Our Pastoral Lead is Mrs Kathryn Fox
Our SENCO is Mrs Sarah Verdon-Smith
Our Learning Mentor is Mrs Victoria Hudson
Our Pastoral Support Assistants are:
Mrs Jadie Leary
Mrs Eva Rowe
Miss Louise Ruddiforth
At St Patrick's Catholic Voluntary Academy, we believe that every child deserves to be safe and loved, have a healthy and happy childhood, be free from harm, and have the chance to make the most of their talents and fulfil their potential.
St Patrick's Catholic Voluntary Academy has an inclusive approach to teaching children with Special Educational Needs and Disabilities (SEND) which ensures that all pupils achieve their potential; personally, socially, emotionally and academically in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, physical ability or educational needs. We believe that is it of the upmost importance that pupils with SEND receive early intervention, support and the correct provision.
From September 1st, 2014, the new SEND Code of Practice came into effect.
The aim of the reforms are to join provision across education, health and care and now spans birth to 25. Intervention should be made at the earliest possible point in a young person’s life and they and their parents should be fully involved in decisions regarding their support and outcomes. DFE 2014.
At St Patrick's Catholic Voluntary Academy we want all our pupils to succeed and to feel part of the school community where everyone is valued equally. We are committed to working in partnership with our SEND and vulnerable families, as well as other outside agencies to ensure that each child and their family receives the support and intervention they wish.
Our teaching staff are trained to deliver Quality First Teaching through the adaption of lessons so that every child is able to learn at their own pace and in their own way, especially for pupils with SEND from Specific Learning Difficulties (including Dyslexia) and Autistic Spectrum conditions to speech, language and communication needs and behaviour, emotional and social difficulties.
Progress is carefully and regularly tracked by the Class Teacher, Key Stage Lead, SENCo and Head Teacher and we use our best endeavours to ensure that pupil's needs are identified and met as early as possible. If it is felt by the pupil or those around the pupil, that the pupils has a special educational need, we will investigate the best way to support the student. This may include interventions that are additional to or different from those provided as part of the school's usual differentiated curriculum and strategies. Following consultation with parents, we may also put additional, specific and targeted interventions in place.
If, in spite of interventions and additional support, a pupil is still not making sufficient progress in their learning and/ or development, a request for help from external services could be made - again this would be done in consultation with parents. If a pupil continues to cause concern or does not appear to be making any progress, an application for a Request to Assess Educational Health and Care Plan may be considered.
If you would like more information, please look through the SEND information on the website or do contact the SENCo directly. You may also request any paper copies of these documents via the School Office.
A-Z of Sheffield Children's NHS Services: