Admission to our School for pupils with

 SEN and Disabilities

 

Within our mainstream provision, we welcome pupils with SEND through the usual admissions route and make reasonable adjustments.

Visit our mainstream admissions page here.

For pupils with EHCPs who name our school, admission is coordinated with the Local Authority. We offer enhanced transition (extra visits, information sharing, visual resources).

 

Our Communication and Interaction for SLCN Resource Base provides for the needs of children who have an EHCP with a Speech, Language and Communication Need (SLCN) or Development Language Disorder (DLD) as their primary area of special educational need. This may include:

For parents wishing to seek a space in our Resource Base provision, their child's EHCP must state that this type of provision is required, and - as with mainstream EHCP admissions - this placement is coordinated with the local authority.

 

Transition Arrangements for pupils with

 SEN and Disabilities

 

Christ the King Catholic School has close links with a number of local pre-schools and nurseries. Our EYFS teacher will ensure that a visit to your child's pre-school provision is made as part of transition into our school, and we arrange for a number of visits to the school to support with transition. These include stay & play sessions, a welcome teddy-bear picnic and information and transition days.  We will also aim to make a home visit to see your child in their most familiar setting and give parents the opportunity to discuss any additional needs or concerns they have about the start of their child's school journey.

 

For in-year transition (when a child joins the school outside of the usual September EYFS transition) we make every effort to provide transition visits before your child starts with us. If physical visits are not possible due to time and/or location, we will liaise with parents, current provisions and the SEND team as appropriate to ensure that your child's start with us is as smooth as possible.

 

For transition from primary to secondary school we have very good links through local clusters with our main secondary feeder schools. We invite these schools in to meet children and their teachers to discuss needs, as well as seek to arrange additional transition visits to their new secondary school wherever possible. We work with both mainstream, specialist and resource base secondary school providers to achieve this.

 

Pastoral Support for Pupils with SEN and Disabilities

Children Looked After (CLA) and

Previously Child Looked After (PCLA)

 

Our designated teacher for CLA (Mrs Short, also SENDCo) and delegated staff member for CLA (Mrs McIlvar) work closely together and with class teachers to make sure that all teachers understand how a looked-after or previously looked-after pupil’s circumstances and their SEN might interact, and what the implications are for teaching and learning.

Children who are looked-after or previously looked-after will be supported much in the same way as any other child who has SEN. However, looked-after pupils will also have a Personal Education Plan (PEP). We will make sure that Personal Education Plans (PEPs) and SEN plans/EHCPs align, with high expectations and targeted support.

At Christ the King Catholic School we are proud to maintain good working links with the Virtual School Team within the local authority so that, together, we can act as champions to improve educational outcomes for these children.

Supporting the Emotional Well-Being of SEN and Disabled Pupils

 
At Christ the King Catholic School, our pastoral support for all pupils is underpinned by the Thrive Approach.  This is particularly effective for SEND as it helps to foster security and resilience through tailored action plans and creative activities.
Our pastoral base "The Burrow" is accessible for all pupils and our children especially enjoy spending time with our school dog, Magnus.
Through our individualised and whole school well-being approaches, our entire school team supports the pastoral needs of all pupils, including those with SEND, by:
  • recognising challenging behaviour may be an expression of unmet needs
  • identifying specific social/emotional needs, identifying gaps to create targeted, actionable strategies
  • building connections through secure relationships, helping children to feel safe, seen and supported
  • specific strategies to support neurodivergent pupils, focusing on safe, inclusive environments

We provide support for pupils to progress in their emotional and social development in the following ways:

  • Pupils with SEN are encouraged to be part of all aspects of school life, including senior prefects
  • We provide extra pastoral support for listening to the views of pupils with SEN through our Thrive Approach for individual and small group sessions, as well as whole class PSHE
  • We run a lunchtime Thrive Group and specific SEMH interventions pupils who need extra support with social or emotional development
  • We have a ‘zero tolerance’ approach to bullying. We prevent bullying in the school by emphasising our inclusive Christian values and challenging any instances where these are not followed. Risk Reduction Safety plans are implemented where bullying has been identified using the S.T.O.P. concept (Several Times On Purpose)