A child does not need a formal diagnosis to have additional needs or to receive support in school. At St Joseph’s, we focus on each child’s individual strengths, needs and barriers to learning, and provide appropriate support where it is needed.

A diagnosis does not automatically mean that a child will be placed on the school’s SEND register. Decisions about SEND support are based on the child’s educational needs and the impact these have on their learning and participation, in line with the SEND Code of Practice.

Equally, a child may have a diagnosis but not require additional SEND provision in school.

Families may choose to seek a private assessment. However, a private diagnosis or report does not automatically determine whether a child has SEND or what support the school should provide. The school will consider any professional information alongside its own assessment, observations, evidence of need and the child's progress. Where appropriate, we will work with families and relevant professionals to agree the most suitable support.

Autism

Autism is a lifelong developmental difference that can affect communication, social interaction, sensory processing and the way a person experiences the world. Every autistic child is different and will have their own strengths, interests and areas where they may need support.

Children may experience differences in:

• understanding language, gestures, tone or facial expressions
• social communication and friendships
• coping with changes to routines or unexpected events
• processing sensory information such as sounds, lights, touch, smells or tastes
• managing emotions and becoming overwhelmed.

At St Joseph's, we aim to understand each child's individual needs and make reasonable adjustments to help them feel safe, included and able to learn.

ADHD

ADHD (Attention Deficit Hyperactivity Disorder) is a neurodevelopmental condition that can affect attention, activity levels and impulse control. Children with ADHD may experience difficulties with concentration, organisation, following instructions, sitting still, waiting their turn or managing distractions.

Every child is different, and these behaviours can have many possible causes. Only an appropriately qualified healthcare professional can diagnose ADHD.

At school, we can provide appropriate support and adjustments based on a child's individual needs, whether or not they have a diagnosis.

Dyslexia

Dyslexia is a specific learning difficulty that primarily affects reading, writing and spelling. It does not affect a child's intelligence, and children with dyslexia often have many strengths, including creativity, problem-solving and verbal reasoning.

Possible signs may include:

• difficulty learning to read or spell
• reading or writing more slowly than expected
• inconsistent spelling
• difficulty remembering sequences or instructions
• finding written information more difficult to process.

At St Joseph's, we monitor children's progress and provide appropriate support where a child is experiencing difficulties with literacy. If concerns continue despite support, further specialist assessment may be considered.

Speech, Language and Communication

Children develop their speech, language and communication skills at different rates. These skills include understanding language, following instructions, expressing ideas, having conversations and developing social communication.

As children grow, we expect their communication skills to develop from simple conversations and instructions towards being able to:

• understand increasingly complex language
• explain ideas and give reasons
• understand different viewpoints
• use language appropriately in different situations
• develop and maintain conversations.

Sensory Processing

Sensory processing is the way our brains receive and respond to information from our senses, including sound, touch, movement, sight, smell and taste.

Some children may be particularly sensitive to sensory experiences, while others may seek additional sensory input. This can affect concentration, movement, communication, emotional regulation or participation in everyday activities.

Children may, for example:

• find loud or unexpected noises difficult
• dislike particular textures, clothing or foods
• seek movement or touch
• find it difficult to sit still
• appear clumsy or have difficulties with coordination.

At St Joseph's, we consider individual sensory needs and make appropriate adjustments to help children access learning.

Vision

Regular eye tests are important because children may not always realise that they have difficulty seeing. Vision problems can affect reading, learning, coordination and confidence.

Possible signs of a vision difficulty include:

• headaches or eye strain
• holding books very close
• losing their place when reading
• sitting very close to the television
• difficulty with hand-eye coordination
• regularly rubbing their eyes.

Children can have their eyes tested at any age. If you have concerns about your child's vision, please contact an optician or your GP.

Developmental Coordination Disorder (DCD/Dyspraxia)

Developmental Coordination Disorder (DCD), sometimes called dyspraxia, affects physical coordination and movement. Children may find activities such as handwriting, dressing, using tools, PE or sports more difficult than expected for their age.

They may also experience difficulties with balance, organisation or planning movements.

DCD does not affect intelligence. Children can be supported through strategies such as breaking activities into smaller steps, practising skills regularly and using appropriate equipment.

Fine Motor Skills

Fine motor skills involve the small muscles in the hands and fingers. They are important for activities such as handwriting, drawing, using scissors, fastening clothes and using cutlery.

Children develop these skills at different rates. At school, we support fine motor development through practical, engaging activities such as drawing, cutting, construction, threading and handwriting activities.

Families can also support development through everyday activities such as puzzles, Lego, playdough, colouring, cooking and practising buttons and zips.

Handwriting

Children develop handwriting skills through regular practice and activities that strengthen hand control and coordination.

You can support your child at home by:

• making writing fun and purposeful
• encouraging drawing, colouring and puzzles
• practising letter formation and spacing
• using pencils and writing tools that are comfortable for your child
• developing hand strength through playdough, construction and other practical activities.

Short, regular practice is usually more effective than lengthy sessions.

Concentration and Attention

Concentration develops over time and children benefit from opportunities to practise focusing on activities.

You can support your child by:

• providing a quiet space for homework or reading
• focusing on one activity at a time
• breaking larger tasks into smaller steps
• using short, planned breaks
• encouraging movement and outdoor activities
• using simple breathing or relaxation strategies
• gradually increasing the amount of time spent on a task.

Children's ability to concentrate varies depending on their age, the activity and how they are feeling.

Epilepsy

Epilepsy is a neurological condition that can cause seizures. Seizures can look different from person to person and may include unusual movements, staring, loss of awareness, stiffness or collapse.

Many children with epilepsy attend mainstream schools and take part fully in school life. Where a child has epilepsy, school staff will work with the family and healthcare professionals to ensure that appropriate care and safety arrangements are in place.

Hearing

Good hearing is important for children's communication, learning and social development. Children are offered hearing checks at different stages of childhood, but families should seek advice if they have concerns.

Possible signs of hearing difficulties include:

• not responding when their name is called
• frequently asking for things to be repeated
• speaking unusually loudly
• listening to the television at a high volume
• difficulty identifying where sounds are coming from
• changes in speech or progress at school.