Home Page


Our Lady's is an inclusive school where all pupils are supported to achieve their full potential.


Mrs Julia Foster is the Inclusion Manager (responsible for Special Educational Needs and Disabilities, EAL, Gifted & Talented, LAC and Pupil Premium) and works with the governors and staff to ensure appropriate and inclusive provision for all pupils.

At Our Lady's we will:

  • use our best endeavours to meet a pupil’s SEND
  • ensure children with SEND engage in the activities of the school
  • inform parents when pupils receive support for special educational needs and involve them in reviews of progress - at Our Lady's this is through provision mapping
  • admit a young person, where the school is named in an EHC plan
  • co-operate with the local authority in developing the local offer
  • produce and publish online a School SEN Information Report
  • appoint a suitably qualified or experienced member of staff as SENCO (National Award) - at Our Lady's Mrs J Foster is the appointed Inclusion Manager
  • appoint a governor with specific oversight of the school’s arrangements for SEN and disability.




At Our Lady's School we can make provision for every kind of frequently occurring special educational need without a statement of special educational needs / Education, Health and Care Plan (EHCP), for instance dyslexia, dyspraxia, speech and language needs, mild autism, Asperger’s syndrome, learning difficulties and behaviour difficulties.  There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can be met. 


The school also currently meets the requirements of pupils with an EHCP with the following kinds of special educational need: physical needs.  Decisions on the admission of pupils with a statement of special educational need / Education, Health and Care plan are made by the Local Authority.


The admission arrangements for pupils without a statement of special educational needs / Education, Health and Care Plan do not discriminate against or disadvantage disabled children or those with special educational needs.



At Our Lady's we monitor the progress of all pupils six times a year to review their academic progress. We also use a range of assessments with all the pupils at various points eg speech link and language link on entry to Reception class; Sounds Write phonics assessment at the end of Year 2; Year 1 phonics screening, spelling age, reading age assessment for decoding skills in September and February for Years 1 - 6; comprehension reading age in November and June for Years 1 - 6; Verbal and Non-verbal testing in June of Years 3 and 5 and SATs papers in Years 2 - 6.


Where progress is not sufficient, even if a special educational need has not been identified, we put in place additional support to enable the pupil to narrow the gap. Examples of additional support are 1st class with number; Better Reading Partnership; Lexia, Numicon, Reading Inference; Talk Partners; RM EasiMaths and Stareway to Spelling.



Some pupils may continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness.  For these pupils, and in consultation with parents, we will use a range assessment tools to determine the cause of the learning difficulty.  At Our Lady's we are experienced in using the following assessment tools: Dyslexia and Dyscalculia screener and Cognition and Learning assessment; and we have access to external advisors and Specialist Teachers through Local Inclusion Forum Team (LIFT) meetings.


The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress.  These will be shared with parents, put into a SEN support plan and reviewed regularly, and refined / revised if necessary.  At this point we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil which is additional and different to what is normally available. 


If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need.  If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs. When any change in identification of SEN is changed parents will be notified.


We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.


Please read the school's SEND policy for more information on the provision we are able to provide.  NASEN have produced Everyone Included to  explain the SEND Code of Practice.