Welcome to Stithians C P School's Special Needs Offer Web Page
Stithians School welcomes all pupils.
We deliver an inclusive curriculum that embraces all levels of learning and challenge. We recognise that every child is an individual, with bespoke needs, strengths and talents. As such, we meet these differing needs and strengths through a challenging and wide curriculum. We build self-esteem through positive learning experiences and involve all pupils in whole school life.
Inclusion of SEN children at Stithians C P School
Inclusion of SEN (Special Educational Needs) students in a Stithians C. P. School means that children with various learning differences and needs are welcomed and supported within the regular classroom environment alongside their peers without disabilities. This involves providing appropriate accommodations, resources, and support to ensure that all children can participate and learn together effectively. It promotes diversity, empathy, and equal opportunities for all children to thrive academically and socially.
Safeguarding our children with SEN
Safeguarding our SEN pupils in Stithians C. P. School means making sure that these children are protected from harm and that their well-being is looked after. This includes measures like providing a safe physical environment, ensuring appropriate supervision, and offering support tailored to their individual needs. It also involves educating staff and children about recognising signs of potential harm and taking action to prevent it. Overall, safeguarding aims to create a secure and nurturing environment where all children, including those with special educational needs, can learn and grow safely.
Our Commitment
We use the Assess, Plan, Do, Review approach and the Cornwall Graduated Approach to guide our specialist provision, depending on the needs of our pupils. This enables pupils to access and enjoy the broad and balanced curriculum, with specialist and differentiated approach where required.
All areas of the school building are fully accessible to wheelchair users as we have a disabled toilet and changing facilities. We also have wheelchair ramps and a stair lift that links Key Stage 1 to Key Stage 2.
Stithians School follows the guidance of the SEND Code of Practice 2014 and Cornwall LA Guidelines which uses a graduated approach to the identification, assessment and provision for pupils with Special Educational Needs and Disabilities.
Our SENDCo is Mr. Manley
Full details about the provision for children with Special Educational Needs and Disabilities can be found in the Annual SEN (Scroll down)
Should you have any further enquiries regarding SEND please contact Mr. Manley via the school telephone number.
Contact: tmanley@stithians.cornwall.sch.uk or senco@stithians.cornwall.sch.uk
DSEN Annual Information Report – January 2025
We aspire to implement the Education Endowment Foundation's five recommendations to build a fully inclusive school.
The Neuro Developmental Profiling Tool
The ND profiling tool is a visual document that assesses nine developmental strands of a child or young person aged 0-19. This includes speech and language, energy levels, attention skills, emotion regulation, sensory processing, flexibility and adaptability, and empathy.
It provides a holistic view of a child or young person’s needs and suggests types of strategies that can be put in place to help manage those needs in different areas of a life, such as at home, at their early years setting, school or college, and in the community.
The process of completing the profile is done with the family, and not for or to the family.
Information for Parents:
What Should Parents Know About Raising Neurodivergent Children?
Because neurodivergence is a broad term that refers to a huge range of symptoms, behaviours, strengths, and challenges, there is not one simple set of tips for raising a neurodivergent child.
Many parents of neurodivergent children express frustration or even disappointment that their neurodivergent child does not meet the neurotypical expectations that they had going into parenting. Even if this is not expressed directly to the child, children pick up on their parents’ feelings and might feel unwanted or unloved if the parent has not come to terms with having a neurodivergent child.
In Welcome To Holland, Emily Perl Kingsley describes having a disabled child as planning a trip to Italy and then getting off the plane to find yourself in Holland. She acknowledges the possible stress of being somewhere you did not plan to be, taking a trip that does not fit with your expectations. “But … if you spend your life mourning the fact that you didn't get to Italy, you may never be free to enjoy the very special, the very lovely things ... about Holland.”
Some parents find this analogy helpful others don’,t but if you read it, we hope it will give you something to think about even if it isn’t your experience:
My neurodivergent child has turned me into a neurodiverse parent
By Jane Kim
Raising a neurodivergent child has made me a more creative, think outside-the-box parent. In some ways, I am a neurodiverse-aware parent. And despite the challenges it brings, it’s changed me for the better.
It’s been more than eight years since I’ve entered the world of neurodiversity and I’m learning and growing alongside my son every day. Here are a few ways in which this whole journey has altered me as a parent and as a human.
5 ways I’ve changed since having a neurodivergent child
I’m less judgmental
If I witness a child behaving out of character with a parent nearby, I rarely think it’s poor parenting. I’ve been there. I remember a birthday party at a trampoline park years ago where the children were all jumping and running with excitement and my son had his face pushed against a mat in the corner which was vibrating intensely from goodness-knows-what. Nothing I did could distract him from that part of the mat for more than a few seconds. A mother that I didn’t know very well came over and struck up a conversation about how she could never remember to bring those socks with the sticky stuff on the soles required for jumping, and that she had several pairs at her house. That simple comment and distraction saved the moment.
It doesn’t take much. Consider who the child may be, things we don’t know about the child and most importantly, the parent’s state of mind. Disapproving looks and snide comments on how to parent won’t help. Offer a smile, a distraction if it feels right and mind your own business!
I see different uses for everyday things
Mini M&M’s aren’t just addictive, but can initially be used as rewards for good behaviour and learning. Headphones aren’t just for listening to music but can be useful to reduce noise when it becomes overwhelming.
Raising a neurodivergent child has taught me that common objects have more than one use or application. It’s made me a more creative thinker overall.
I’m a better communicator
My son has been in speech therapy since he was about 2 years old. Back-and-forth communication was always a challenge, and it’s something he continues to address today. If it’s a topic he’s interested in— the weather, football, certain musicians, etc.—it’s not an issue. But keeping him engaged in less desirable topics is a different ballgame.
Over the years, I’ve learned to keep the conversation going by avoiding yes and no questions, making observations to prompt more conversation and indirectly making requests such as, “Whoa, the TV is loud!,” rather than, “Can you turn that down?” Also, when my son is hellbent on his POV, I often turn to stories. Offering stories that provide a richer perspective and narrative can help.
I’m less attached to a particular outcome, and more invested in the process
Having a neurodivergent child forces me to be more present by addressing current needs and putting processes in place to support those needs. Taking time and deciding on the best process to implement can be difficult work based on research, trial and error and your family’s schedule. If you trust your decision on a particular process, the outcome becomes less important.
I welcome people more readily into my life
I’ve met so many people because my son is neurodivergent. People I likely would never have met such as play therapists, music therapists, speech and physical therapy students, developmental paediatricians and others. Despite how different these people are, there is a common mindset among them, and it’s an easy one to get onboard with: live your best life. These professionals have dedicated their talents and creativity for children to reach their full potential.
There’s nothing more intimate and personal than the relationship you have with your child. Seeing others support, rally, pivot and celebrate milestones with warmth and authenticity have broken down walls I didn’t realize I had. They have shifted my own mindset when it comes to people in general. When I meet someone, I assume positive intent unless proven otherwise.
Becoming a neurodiverse-aware parent didn’t happen overnight. It takes time, hindsight and a tremendous amount of thought—and trial and error. There are amazing days and difficult days. But if there’s one thing that sticks out to me, it’s that the experience of raising a neurodivergent child has fundamentally changed the way I think and act.
Focus: Understanding ADHD
Explaining ADHD to a child:
Focus: Understanding Dyslexia
Explaining Dyslexia to a child.
Imagine reading is like solving a secret code in a book. For friends with dyslexia, sometimes the letters and words in the code can do a little dance and get jumbled up.
Your family and teachers are like reading guides, ready to help your friend on this fantastic reading journey. So, dyslexia is just another way of being super special and having a unique way of looking at the world. Together, you'll explore the world of words in your very own incredible way.
Focus: Understanding Autism
Explaining Autism to a child.
Focus: Understanding Dyspraxia
You may be wondering what Dyspraxia is and you wouldn't be alone. Most people often confuse it with Dyslexia. Some people such as your GP may refer to it as DCD or Developmental co-ordination disorder which confuses the matter further.
Dyspraxia is a common condition which according to experts could affect as many as 10% of children in the UK, with boys more likely to have it than girls. Some reasons may be that boys are more likely to play sports at a young age, making the symptoms more obvious. However, the effect on people varied, some having a minor condition, others severe.
What are the symptoms of Dyspraxia?
So, what is Dyspraxia exactly. It is a development disorder which affects the way different parts of the nervous system coordinate physical activities such as moving body parts and talking. It is important to specify that Dyspraxia does not affect intelligence at all, it is a purely physical disability. Many people with Dyspraxia struggle with their hand to eye coordination, it may take them longer to carry out tasks which involve using their hands. There are a multitude of different symptoms which are present in different people, not every person if affected in the same way. Dyspraxia can also affect speech. You may find it harder to pronounce words and due to this, get nervous when speaking. You may also find it hard to control the tone of your voice, etc.
Some of the most common symptoms include:
- Struggling to keep balance, such as standing on one foot.
- Unable to walk in a straight line.
- Being clumsy, frequently bumping into things or breaking things.
- Slouching while not realising it.
- Not being able to control fine motor actions such as writing, and not being able to control the level of force used, leading to messy handwriting.
How does this affect children growing up?
Dyspraxia can make it very difficult for children growing up, therefore potentially affecting every childhood milestone. Many children reach these milestones, such as the age they first walk or talk, much later than other children. Children require special help to support them to live with the effects of Dyspraxia, especially during their education.
Focus: Understanding E.B.S.A. (Emotionally Based School Avoidance)
Emotionally based school avoidance refers to when a pupil avoids going to school primarily due to emotional reasons rather than physical illness or external factors like bullying. This could be because they feel anxious, stressed, overwhelmed, or unhappy about going to school. These emotions might stem from various sources such as academic pressure, social challenges, family issues, or mental health struggles like depression or anxiety disorders. Emotionally based school avoidance can have significant impacts on a pupil's academic progress, social development, and overall well-being, so it's important for school and caregivers to address these underlying emotional issues and provide appropriate support to help the child overcome their avoidance behaviour and thrive in the school environment.
Helping your child with EBSA
EBSA (Emotionally Based School Avoidance): Information leaflet for parents.
Click on the link for the Neurodiversity Hub which we hope you will find helpful. The Hub aligns to Cornwall & the Isles of Scilly Neurodevelopmental Profiling Tool, but it can be used by everyone. It forms a part of Cornwall's offer of support for children, young people, and their families. The contributors to the content of the profiling sections are varied and include those with lived experience and professionals working with neurodivergent children and young people.
Families can find information to support a child’s and their own needs including “Preparing your child for adulthood”, “Parent Space” and “Hiding in Plain Sight”.
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CORNWALL Early Help Hub
The 'front door' to Early Help services led by Cornwall Council and Cornwall Foundation Trust. The Early Help Hub looks at requests for help. These can be submitted by parents and / or professionals with consent, and identify:
- the right help
- at the right time
- by the right service
The early help hub also looks at voluntary and community sector (VCS) organisations who can offer help and support.
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Click on picture below for Parent Carers Forum. They offer an enormous amount of FREE training and support to parents of children with additional needs locally. Highly recommended.
SEN HANDBOOK FOR STAFF 2023-2024
Stithians School Provision Map VSEND
Stithians C P School Special Needs Policy 2024-2025
Stithians C P School Accessibility Plan 2024-2025
1. How does the school know if children/young people need extra help?
If you are concerned about your child’s attainment, progress or any other difficulties they may be experiencing please talk to their class teacher or the SENDCo – Trevor Manley. Children are assessed at regular intervals during the school year – if a class teacher has concerns about the attainment/progress of a child (academically, emotionally or socially) then they will speak to the SENDCo and action will be decided from there. You and your child will be involved in this process.
2. What should I do if I think my child may have special educational needs?
If you are concerned about your child’s attainment, progress or any other difficulties they may be experiencing please talk to their class teacher or the SENDCo.
3. Who is responsible for the progress and success of my child in school?
Your child’s class teacher is responsible for their progress in school, with support from the SENDCo if necessary. Parents and carers also have their part to play by making sure they listen to their child read, get them to school every day on time and that they support their child with their learning targets at home. It is also important that parents and carers read regularly with their child and communicate with the school if there are changes in circumstance that may affect your child.
4. How will the curriculum be matched to my child’s needs?
The curriculum will be differentiated to meet the needs of all learners. This may be by children having different work to do, having a different expected outcome, extra resources or extra adult help in class.
5. How will school staff support my child?
If your child has special needs this will depend on the needs of your child. It may be though different work being planned for them, extra adult support in class, extra support out of class and setting up systems in class to allow children to work independently.
6. How will I know how my child is doing and how will you help me to support my child’s learning?
Targets for all SEND children are updated three times a year in an Individual Education Plan (IEP), you will receive a school report in the Summer Term and there are parents’ evenings and opportunities to meet the teachers during the year. You are also welcome to make an appointment to see your child’s class teacher or the SENDCo at any time. They will be able to discuss with you how your child is doing and how you can support them.
7. What support will there be for my child’s overall well being?
All staff in school work hard to ensure that your child is safe and happy in school. For children who are experiencing emotional difficulties it may be that they can work with our trained support staff.
8. How do I know that my child is safe in school?
Your child’s safety is our first priority. We have an anti-bullying policy in place and any incidents of bullying are dealt with seriously. We have a number of members of staff who are trained in first aid and a team dedicated to support our staff in an awareness of specific conditions and illnesses. Safeguarding your child is everyone’s responsibility and staff are all trained to do this in an effective and rigorous way.
9. How will my child be included in activities outside the classroom including school trips?
As a fully inclusive school, all children participate in whole school, curriculum and off site activities. The extent to which each child participates and the levels of support received will vary between children and across time, but we differentiate the activities and expectations to enable all children to take part.
10. How are the school’s resources allocated and matched to children’s special educational needs?
Each child receives support matched to their own level of Special Educational Need. This will vary across each day and throughout their time in our school, as the level of support is directly related to their needs and circumstances. Support is allocated in relation to the child’s individual needs and on the advice of external professionals. Support is monitored closely and adapted as and when necessary.
11. What should you do if you feel that the Local Offer is not being delivered or is not meeting your child’s needs?
Parents who believe their child’s needs are not being met within school are asked to meet with the SENDCo to talk through their concerns in the first instance. We also have a SEN parent advocate, who you can talk to at any time to bridge that link to school. We are among the first schools in Cornwall (if not the first) to introduce a parent advocate and so far this has proved extremely successful. Where concerns persist parents are asked to make an appointment with the Headteacher. The Chair of Governors may be contacted if a parent feels this is necessary.
12. How is our local offer reviewed?
Our local offer will be reviewed by Governors on an annual basis. The governors and Headteacher will also review progress through regular monitoring, reports to governors by the SENDCo and other Senior Leaders as well as through the performance management of key staff. A summary of the review will be published on the website as an Information report (see above).
Any further questions: If you have any questions about our local offer, please don’t hesitate to contact us.
Access to I.D.L Intervention Program - Click on Image
Baffled by Special Needs Jargon? Click image below to understand what these unfamiliar words mean!
Useful SEN Links for Parents (Click on Link)
SENDIASS
Cornwall’s Information, Advice and Support Service is a statutory service which is run at ‘arm’s length’ from the Local Authority and provides free, confidential, impartial advice, guidance and support to parents of children with special educational needs and children and young people with SEND from 0-25.
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