to achieve the best progress possible (e.g. through modelling approaches and cascading/ organising external training identified through CPD reviews.
  • Working in a multi-agency capacity with children, parents/carers, class teachers and other professionals to develop EHC Plans (in the case that this would be required)

The Class teacher is responsible for:

  • Keeping appropriate records on your child and their progress, which can be used to identify areas of support
  • Working in partnership with parents/carers, SENCO, and support staff if there is a cause for concern to identify, plan and deliver any additional help your child may need
  • Working with the SENCO to involve pupils and parents/carers in sharing and reviewing progress at Termly SEN Review meetings, and other Parent’s Meetings i.e. Termly Parent’s Evening
  • Meeting Special Educational Needs by a clear focus on outcomes and differentiating pupil tasks to enable access and challenge for all i.e. this includes ensuring that additional adults working with your child in school are helped to deliver the planned work for your child, so they can achieve the best possible progress
  • Working with outside agencies who may offer advice and help to support your child
  • Ensuring they follow the SEND Policy

Support staff (HLTA/TA/voluntary helpers)

  • To be most effective, their deployment and the support they give should be focused on the achievement of specific outcomes for pupils.

The Head Teacher is responsible for:

  • The day-to-day management of all aspects of the School’s work, including pastoral care for all pupils and provision for children with SEND
  • Ensuring that a process is in place for involving parents/carers and pupils in progress meetings (at least 3 times a year) for reviewing provision and planning for pupils with SEND
  • Working closely with the Senior Management Team (SMT)
  • Keeping the Governing Body up to date about any issues in the school relating to SEND
  • Working with the School Business Manager and Governors to plan and spend money for children with SEND effectively, monitoring the impact of such spending

The SEND Governor will be kept informed of SEND in the school by the SENCO/ Head Teacher, and the Annual Report and School Offer for SEND will be reviewed. She will:

  • Make sure that the necessary support is made for the child who attends school who has SEND.

In addition, the Governing Body carries out a range of responsibilities as specified in the 0-25 SEND Code of Practice (May 2015).These include:

  • Having regard to the SEND Code of Practice and providing strategic support to the Head Teacher
  • Ensuring the SENCO is a qualified teacher who leads and co-ordinates support for pupils with SEND
  • Publishing information on the School’s website about implementation of the SEND Policy, and working with the SENCO to monitor and develop the Policy
  • Ensuring arrangements are in place to support pupils with medical conditions
  • Publishing information about arrangements for admission of disabled pupils, the steps taken to prevent them being treated less favourably than others, the facilities provided to assist access of disabled children, and their accessibility plans.
  • Co-operating with the LA (e.g. developing the School Offer and when the school is named on an EHC plan)

 Will the School let me know if they have a concern about my child’s learning and progress in school?

Pupil attainment is tracked closely, and children regularly causing concern or failing to make less than expected progress are identified quickly and discussed at regular Performance Management meetings between teachers and the headteacher. Additional action to increase the progress rate of the pupil concerned will be identified and recorded in a closing the gap programme, with due consideration given to the impact of differentiated teaching provided to the child, and provision of further strategies to further support and speed up progress.  A 10 week intervention programme of support will be designed by the class teacher to help them achieve their individual targets.


If your child is identified as not making adequate progress, the class teacher will set up a meeting to discuss this with you in more detail. During this meeting, he/she will listen to any concerns you, or the child, may have.

When a parent, carer or teacher has raised concerns about a pupil’s progress, and targeted teaching (through universal provision)has not met the child’s needs, the teacher must raise this with the SENCO and complete an ’Expression of Concern’ form to establish area/s of difficulty. The teacher and/or SENCO will then meet with the parents/carers and staff concerned to establish if the child meets the criteria for SEN Support stage.

If a child does not meet the criteria for SEN Support, they may still require and benefit from extra in-class support and careful and regular monitoring. In this case, the child would remain on St Dominic's non-statutory Pre-SEN Support Register, which is reviewed each long Term by the class teacher against tracking data.


What should a parent/carer do if they think their child has SEN? How can they raise concerns?

St Dominic’s  we have an ‘open door’ policy, so if you have concerns about your child’s progress you should initially speak to your child’s class teacher and arrange an appointment. This does not need to wait until a Parent’s Evening.

If you are not happy that the concerns are being managed and that your child is still not making progress, you should speak to the SENCO or Head teacher.

If you are still not satisfied, then you can speak to the SEND Governor.

Formal complaints should go through the School Complaints Policy which can be found on the School website, or by contacting the school office.


 What are the first steps the School will take if Special Educational Needs are identified?

Where early intervention fails to efficiently increase pupil progress, and if a child meets the criteria for SEN Support as outlined in the LEA Guidelines for the SEND Code of Practice, an initial ‘My Plan’ meeting will be organised with the pupil, parents/carers, SENCO and teaching staff to set up a ‘My Plan’ of targeted intervention and support which will be monitored over time in class, and reviewed (at meetings held once every long Term) in relation to pupil progress. Actions relating to SEN Support stage will follow the Gloucestershire County Council’s ‘Assess, Plan, Do, Review’ Graduated Response Model (Refer SEND Policy p7 and diagram below)

Graduated Response Model for Termly Review meetings with the pupil at the centre

The identification of specific difficulties (e.g. aspects of memory, cognition, receptive language, sensory needs etc.) or poor progress rates despite the delivery of high quality interventions may require further specialist monitoring and assessment which would necessitate referral (with parental permission) to external agencies e.g. Speech and Language Therapy, Advisory Teaching Service. Some referrals parents may wish to make through their own GP (e.g. medical or health related) or prefer to fund privately (e.g. Educational Psychology).




What if my child has higher level needs and also requires external agency support?

Where there is a need for the involvement of specialists from outside the School, the SENCO will work closely with external agencies, teaching staff, parents/carers and the child concerned. In this instance a child may progress along the ‘Graduated Pathway’ (see diagram on p3) to a ‘My Plan+’ if they exhibit higher level needs. Review meetings would be in the form of a multi-agency approach to which all stakeholders are invited to contribute.

How is St Dominic’s School accessible to pupils with SEND?

At St Dominic’s we ensure that the school environment, approaches to learning and tools for learning have the relevant support and adjustments to maximise your child’s learning. Where additional needs are identified external advice is sought.

Children with specific needs may have additional members of staff to help them access the school, Curriculum and after school curricular clubs. Extra-curricular activities are available and fully accessible to children with SEND, and pupils are actively encouraged to access the enrichment they offer; the School will make additional arrangements if necessary. Pupils with SEND may be represented on both the School Council and the School’s Chaplaincy Team. The School has a breakfast and after-school club and this is  accessible to all children. As part of the School’s inclusive curriculum, all school visits (including the Y6 residential visit) are available to all pupils, with extra provision for pupils with SEND if necessary.

The Head teacher is also the SENCO and works in close liaison with support staff and with the pupils who have special educational needs and/or disabilities. The SENCO, teaching and auxiliary staff receive on-going training in all areas of SEND as their caseload requires as part of continual professional development (CPD).

A Provision map is in place for intervention across the school. Additional time or access arrangements are applied for so that pupils with SEND can access Key Stage 2 tests, and in some cases external professionals may be commissioned by the School to train staff or support pupils with specific needs or do lead more specialised assessment e.g. Behaviour Support Advisor, Educational Psychologist. This is in addition to support gained through referrals e.g. to the Advisory Teaching Service.

St Dominic’s School is a two-storey building but there is access to wheelchair users from a ramp at the front and a side door which will bring people to the second floor. Toilets on the ground floor are accessible. There is a shared church/school car park which has adequate parking space opposite the school.


How will children with medical needs and disabilities be kept safe?

The Head Teacher has responsibility as the Health and Safety Leader.

School activity based risk assessments (to safeguard vulnerable pupils with complex needs) as well as risk assessments for educational visits undertaken from school are in place, and any visits are fully supervised with additional adults for pupils with SEND.

Children are under adult supervision at break times (by designated Teachers and TAs) and during the lunch break (by employed Midday Supervisors (MDSUs). Older KS2 pupils also act as play leaders to help support younger pupils (under adult supervision).

It is School Policy not to give medication unless it is prescribed by a doctor or part of a Health Care Plan. Prescribed medicines can only be administered if parents have completed a ‘Health Care Plan’ form (available from the school office) and this form has been signed and authorised by the Head Teacher. See also School’s Administration of Medicines Policy.

Health Care Plans e.g. for personal care or emergency medication, are drawn up with parents, the Head Teacher, staff and nursing professionals depending on the needs of the Care Plan. The Care Plan is shared with all staff in staff and TA meetings (including any important updates) and training may be put in place where needed e.g. for managing epilepsy.

The medical needs (and allergies) of children are discussed at staff meetings and highlighted on the staff room notice board. Risk assessments are also in place for any pupils with medical conditions where appropriate; these are kept at the front of their file.

In the case of a medical emergency, an ambulance will be called straightaway, whilst designated staff with First Aid Training will be on duty until the ambulance arrives.

Safeguarding: The School ensures procedures are in place to protect every child in its care by ensuring that everyone in the school: teaching and non-teaching staff, and volunteers, have clear guidance on the detection and management of situations where the child’s safety and/or emotional welfare is suspected or is seen to be at risk. See also Safeguarding Policy.


How will St Dominic’s School support/ include parents/carers and pupils in planning?

As a parent or carer, you know your child best, and as such, you are one of the School’s best resources in addressing their special educational needs. St Dominic’s School aims to involve parents and carers closely and, where appropriate, pupils at every level of support. The School considers parental involvement as an equal partnership, and crucial if a multi-agency team is involved in supporting the child.

The class teacher will be regularly available to meet with you to discuss your child’s progress or any concerns or worries you may have; they will share information about what is/is not working well and will listen to what may be working at home so similar strategies can be used.

The Head teacher/ SENCO is available to meet with parents to discuss any concerns they may have.

You will be invited to your child's Review meetings in good time so that ‘My Plans’ and ‘My Plan+’ can be reviewed with you and your child’s involvement, to evaluate support and to revise or set new targets. These happen three times per year in each large term.

All information, strategies and ideas for support from external professionals will be relayed to you, either in person, or by report. This may include advice, re adjustments to classroom learning or homework.

A home/school communication book may be useful in some cases e.g. for pupils with behavioural needs, or sometimes in the case of a pupil with an EHCP.

If your child has a Statement of SEND/EHCP, the plan will be reviewed and planned with you annually, and your child's views included.

See also SEND Policy ‘The role played by parents/carers of children with SEND (p10)


The Process towards an Education and Health Care Plan (EHCP):

How will St Dominic’s School support/ include parents/carers and pupils in planning if there is a need for an Education Health Care Plan (EHCP)?

If a child’s needs remain so significant and complex that they cannot be met effectively within the resources available to the School (i.e. up to 10 hours dedicated adult support), a Team around the Child (TAC) meeting will be called which will include an invited representative from the LEA, and at which all stakeholders should work co-operatively to consider if an EHCP is deemed appropriate. This meeting is part of a legal process and entails detailed information from the school, parents and reports from external professionals about your child and their needs. At St Dominic’s we will support you at every stage throughout this process.

Should an EHCP be considered necessary by the TAC meeting, then a request will be made to the Local Education Authority (LEA) to conduct an assessment of your child’s Education, Health and Care needs.

The Local Authority will lead a series of investigations to consider if your child’s needs are severe, complex enough and lifelong to warrant the support of an EHCP to make progress i.e. your child would have specific barriers to learning that cannot be overcome through whole class good and outstanding teaching and intervention groups. If this is the case, the Local Authority will draft an EHCP which will outline specific objectives, strategies to be put in place and the amount of support and how it should be used. The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups which include your child.

An EHCP is monitored and reviewed regularly via the Annual Review process. In addition to an Annual Review, pupils with an EHCP at St Dominic’s will have three interim Reviews during the year.

If the Local Authority declines the request for a Statement/EHCP, the School must continue to support your child and ensure plans are in place to enable your child to make as much progress as possible.

If your child is undergoing assessment for an EHCP you may also request support from Special Educational Needs and Disabilities Information Advice and Support Service (SENDIASS) Gloucestershire (Part of Carers Gloucestershire) (formerly Parent Partnership), who can support you with understanding the process as well as supporting you at meetings e.g. Termly or Annual Reviews.

Information about SENDIASS may be found at and contacted via email or by telephoning 01452-389344/389345 or Freephone (from landlines) 0800 158-3603


How will St Dominic’s School teach and support pupils with SEND?

We are committed to ensuring that all children, including those with SEND, have access to quality first teaching that is differentiated to meet the diverse needs and abilities of learners, whilst still fulfilling the requirements of the National Curriculum.

We ensure, wherever possible, that all pupils with SEND are taught within their own class group, and that pupils with higher level needs have an appropriately integrated timetable of withdrawal to follow programmes of study (POS) which support and enable their access to the Curriculum.

Pupils with SEND will be provided with reasonable adjustments (such as auxiliary aids and Services) to overcome any disadvantage experienced at school, and to increase their access to the Curriculum.

All pupils will have National Curriculum targets to aspire to, set in line with National outcomes, and parents/carers are informed of these.

Provision for each child is met on an individual basis, and may include support in class or withdrawal for differentiated curriculum work for short periods on a 1-1 or small group basis.


Class teacher input via targeted Quality First Teaching –

  • Teachers at St Dominic’s endeavour to provide excellent classroom practice and have the highest possible expectations for your child, and all other pupils in their class.
  • Teaching will be based on building on what your child already knows, can do and understands.
  • Different techniques and ways of teaching are utilised to fully engage and involve children in their learning in class (e.g. more practical methods or adapted resources)
  • Specific strategies are put in place to support your child to learn – these may be suggested by the SENCO or external agencies (e.g. techniques to support pupils on the Autism Spectrum).
  • Class teachers will carefully check your child’s progress, identify any gaps in understanding/learning and arrange extra support to help them make the best possible progress to meet targets set.

Specific group work with a smaller number of children –

    • These groups are called ‘intervention groups’ and may be run in or outside of the classroom by the teacher, or by the teaching assistant trained to do so.
    • The intervention may follow a set Programme (e.g. ‘Forward Together’ phonics and handwriting Programme) and will have set targets to help your child progress.
  • St Dominic’s has a growing number of children with English as an additional language (EAL) who are provided for through both small group and one-to-one support from teachers and TA’s.

Specified individual support –

  • This is usually provided via a Statement of SEND/EHCP
  • The School sets pastoral care as high priority.
  • Older KS2 pupils may also (dependent on availability) access the Counselling Service at St Peter’s High School (our main feeder school) Parents would need to transport their child to St Peter’s for this service, which is run by professional mental health nurses and a small team of trained volunteers.
  • Children with additional needs generally require support from external services to advise and support the school with recommendations and strategies on how best to meet those needs. This would entail a referral, subject to parental permission e.g. to the Advisory Teaching Service, Occupational Therapy, Speech and Language Therapy or Educational Psychology. The child may be seen by the professional concerned in school or at clinic.
  • An external professional may recommend a request to the Local Authority for an assessment of Education, Health and Care needs. If an Education and Health Care Plan (EHCP) is put in place, it would outline specific support required and how the school should deliver it.

 What interventions are currently in place for pupils with SEND at St Dominic’s?

Pupils are well supported and challenged in their learning and social/emotional development through a range of short and longer term, more intensive interventions which are monitored and considered in relation to pupil progress.

The following range of interventions is currently in place, or may be used to support identified children with SEND. However, caseload always determines current practice, dependent on pupils’ needs.

  • Social, mental, emotional: Small group programmes/support for social skills or emotional well-being including strategies to enhance self-esteem; individualised behaviour management systems with related rewards and sanctions; play-ground buddies; social stories; calming (de-escalation) measures; lunchtime structured play/responsibilities; signposting to Children’s and Young Peoples’ Mental Health Service (CYPS 2gether Trust); there is also current outreach to the Advisory Teaching Service for Communication and Interaction (referral may be made to other branches of the Advisory Teaching Service depending on need) the Schools’ Community Nursing Service, Behaviour Support Solutions Gloucestershire Social Services.
  • The School is also able to use Nurture Principles to support vulnerable pupils, and is able to seek outreach from Special schools if a pupil has more complex needs.
  • For pupils diagnosed with Autistic Spectrum Disorder or other SLCN (speech, language & communication needs) the School offers access to a supportive environment and employs measures to reduce anxiety. The Advisory Teaching Service for Communication and Interaction currently supports a small number of pupils.


  • Speech, language and communication: Where applicable, referrals may be made to the Speech and Language Therapy Service ) for identified pupils. Provision would then include visits to clinic for initial assessment followed by Termly visits to school from the School’s link Speech and Language Therapist if follow up was required.


  • Co-ordination, fine and gross motor skills: Interventions available include handwriting programmes, adapted equipment for writing, cutting etc. The School values outreach to NHS Occupational Therapy advice, including sensory integration work (where it may be required).


  • Literacy: Pupils with SEND may be supported through the following: clearly differentiated guided reading and writing activities, with high level guided adult support, daily differentiated Phonics groups from EYFS – Y2 (and for any KS2 pupils who still need to consolidate Phonic knowledge for reading) and paired reading, ‘Talk Boost’, ‘Language for Thinking’, ‘Forward Together’ programmes in KS1. At KS2 RAPID Reading and Writing Programmes with related ICT activities, and Precision Teaching Programmes like ‘Bearing Away’ (pre-reading), ‘Dancing Bears’, and ‘Better Reading Partnership’ support EAL pupils and those with diagnosed Dyslexia or who have poor reading accuracy and phonological awareness across both KS1 and 2. ‘Apples and Pears’ spelling programme strengthens this support.


  • Mathematics: Clearly differentiated Mathematics activities, with high level adult support operates throughout the school.     RAPID Maths, and a variety of other supporting resources are available for KS1 and lower KS2 to differentiate       aspects of Numeracy for pupils e.g. Numicon.


Who will work with and support your child in school?

Within St Dominic’s your child will have a class teacher and a class teaching assistant. They may also work with the SENCO, who is overseeing their SEND provision, or the Parent Support Advisor, or another TA or HLTA.


External agencies and professionals currently supporting pupils with SEND at St Dominic’s

Close and effective links are made with a wide variety of agencies to support pupils, parents/carers and the School in addressing pupils’ differing needs, most recently:

  • SEN Casework Team (Gloucestershire County Council) including the School’s designated SEND Support and Monitoring Officer
  • Special Educational Needs and Disabilities Information and Support Service (SENDIASS) formerly Parent Partnership- now provided by ‘Carers Gloucestershire’
  • Educational Psychology Service (EP) *This has become a traded Service in the County since 2013
  • Advisory Teaching Service for Communication and Interaction
  • NHS Speech and Language Therapy Service
  • NHS Occupational Therapy Service
  • Schools’ Community Nursing Service
  • NHS – Community Paediatric Consultants and specialist nurse for Neurodisability and Epilepsy
  • Children and Young People’s Service for Mental Health (CYPS Together trust)
  • Behaviour Support Advisor
  • Play Therapist
  • Social Services

The School also has access to:

  • St Peter’s High School Counselling Service
  • The School has strong links with the Parish, and the Parish Priest may be available, upon request, to support families at significant times of difficulty e.g. loss
  • Support within the Gloucestershire Catholic Schools Partnership and other local cluster schools.

 How are adults in school supported and trained to work with pupils with SEND?

Part of the SENCO’s role is to support the class teacher in planning for children with SEND. The SENCO at St Dominic’s is fully qualified; she holds a Master’s Certificate in ‘Vulnerable Learners & Inclusion’ (awarded from Bath Spa University) and associated National Award for SEN co-ordination from Best Practice Network (2013) She is part of the Tewkesbury District Partnership SENCO cluster and has attended Gloucestershire Nurture Group Network Practitioners cluster (under the auspices of Gloucestershire Educational Psychology)

The SENCO works closely with SEND TAs to discuss continual professional development (CPD) or to organise or cascade relevant training.

The SEN Governor comes into school each week to support identified children using the RAPID Reading Scheme. The SENCO initiates them into using both paper based materials and voice activated computer software.

The SENCO liaises with a range of external Education and Health services and professionals, which may also include outreach to Special Schools to ensure best provision to support pupils with SEND. Sometimes external professionals deliver training to staff in school e.g. managing challenging behaviour; staff may also be invited to specialist training offered by the Advisory Teaching Service at the Advisory Teaching Centre (e.g. for early Numeracy skills)

The School has a duty to provide continual professional development (CPD) opportunities to all staff and has a Development Plan in place which includes identified training needs for all staff to improve the learning and teaching of all pupils, including those with SEND. This may include whole school in-house (twilight or INSET) training on SEND issues e.g. Autism, or to support identified groups of learners in school such as those with dyslexia, or managing behaviour and de-escalation techniques and ensure clear dissemination of knowledge, strategies and consistency of the School’s approach.


How will teaching be adapted for my child with SEND?

All pupils at St Dominic’s have access to a broad and balanced curriculum and study the curriculum appropriate to their needs. All teaching and support staff understand the Early Years Foundation Stage Outcomes and the National Curriculum Statements around which their teaching is based and strive to differentiate planning according to the specific needs of all groups of children in the class, ensuring that children are provided with suitable learning challenges, that barriers to learning and assessment are removed and children can access their learning as independently as possible.

Learning objectives are carefully tailored to the needs and abilities of pupils and staff are skilful in using and adapting a range of strategies to develop pupils’ knowledge, understanding and skills. This may mean that materials are modified, specific resources may be required or a variety of support is provided to enable pupils with SEND equal access to the learning or assessment process.

The School acknowledges that its practice makes a difference, and because of this staff regularly review issues related to pupils with SEND i.e. classroom organisation, teaching styles and methods, materials and tasks to determine how these can be improved.


How will the School monitor and assess progress?

(a)    Progress of pupils with SEND

The School is committed to continual rigorous monitoring of pupil progress – both formative and summative. This takes place in a number of ways:

  • Continual monitoring of progress through on-going (formative) assessment i.e. use of Target Tracker Online for Reading, Writing and Mathematics takes place. On-going pupil data is recorded as judgments against age related expectations (ARE) within National Curriculum requirements and these are discussed with the head teacher/SENCO every 6 weeks. summative assessments are made in December, March and June (each long Term); this approach  enables appropriate support to be put in place quickly e.g. extra reading or Mathematics support may be needed for pupils not making adequate progress, or a different approach/Programme may be required to support a child who has difficulty learning to read.

Children with SEN in KS1 (Y1 and 2)who may be working below test level may be assessed against EYFS Outcomes and/or by using ‘P’ levels – a more sensitive tool which shows their level in more detail, showing smaller but significant steps of progress.


Children in Early Years Foundation Stage (EYFS) will be judged against the Early Years Outcomes. Progress will be monitored from baseline data using CEM Baseline and teacher observations through Early Excellence each half Term (i.e. at 6 points during the year) The SENCO liaises with the Head Teacher and teaching staff to track and monitor progress and make any adjustments to the interventions for pupils with SEND.

  • Termly progress meetings are held with class teachers and the Head Teacher to analyse and discuss pupil progress in relation to targets set.
  • Formal assessment using Key Stage Statutory Assessment Tests (summative assessment) – At the end of each Key Stage (Y2 and Y6) all pupils are required to be formally assessed using Standardised Assessment Tests (SATS) This is a required by the Government, and the results are published nationally. Children in Y3-5 also take optional SATS tests in the Summer Term when children in Y1 complete a Phonics screening check.
  • Children on the SEND register who receive extra support will have their ‘My Plan’ targets reviewed in a meeting (with SENCO, staff, parents/carers and pupil involvement) every long Term to ensure the support is effective and whether it needs to be changed, increased or stopped.
  • In the case of a pupil having a Statement/EHCP, their progress would be formally reviewed at an Annual Review meeting with the involvement of pupil, parents/carers and all external professionals invited to attend/contribute.
  • In addition to review meetings for pupils with SEND, information is shared with parents/carers at parent consultation evenings, in Termly and end of year reports.


  • Monitoring and evaluating the success of the Education provided for pupils with SEND

 The School employs a series of methods, which are frequently reviewed, to gather data for analysis, including:

  • Regular observation of teaching by head teacher & SMT.
  • Analysis of the attainment and achievement of different groups of pupils with SEND
  • Scrutiny of teacher’s planning and pupils’ work
  • The views of parents/carers and the pupils
  • Regular monitoring by the Governing Body/ SEND Governor. (The School, including the Governing Body is committed to regular and systematic evaluation of the effectiveness of its work, and reports annually to the parents/carers upon the quality of education provided for, and the achievements of pupils with SEND.)
  • Maintenance of assessment records that illustrate progress over time
  • Meetings between SENCo, class teachers and teaching assistants.


As a result of the above, the School reports annually upon its successes and identifies aspects for future development.


How will children with SEND be supported at times of transition?

The School recognises that transition of any sort can be difficult for you and your child and will take steps to ensure that this process is as smooth as possible.

  • For children with SEND starting school at St Dominic’s in EYFS – there is liaison between the SENCO, EYFS teacher and Early Years providers. Special needs are discussed so that the SENCO and EYFS teachers are aware of intervention/support that needs to be put in place at the beginning of the year e.g. Speech and Language support.
  • For children with SEND moving to St Dominic’s at any given time from another setting – the SENCO will use records or contact the previous school to ensure information is clear on how best to support and meet the needs of your child and organise a My Plan meeting. It may be necessary to contact the previous school.
  • For children with SEND moving to a new setting – the School ensures that all records are passed on as soon as possible. It may be necessary for the SENCO to contact the new school if special arrangements are required
  • For children with SEND moving classes within the school – handover meetings are held between staff, so that teachers are fully aware of your child’s needs well in advance. The SENCO may be involved in part of these meetings to discuss strategies and materials that have worked well. Children will have opportunities to visit their new class and meet their new teacher.
  • Some children – i.e. those with ASD and/or anxiety may need extra visits or phased transition to their new class to reduce anxiety to a minimum. This may include taking photographs and a TA helping them to make a book of their new setting, or short visits to do an activity with the new class TA to gradually get used to the change.
  • For children with SEND moving from Y6 to KS3– All pupils moving on to KS3 will have visits to their new school, and staff from their new school will visit St Dominic’s; for children with SEND, extra visits to their new setting may be appropriate.

All SENCOs from KS3 schools are invited to Y6 Summer IEP Reviews.

For pupils with ASD, or those who have experienced emotional difficulties (SEMH) e.g. anxiety, the SENCO, teaching staff and parents would be invited to attend a Primary Transition Conference (run by the Advisory Teaching Service) to meet together with parents and KS3 staff and discuss specific needs of pupils.

The SENCO is able to lead small group support for pupils moving to KS3; resources from the Speech and Language Therapy Service can help prepare for changes ahead, and other resources aimed to engage pupils in sharing their feelings about moving on and reducing and managing any anxiety about e.g. homework, making friends, travelling on the bus, getting lost etc.


 How is extra support allocated to children?

The school budget, received from Gloucestershire Local Authority, includes money for supporting children with SEND.

The Head Teacher decides on a budget for SEND in consultation with the school Business Manager and Governing Body on the basis of the needs of the children currently in the school.

In the case of a pupil with an EHCP, funding would be used to employ a TA to work with the child (to support them appropriately as an individual and as part of a group) and for relevant staff training. Other SEN resources are purchased for use with individuals or groups where appropriate. Resources, training and support are reviewed regularly and changes made as needed.


  • The Pupil Premium

All schools receive additional funding for students if pupils are in receipt of free school meals, in a service family or are in Local Authority care. This is called the Pupil Premium. This funding is issued to further support pupils reach their full potential. For children with SEND this may be used to help them narrow their learning gaps and input intervention to overcome any learning barriers. Not all pupils who qualify for the Pupil Premium have SEND.


  • Personnel

Head Teacher/SENCO – Mrs Mrs Jacqui Sollars

SEND Governor – Ms Marilyn Greenhalgh

Administrative Officer: Mrs Tracy De Young

School Business Manager – Mrs Anita Buckley

  • Review

This School Offer will be reviewed on an annual basis, and updated appropriately. However, if a weakness is identified in School procedures, it will be reviewed and revised immediately.

Date of this Governor Report and Local School Offer: September 2018

Date when next review is due: September 2019