"Inspiring all to live, learn and love in the light of Jesus"
"I am the light of the world, whoever follows me will never walk in darkness but will have the light of life." John 8:12
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Tuesday 12th September:
Welcome evening for parents/carers
Wednesday 20th September:
Parents invited to Melody Tots 9.00am to 9.30am
Friday 20th October:
School Closed for Half Term
Tuesday 5th September:
“Inspiring all to live, learn and love in the light of Jesus”
"I am the light of the world; whoever follows me will never walk in darkness
but will have the light of life." John 8:12
The Governors and Staff of ST. Paulinus Primary School, Dewsbury commit themselves to live as a community with Christ at its centre, characterised by living Gospel values within the Catholic Church. They commit themselves to provide the best possible education for every child in the school, according to their needs and affirming their achievements.
The School Offer has been developed by the SEND with the involvement of the SEND Governor, all school staff, parents and pupils.
How will you know if children or young
people need extra help?
How will you support my child with SEND?
If parents/carers are concerned about their child’s learning, behaviour or physical progress and think they may have Special Educational Needs then the person they should speak to is their current class teacher or the SENCo (Special Educational Needs Coordinator). There are other opportunities to raise any concerns about their child: at parents evenings which happen three times a year, by speaking to their child’s teacher, by attending SEND coffee mornings, or by arranging an appointment to see the SENCo, Deputy Head Teacher or Headteacher.
As a school we identify pupils with Special Educational Needs or Disability (SEND) through school assessments, behaviour logs, provision mapping and through discussions with parents/carers, the child themselves and other specialist services such as Educational Psychologists, School Nurses, Speech and Language, Occupational Therapy, Physiotherapists etc.
Once concerns have been raised we will arrange a meeting with parents/carers and the relevant members of staff in school and from that if appropriate we will write an action plan in the form of a new Assessment, Plan, Do, Review plan (APDR) which will be reviewed regularly. If it is felt necessary, after reviewing the APDR plan, we will involve specialist services for advice.
The APDR plan will be overseen by the Class Teacher on a day to day basis, it will be reviewed regularly through meetings with the SENCo and discussed with parents/carers at parents’ evenings. Depending on the child’s needs the plan will also have input from specialist services such as Educational Psychologists, School Nurses, Speech and Language, Occupational Therapy, Physiotherapists. These services can vary depending on need and are subject to change accordingly.
Depending on the level of SEND your child has, will depend who will work with your child and how often. It will be a combination of the Class Teacher and Support Assistant working with your child in a small group or on a one to one basis if necessary. Where a child does have a particular support assistant we will use our best endeavours to keep this consistent throughout their time at school.
At times specialist services may also come into school to work with your child. Your child may also be referred to our Nurture Room for emotional, behavioural and social support.
We regularly assess the effectiveness of the support for children with SEND through APDR review meetings, half termly learning assessments, meetings with parents/carers, class teacher, SENCo and specialist services, as well as asking the child their feelings and views.
How will the Curriculum be matched to
my child’s needs?
How will both you and I know how my child
is doing and how will you help me to support
The curriculum will be adapted using our best endeavours, according to the child’s individual needs-personalised outcomes (targets), through quality first teaching , differentiation and intervention, working towards APDR plan outcomes, visual timetable, additional support and using specific recommended programmes, are some of the adaptations we could make.
Pupils with SEND are assessed and reviewed each half term as part of the curriculum target meetings, APDR plan review meetings are held regularly and each child’s outcomes targets are assessed, reviewed and new ones put in place. Depending on the SEND need of the child, reading ages, comprehension ages and spelling ages may be assessed each year or more frequently if needed and any interventions used are assessed both at the start and when they have been completed.
Parents/carers can ask for a meeting at any time in addition to the parents’ evenings each term and any other planned SEND meetings. These meetings are an opportunity for parents/carers to discuss their child’s progress, their successes and any concerns they may have.
Some children with SEND (Statemented/Educational Health Care Plans) will have annual reviews where all the agencies involved will be invited to discuss the child’s progress, achievements and concerns; from that meeting a long term plan is then put into place for the following year.
Through meetings, APDR’s, parent evenings, SEND meetings, SEND coffee mornings, school website and homework parents/carers should have an insight into how the learning is planned for their child, feel involved in the planning of their child’s education and know how they can support their child outside of school.
If your child has not yet started at our school there is opportunity to visit before they start and to meet with their class teacher, support assistant and SENCo to discuss any concerns they may have. Depending on the age of the child we may do a home visit or attend any meetings at the child’s pre-school setting.
What support will there be for my
child’s overall wellbeing?
What specialist services and expertise
are available at or accessed by the school?
Children who have serious medical needs will have a medical care plan written alongside parents/carers and any medical professionals who are involved. The medical care plan is completed in line with the school’s medical care policy which also covers the administration of medicines and which staff are able to do this. (link to policy) We have staff trained in first aid-First Aid at Work and Paediatric First Aid which is a recognised qualification. As a school we train staff on a needs basis according to the children in school and currently have staff trained in administering insulin for a diabetic child. We work closely with parents/carers and medical professionals to monitor all medical cases and ensure that staff are trained, confident and follow all safeguarding procedures.
Children who need behaviour support are firstly monitored through whole school/class rewards and sanctions. If we feel they need further support then we will provide this through individual positive behaviour reward charts, Individual Behaviour Plans (IBP’s), referral to our nurture room or in some cases working in partnership with Pupil Referral Unit (PRU).
School works closely with the Attendance Officer and we encourage attendance through class rewards, parent raffle each term and attendance certificates each term.
The child’s view is sought and taken into account throughout the whole process. We do this through discussion, written views and self-assessment.
All staff in school as of September 2013 are Team Teach trained in de-escalation techniques for behaviour management and this is due to be renewed in September 2015. We have several members of staff trained in First Aid at Work, some members of staff trained in Paediatric First Aid and 1 member of staff trained in 1st Response Course. There are support staff who are qualified in delivering Speech and Language programmes and we have a member of staff who is fluent in speaking Polish.
We access other specialist services such as; Speech and Language Therapists (SALT), School Nurse service, Educational Psychologist, Occupational Therapy, Physiotherapists, Hearing Impairment (Sensory), Specialist Provisions based at other schools (Autism Outreach), Pupil Referral Unit, Hospital Consultants, Doctors, Catholic Care (Counselling) and Portex-this list is ever growing depending on the needs of children in school.
Contact details for the specialist services are available through school or in regards to medical services through your GP.
How will my child be included in activities
outside the classroom including school trips?
How accessible is your environment?
All pupils with SEND will be included in activities outside the classroom including school trips. We work with parents/carers and other specialists involved to risk assess activities and put in place any reasonable adjustments/support needed.
EYFS and KS1 are on one level with access via a ramp into EYFS. There is a toilet suitable for disabled children located on the link corridor between KS1 and KS2, however KS2 is only accessible via steps and currently there is no provision for wheelchair access to this part of the building. Corridors are kept clear from obstructions and there is a shower facility in EYFS.
For children with hearing impairment we have staff who are trained in using a radio mic and we regularly have advice from Hearing Impairment to make our classrooms and teaching auditory friendly.
For children whose first language is not English we have bi-lingual teachers who speak fluent Polish and Gujarati. There are also staff who have received training for communicating using Makaton. A visual environment is encouraged with the use of a visual timetable and signs using both words and pictures to reinforce meaning.
How will you prepare and support my child
to join the school and how will you support
them to move on to the next
stage of education?
How are your resources allocated and
matched to children’s special educational
Before a child with SEND joins school they are invited to open days and parent meetings, we will meet with parents/carers at the pre-school setting or at home if appropriate or if the child is older we will meet at their current place of education. At the meetings we will then put in place a transition plan which may include additional transition visits where the child and parents/carers can meet the teacher, support assistant, SENCo and any other adults involved. Depending on the age of the child we will identify a group of children who will act as buddies to help the child to settle in.
If needed, we will arrange a meeting with parents/carers after an agreed period of time to discuss how they have settled and if any more support is needed.
If a child with SEND is leaving to go to their next phase of education we will meet with parents/carers and in the case of a child with a Statement/EHC plan with any other agencies involved and discuss a plan of transition which will be individual to that child. It may include additional transition visits to their new school, meetings with the new teacher and SENCo from the school, additional transition work at their current school etc.
When they move to their new setting we will send up all information that we have including assessment data, SEND records, copies of IEP’s and APDR’s, behaviour logs, medical information etc
The majority of the Special Educational Needs and Disability budget is used for additional support staff. A proportion is allocated towards buying SEND resources and teaching material.
How are decisions made about what type
and how much support my child will receive?
How are parents / carers involved
in your school?
Decisions about the type and amount of support a child with SEND receives is decided by all agencies involved including parents/carers and the child. The decision making process may include assessments both by school and external agencies, the views of parents/carers and the child and through discussions in meetings/reviews. The type and amount of support may also be subject to availability of funding and access to external support and resources.
The most important way that parents/carers can be involved in the decision making and day to day school life of their child is through good communication which can be achieved and maintained in a variety of ways such as; home school book, meetings, e-mail, telephone calls.
Who can I contact for further information?
The first point of contact in school is the child’s class teacher or SENCo.
If you are considering whether to send your child to the school please contact the school office or Head teacher.
Other support services which may help and provide advice are: parent partnership, health visitors, sure start centres, social services, school nurse.
Policy and statement of arrangements for
supporting children with Medical Needs
The governors, headteacher and staff of St Paulinus Catholic Primary School wish to ensure that pupils with medical needs receive care and support in school. Pupils should not be denied access to a broad and balanced curriculum simply because they are on medication or need medical support, nor should they be denied access to school trips etc.
We have adopted the ChYPS policy and guidance Supporting Children and Young People with Medical Needs and outline below the detailed arrangements for implementing the policy in St Paulinus Catholic Primary School.
Roles and responsibilities
We have set out school / specific roles / duties briefly below:
The designated person with responsibility for children with medical needs is
Miss Joanne Passingham
Her role is outlined as follows:
Special Educational Needs Coordinator
Other staff members with specific duties are outlined below:
Mrs Suzanne Newsome
Her role is outlined as follows:
HLTA/Special Educational Needs Assistant
Other staff members with specific duties are outlined below:
Paediatric First Aiders:
Miss H Regan, Mrs H Benn, Mrs P Hirst, Miss K Harrison
(in accordance with EYFS Legal Requirements – minimum 1 on site at all times & on all trips involving EYU)
First Aid Appointed Persons:
Miss K Richardson, Mrs J Halford, Mrs J Kelly, Mrs J Nash, Mrs K Dudley, Mrs P Halloran, Mr S Jones, Mrs S Davies, Mrs S Newsome, Miss K Naylor, Mrs L Bellwood, Miss K McNally, Miss M Taylor, Mrs T Smith, Mrs.C Bruines, Mrs Dhorajiwala, and Miss K Oakley.
Administration of Ritalin:
Administration of Epi-Pen:
Trained persons as listed in separate document
Policy and Statement of arrangements for supporting children with medical needs
Please complete a medical update form or an Asthma update form if your child’s health circumstances change.
Click here for medical update form
Click here for Asthma update form
St. Paulinus Accessibility Plan.
• Map of School plan
Main entrance: Ground level access to the hall through to Key Stage 1 . Stairway and corridors to lower Key Stage 2 classrooms.
Key Stage 1
Ground level access to the Early Years Unit (EYU), playground and car park. Dance studio and I.C.T. suite are also ground level.
There is a ground level corridor connecting Key Stage 1 to Key Stage 2 outside the main hall with a flight of stairs to access Key Stage 2.
Key Stage 2
Lower corridor has 2 flights of stairs with upper landing to access upper Key Stage 2 classrooms.
Upper Key Stage 2
Fire exit with descending stairs to school fire point.
Key Stage 1 Playground – Ground level
Key Stage 2 Playground – via one flight of stairs for main concrete playground, plus a further flight of stairs to access the ball court and top field.
Click here to download a copy of the Accessibility Plan
Here are some of our children in action during the ABC Movement Programme
At St. Paulinus we encourage control and coordination using remote controlled cars. It's also a hit with the pupils so we also use the activity as a reward.
© 2013 St Paulinus Catholic Primary School, Temple Road,
Dewsbury, West Yorkshire, WF13 3QE
Tel: 01924 488282, Email: email@example.com Web: http://www.stpaulinuscps.org
Designed and Maintained by: Richard Clayton
St. Paulinus Catholic Primary School ICT Technical Support