Special Educational Needs & Disabilities

Cognition refers to the thinking skills involved in gaining knowledge and understanding, while learning refers to the process of acquiring knowledge or skills. Young people learn at different paces, even with appropriate and adaptive teaching. Difficulties may be related to only one specific area of learning (SpLD) or may be more general (MLD).

Curriculum related areas impacted by difficulties in cognition and learning include:

·         Reading, writing, and spelling.

·         Comprehension.

·         Processing difficulties such as sequencing and inference.

·         Numeracy.

·         Working memory.

·         Short-term verbal memory.

At St Martin’s School, we use a range of targeted intervention programmes to support learning in this area.

Communication is the sharing of information; it can be transmitted one way.

Interaction refers to acting in a manner which affects another, it is reciprocal or two way.

Communication and interaction difficulties are usually considered under two main headings: speech, language, and communication needs (SLCN) and autistic spectrum condition (ASC).

Young people with speech, language, and communication needs (SLCN) have difficulty in communicating with others.  They may have difficulties in one or more of the following areas at different times in their lives:

·         Receptive Language.  Understanding what is said, written or signed.

·         Phonological or articulation skills.  Making the movements that produce speech, dysfluency, or stammering.

·         Expressive language.  Joining words together, in the right order to make complex sentences to convey meaning.

·         Processing information and responding appropriately to the verbal communication of others

Young people with Autistic Spectrum Condition (ASC) may have some difficulties with social interaction, communication, and imagination, which can impact how they relate to others.  They may have difficulties:

·         Interpreting both verbal and non-verbal language like gestures or tone of voice.

·         Understanding abstract concepts, they may take things literally.

·         Recognising or understanding others' feelings and intentions or expressing their own emotions.

·         Recognising and regulating their emotions; feeling overwhelmed can lead to a meltdown or shutdown.

·         Understanding age-related social conventions of interaction, such as turn-taking during conversations or the appropriate level of physical contact during play.

·         Managing uncertainty, they prefer routines.

Social, Emotional and Mental Health (SEMH) is a broad term which embraces a range of different needs that can lead to young people feeling anxious, misunderstood, or scared. This area of need includes attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD) or attachment disorder.

Young people may have difficulties with social situations or interaction:

·         Forming and maintaining relationships with others.

·         Disruptive, uncooperative, or antisocial behaviour.

Young people may have difficulties recognising and understanding emotions in themselves and others, emotional regulation, building resilience and managing stress.

These difficulties may be expressed through:

·         Outbursts of temper, frustration, or anger.

·         Verbal and physical threats or acts of aggression.

·         Withdrawn and depressed attitudes.

·         Anxiety.

·         Self-harm.

At St Martin’s School, we support our young people with targeted intervention programmes, including:

·         Mentoring.

·         SEND Hub: quiet working area.

·         Counsellor.

·         Supervised break and lunchtime activities.

·         Tutor time debrief session.

·         Anxiety and Worry Toolkit.

·         Social skills: Communication, Empathy, Interactions, Managing Emotions.

·         Starving the Gremlins: Anger, Anxiety, Depression, Exam Stress.

·         Banish the Thief: Body image, Self-esteem.

·         Positive Me.

·         Self-esteem Workbook.

·         Zones of Regulation.

At St Martin’s School, in addition to a counsellor, we have an in-house Mental Health Practitioner, and we make referrals to a wide range of support networks available to us as a school.  However, where a young person exhibits persistent symptoms of a diagnosable mental health condition, a referral is made to professional organisations, which will wrap appropriate support around the young person.  

Sensory needs can be wide-ranging and include hearing impairment, visual impairment, sensory processing difficulties and physical difficulties. Young people with sensory and/or physical differences may find it challenging to access some facilities.

To cater for pupils with sensory and physical differences, we have a range of adaptive solutions:

·         Accessible toilets and changing facilities.

·         Ramps, lifts and stairlifts.

·         Noise reducing ear defenders and ear buds.

·         Specialist equipment.

·         Personal care staff.

·         Physiotherapy facilities.

·         Special equipment for sports.

·         Physical Needs Learning Support Assistants.

Our experienced School Nurse oversees the medical provision for our pupils.

St Martin’s Medical Needs Policy
 

Who do I contact if I have a SEND enquiry? 

Email: SENDCO@st-martins.essex.sch.uk

What is a One Plan Profile? 
A One Plan Profile is a document that captures all the essential information about a pupil and is a simple summary of what is important to them and how they wish to be supported within the classroom. The One Plan Profile also models the Essex Assess Plan Do Review cycle.

Who do I talk to if my child is struggling in a particular lesson? 
Liaise with the classroom teacher in the first instance before speaking to either the Pastoral team or the SENDCo.

How do I get a diagnosis of SEND? 
You can seek advice from your GP or paediatrician. You can also speak to the school SENDCo, who can support referrals for any necessary follow-up appointments.

Where can my child go for break or lunch if they find being outside overwhelming? 
We have two SEND hubs dedicated to supporting pupils during break and lunchtime.  This is a safe and quiet place staffed by our SEND staff for pupils to relax and enjoy break and lunch times. There are daily activities for all to engage in.

How long do the interventions last? 
Following recommendations by the SENDCo, pupils identified for SEND interventions will be taken out of a non-core subject once or twice a week for a six week cycle of intervention. The nature of the intervention is determined by the SENDCo and based on the needs of the pupil.

What does EAA stand for? 
EAA stands for Exam Access Arrangements. These are pre-examination adjustments for candidates based on evidence of need and a normal way of working. Most EAAs will need to be authorised by our independent external assessor and the SENDCo.

Can my child drop a GCSE subject? 
Yes, but only in extremely specific circumstances, and this must be agreed by the Executive Headteacher on a case-by-case basis. It is also highly unlikely that pupils are withdrawn from certain lessons for independent study.

What arrangements does the school make in relation to the treatment of complaints from parents/carers of children/young people with SEND concerning the provision made at the school?
 
Please refer to the Trust's Complaints Policy and Procedure, which is available via the link below for more information.

Complaints Policy and Procedure

The following information details provision for disabled access at St Martin's School:

• Disabled access to all areas, ramps, slopes, and marked kerbs (for the visually impaired).
• Lifts to upper floors in the creative arts and new Maths/English block.
• Evac chairs are available in the event of a fire. Trained staff.
• There are a number of disabled toilets over the two sites (North and South).
• A recently refurbished wet room with shower, changing, toilet access for disabled persons.
• We work in partnership with parents/carers, accommodating pupils' needs wherever possible. We have access to specialist teachers for the visually impaired/hearing impaired/physically impaired, who offer suggestions and support us with pupils' needs. In the past, they have supplied Essex laptops for the visually impaired, PE games equipment, raised tables, IT equipment for those with physical needs, and advice on how to access further resources.
• We work closely with occupational therapists and physiotherapists, who visit the school when required, and advise us on how to encourage pupil wellbeing and progression within their needs, through exercise programmes.
• Staff receive training on the use of equipment and Continuing Professional Development (CPD) on medical conditions, as required.
• We have a School Nurse on site.