English Martyrs is a welcoming and inclusive Catholic school. As 'A Learning Community in Christ', we recognise the dignity and individuality of every child and want all pupils to participate fully in the life of the school.

Our values of Community, Respect, Inspire and Belief shape our approach. We listen to children and families, respect difference, believe in every child’s potential and work together to remove barriers to learning. Our most recent Catholic School Inspection judged the Catholic life and mission of the school to be outstanding and recognised the gentleness in relationships between staff and pupils.

Support in the Classroom

High-quality, inclusive teaching is the starting point for every child. Teachers adapt their teaching, resources and classroom organisation to help pupils access ambitious learning alongside their classmates.

This may include:

• breaking learning into smaller steps;
• using clear models, visual prompts and practical resources;
• adapting questioning and adult support;
• providing further practice or opportunities to revisit learning;
• supporting communication and emotional regulation;
• making adjustments to the classroom environment; and
• helping pupils become increasingly confident and independent.

We believe that inclusion begins with high-quality everyday teaching, early and accurate assessment, high expectations and a continuing cycle of action and review to reduce barriers to learning and wellbeing.

Where a child needs further support, this may include targeted individual or small-group work. We review additional provision to understand whether it is helping the child to make progress, participate more fully and become increasingly independent.

Working Together to Understand Children’s Needs

The class teacher will work with parents, the child and the SENDCo to support our children with barriers to learning.  We will listen carefully and begin exploring concerns promptly, considering the child's:

• strengths and interests;
• learning and development;
• experience in school;
• barriers to participation or progress; and
• response to support already provided.

Building an accurate understanding of a child’s needs, and identifying the approaches that help most may take place over a period of assessment, support and review.

Children do not need a diagnosis before support can be put in place. Our support is based on the child’s needs and the barriers affecting learning, participation or wellbeing.

Ordinarily Available Inclusive Practice

Teachers and the SENDCo use the West Sussex Ordinarily Available Inclusive Practice guide, known as OAIP.

OAIP sets out practical strategies, reasonable adjustments and inclusive approaches that mainstream schools can use to support children. It includes whole-class practice as well as more tailored approaches for individual pupils across the four broad areas of need:

• communication and interaction;
• cognition and learning;
• social, emotional and mental health; and
• physical or sensory needs.

The guide helps staff consider a wide range of approaches and select those most relevant to the individual child.  

Assess, Plan, Do, Review

We use the graduated approach of Assess, Plan, Do and Review.

ASSESS: We gather information from the child, parents, teachers, assessments, observations and, where relevant, other professionals.

PLAN: We agree the outcomes we want the child to achieve and the teaching approaches, adjustments or additional support that will be used.

DO: The class teacher remains responsible for the child’s day-to-day learning. Staff use the agreed approaches consistently, with advice and support from the SENDCo where needed.

REVIEW: We look at the child’s progress, consider the views of the child and family, and decide what should continue, change or develop further.

The cycle can be repeated as needed. Some children respond quickly to adjustments, while others need approaches to be reviewed and refined over a longer period.

Pupil Passports and Provision Maps

Children on the SEN register have a pupil passport. This provides staff with a clear summary of:

• the child’s strengths and interests;
• the child’s views;
• identified needs and barriers;
• adjustments and strategies that help; and
• important information about how the child learns and participates.

Class teachers also create provision maps. These identify:

• the support being provided;
• the needs or barriers being addressed;
• the outcomes we aim to achieve;
• who will provide the support;
• how regularly the support will take place; and
• when progress and impact will be reviewed.

Pupil passports and provision maps are working documents. They are reviewed and updated as children’s needs, progress and circumstances change.

Our focus is not simply on whether support has taken place. We consider whether it is helping the child to achieve the agreed outcomes and whether any changes are needed.

Personalised Provision

Some children have more complex needs and may require a more personalised approach.

The Nest provides additional support for a small number of pupils whose needs may benefit from a quieter environment, carefully adapted teaching or greater flexibility within part of the school day.

The Nest is part of our wider inclusive approach. Pupils remain members of their classes and the wider school community, with provision planned to maintain connections with classroom learning, relationships and school life.

Working with Other Professionals

Where further advice would help us understand or meet a child’s needs, the school may work with specialist teachers, health professionals or other relevant services.

Parents will be involved in these discussions. Information about strategies already used, the child’s progress and the outcomes being sought helps everyone work together in a focused way.

The West Sussex Local Offer provides information about local education, health and care services, support organisations, activities and guidance for children and young people with SEND and their families. 

Speaking to Us About Your Child

If you have concerns about your child’s learning, development or wider needs, please speak first to the class teacher. The class teacher knows your child’s day-to-day learning and can discuss:

• your child’s strengths;
• current progress;
• classroom observations;
• support or adjustments already in place; and
• possible next steps.

Parents’ evenings provide a helpful opportunity for these conversations. However, if you are concerned you do not need to wait - please contact the school office to arrange another suitable time.

The SENDCo can become involved where further discussion, assessment or coordination is needed. The SENDCo works with pupils, parents, teachers, teaching assistants and external professionals to help ensure that provision is appropriate and joined up.

For further information, please read our SEN Information Report and SEN Policy or contact the school office:

• Telephone: 01903 502868
• Email: office@englishmartyrs.school

We welcome conversations with families and will work with you to help your child learn, participate, develop their sense of belonging and develop their full potential.