At St Mary’s Catholic Federation, Carshalton we share in the mission of the Catholic Church to proclaim the Gospel. We are a Christian community, which welcomes and brings together priests, governors, parents, staff and pupils in developing a special relationship with God. The Gospel values of love, justice, tolerance, kindness, forgiveness and respect are reflected in our policies and practices.
Our aim is to develop the full potential of each child, spiritually, intellectually, morally, emotionally, physically and socially. We offer equality of opportunity to all children regardless of gender, disability, colour, ethnic or national origin. We celebrate the uniqueness of each child.
Everyone who is involved with the school shares their gifts for the benefit of every child. We are committed to supporting the Catholic ethos of the school helping our children towards an understanding of the Catholic way of worship. Through offering children this experience of life in a community founded on Gospel values, we aim to prepare them for life as Christians in the wider world.
|Our School Offer|
|Contact||Mrs Marcelle Quinn Executive Deputy Headteacher, SENCO|
|Telephone||020 8647 5711|
|Who do I contact to discuss my child's needs?|
|The Class Teacher||
The Class Teacher is responsible for: adapting and refining the curriculum to respond to the strengths and needs of all pupils, checking on the progress of each child; identifying, planning and delivering additional support. The Class Teacher will deliver quality first teaching which promotes expected or better than expected outcomes for all pupils.
If you have any concerns about your child you should first speak to your child's class teacher, you may then have a meeting with a member of the school SENCo team.
SENCo (Special Educational Needs Co-ordinator)
SEN Governor Chair of Governors
Teacher's lesson plans are evaluated and assessments made, this informs new planning and next steps in pupils learning.
Teaching assistants and Learning support assistants feed back to the teacher verbally, annotating plans and using feedback forms.
Regular diagnostic marking identifies next steps for progress.
Class teachers attend termly progress meetings with Head teacher, SENCo, Maths and English leaders.
Class teachers revise objectives as they are met and formally review and update targets at least each term.
The SENCo reviews all Pupil Profiles termly.
|Informing parents and carers|
Reading targets are shared with parents using the home / school reading record book and updated as the children progress.
Timetabled meetings to discuss attainment and progress.
English and Mathematics targets are shared with parents at parent / teacher meetings.
Star of the week celebration assemblies take place weekly with a display board updated to showcase pupils successes.
Parent workshops support parents in developing the specific skills needed for supporting learning at home.
Homework activities, related to learning, are regularly sent home.
The school has an 'open door' policy: parents are welcome to pass on quick messages in the morning and make arrangements to talk to class teachers after collection time at mutually convenient times. Class teachers can be contacted via the school office e-mail or by telephoning the school office for messages to be passed on.
|Updates on progress|
Parents' evenings are held in the first two terms, with a written report in the third term.
For children with individual Pupil Profile targets the class teacher will keep the parents informed of progress against targets and objectives during parent / teacher consultation meetings and at additional meetings should the teacher deem advantageous.
If a child is not making progress
Parents will be invited to meetings to discuss slower than expected progress, where interventions and identified support needs will be discussed and explained.
The Early Years Foundation Stage (EYFS) curriculum is followed in the Nursery and Reception classes (including both inside and outside provision).
Key Stage One (Years 1 and 2) follow the National Curriculum with carefully planned transition arrangements between year groups and key phases.
The 'Cornerstones' curriculum topics are used to engage children and initiate child led learning experiences extending our teachers' planned creative curriculum.
|Adapting for child needs|
Teachers are skilled at adapting plans and differentiating activities, which take account of individual pupil needs.
Teachers directly support staff with a focus on pupils learning and individual needs.
In school interventions are organised as required.
|Teacher flexibility on child needs|
Pupils differing learning styles are taken into account. Grouping arrangements in lessons are organised carefully to maximise learning opportunities for all.
Liaison with external agencies targets the needs of children with Special Educational Needs and Disabilities (SEND).
Staff training needs are regularly reviewed by the Senior Leadership Team and SENCo.
Interventions groups are organised according to pupils needs and resourcing available eg. 5 minute box (phonics), SNAP maths, reading support and writing groups. Learning Support Assistants (LSA) are timetabled for such interventions following a need being identified.
Teachers use VAK (Visual, Auditory and Kinaesthetic strategies which are planned into daily lessons.
'Talk for learning' dialogue is developed throughout the curriculum.
'Learning Partners' are organised weekly.
Development of life long learning skills planned.
Teachers plan a range of strategies to support reading and writing.
Teachers plan a range of strategies to support / develop numeracy.
|Meeting child needs|
Quality First Teaching
Daily use of LSA where possible to support targeted children / groups.
Resources and equipment recommended by specialists to support identified needs.
External agencies via referral.
Individual pupil targets set.
Shared target setting.
Open door policy: class teachers, SENCO and Head teacher welcome dialogue with parents.
|Access to exams and tests|
The school follows Government guidance for Statutory Assessment tests.
Screening to identify children who may require additional time following Government guidance.
Access arrangements entitlement as part of normal classroom practice.
Medical Needs/Anxiety will be taken into account to allow all children to perform to their best ability.
|Comfort, safety and socialising Developing social & emotional skills|
Staff presence before and after school and during playtimes.
Preparation for junior school, summer term transition arrangements including play afternoon and meeting the new teacher.
Preparation for new class, including opportunities for visiting new classroom and meeting new teacher Staggered intake in EYFS.
EYFS learning journeys shared with parents on a regular basis, parents input valued in Learning Journeys.
Transition books created for those who may find transition difficult.
SENCO surgery for SEN parents to discuss transition arrangements.
Breakfast and After-school clubs.
Throughout the year children attend Mass both in school and Church at significant times in the church calendar and for special school community events. One assembly each week is a dedicated Liturgy assembly sharing readings from the gospel and developing children's spiritual needs in line with our mission statement.
Emotional Literacy Support (ELSA) for identified children. Strong ethos of pastoral care and developing independence skills.
|Early Help - Support in the Community (Tier 2)|
ELSA support with trained learning support assistant available for referrals by class teachers in consultation with parents.
Any reporting or suggestion of bullying is taken most seriously.
Anti Bullying procedures are included in our Policies. We are a 'Listening school' and children are encouraged to talk about any issues.
Dialogue with parents is important to us regarding any allegation of bullying.
Duties under Government guidance including the Equality Act 2010
Teachers plan carefully to include all children.
|Who we work with|
|Working with other agencies|
Informing parents and carers
The London Borough of Sutton's Graduated Support for Special Educational Needs is used to determine the type and severity of need.
Referrals are made to agencies via the SENCO, following observations and evidence-demonstrating fulfilment of criteria e.g. benchmarking identifies slow progress in a given area of reading, leading to Learning Support Service support.
Parents are fully involved at all stages of any referral.
|Helping each child settle with confidence|
Early Years Foundation Stage (EYFS) offer stay and play sessions at the start of each academic year. Liaison with parents to gain a picture of each child.
EYFS Learning journeys shared with parents on a regular basis, parent's input is valued.
Preparation for new class each year, including opportunities for children to visit the new classroom and meet with the new teacher.
Transition books are made for children with SEN who may benefit from this and additional opportunities to meet new teacher / visit new classroom etc. arranged as required.
SENCO surgery for SEN parents to discuss transition arrangements.
Staff hold transition meetings from one year group to the next to discuss all aspects of the children and their learning.
Year 2 children attend events at the Junior School plus a transition programme of activities takes place during the second half of the summer term.
Parent information evenings
|Extended School Day|
Saint Mary's Schools work in close partnership with Orchard Childcare to provide on site a before school Breakfast Club and an After School Club. The morning sessions start from 7.15am until the start of the school day and run after school until 6.00pm.