1. Assess Plan Review Do More information More information
How does our school know/identify that children and young people have special educational needs and/or disabilities (SEND)?
What are the first steps school will take if SEND are identified?
What should parents/carers do if they think their child has SEND? How can they raise concerns? (This should include contact details, including name of SENDCO.)
What intervention is available to all children/young people? (This is the school’s CORE offer.)
How will our school involve children/young people in the assessment process?
How will our school teach and support children with SEND?
Who will be working with your child?
What expertise does the school and our staff have in relation to SEND?
How does our school ensure that information about a child SEND or EHC plan is shared and understood by teachers and all relevant staff who come into contact with that child?
How will our school include parents and the child/young person in planning support?
How will our school teach and support children/young people with SEND?
What access do our SEND children/young people have to facilities and extra curricular activities?
Assess
Plan Do
Review
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Who will be talking with and keeping in touch with the parent/carer? (working together towards outcomes, reviewing arrangements etc.) and how often?
How is the different provision delivered in our school?
What role will the child/young person’s teacher/s play in the additional provision?
How do we assess and evaluate the provision we have arranged for your child? (effectiveness, outcomes, progress)
Where can parents/carers find additional information e.g. SEND policy, LA Local Offer
Who will be working with your child?
Which other services do we use to provide for and support our children/young people?
How will parents/carers be kept informed of engagement in additional provision whilst it is onging?
How does our school encourage parent/carers to become involved in the additional provision?
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2. Assess
All children receive quality 1st Teaching, differentiated activities to support learning as necessary and interventions planned when children require extra support. Progress is reviewed on a half termly basis.
Children are placed on the Special Educational Needs or Disabilities (SEND) register when staff feel a child is not making progress against national expectations and falling significantly behind their peers despite good teaching and appropriate interventions being put in place. They may also be on the SEND register if a disability affects or has the potential to affect their ability to learn.
If SEND is identified, a meeting will be arranged with you as the parent/carer, class teacher and SENDCO to discuss concerns and the SEND register process.
Parents and school need to agree that a child is placed on the SEND register and a permission form signed.
SEND children are then tracked for progress as a specific group through school.
If you feel your child has SEND you need to approach the class teacher with your concerns and it can also be discussed with the SENDCO (Mrs L. Peacock, NASENCO Award) who can be contacted through the school office to arrange an appointment ( ).
Children are involved in progress meetings with their class teacher and targets are set. When appropriate children are involved in SEND meetings.
Any concerns about SEND provision can be discussed with the SENDCO, head teacher and SEND governor (Mrs Ross) who can be contacted via the school office.
Useful Contacts:
Parent Partnership are available to help and advise parents with the SEND process. They can be contacted on
Educational Psychology Service Helpline:
Council for Disabled:
SEN Code of Practice -
LA’s Local Offer –
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3. Cognition and Learning
Plan
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental
Health Difficulties
Sensory and/or Physical Needs
All children receive quality 1st Teaching, differentiated activities to support learning as necessary and interventions planned when children require extra support. Progress is reviewed on a half termly basis. SEND children will receive planned intervention work specific to their needs: this is assessed before and after the short block of work to monitor effectiveness.
We believe in offering the highest quality education in the classroom and through planned interventions, pupils with SEND are fully included in all aspects of school life. We believe a strong partnership between parents, pupils and teachers is essential for your child to reach their full potential.
Additional support is prioritised on need and can be accessed in the classroom or in a smaller learning environment through small group support or on a one to one basis, which can vary depending upon the support required. All staff have high aspirations for your children and reward progress in a variety of ways e.g. verbal praise, stickers, certificates and house points.
Additional support can be provided by class teacher, teaching assistant and outside agencies dependent on need who have a range of expertise in SEND needs. SEND training is on going to match the needs of the children in school. The SENDCO holds the post graduate National Accreditation Award for SENDCO and staff have had extra training which includes: ADHD, ASD, speech and language, hearing impairment, Sensory Processing Disorder, physiotherapy techniques, dyslexia, dyspraxia, working memory, behaviour strategies, Numicon and reading intervention.
All children are actively encouraged to participate in extra-curricular activities which can be adapted as needed.
We actively share information with all staff who work with your child and with yourselves. School has an open door policy which encourages you to discuss progress, ways you can help and any questions you may have.
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4. Provision is delivered through quality, class based teaching and support within class, small group, paired work and one to one support.
In addition to this children may receive planned intervention work to help close the gap with national expectations.
The intervention programmes are planned by the teacher and adult delivering the intervention.
A teacher, teaching assistant or a person from an outside agency could be working with your child. Permission will always be required if your child works with an outside agency e.g. Specialist Learning Team – who support with assessments and teaching strategies in literacy and maths. Educational Psychologist, speech and language, Occupational therapist or physiotherapist.
Parents will have termly meetings with the class teacher and /or SENDCO to discuss their child’s progress and the interventions they are involved in and how they can support. School has an open door policy and actively encourage parents to speak to relevant staff. Do
School adjust classroom practice and wider school activities to ensure all children have access. We do this through risk assessments for school trips and classroom management when necessary. If necessary school will discuss adaptations with parents.
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5. SEND progress is tracked half termly and monitored by the SENDCO and Senior Leadership team.
Intervention programmes are continually monitored and assessed to ensure progress is made or alternative provision tried.
Parents will meet with the class teacher / or SENDCO, 3 times a year, to discuss progress and next steps as well as receiving an end of year school report.
Children discuss with the intervention lead their targets and how they are progressing. Questionnaires are completed once a year to ascertain children’s views on their learning and school in general.
SEN Code of Practice -
LA’s Local Offer –
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6. Plan Communication and Interaction
Children have access to small group interventions to develop skills in communication, interaction and emotional awareness through Time to Talk in KS1 and Socially Speaking in KS2.
Individualised intervention is completed and this may include recommendations from outside agencies: examples of individualised intervention work are semantic system work, working memory support, speech development and elective mutism support.
Social stories are used to support those children who require specific teaching of everyday situations, alongside an adult.
Enhanced access to visual approaches e.g. visual timetables and prompts and equipment guides.
Access to low stimulus area for increased concentration.
Flexible approaches to curriculum timetable to meet specific needs.
School use on line language and speech assessments to identify and target individual needs. Speech link addresses individual concerns and language link initially is used as class screening in Reception and then for concerns with older children. They can result in a recommendation to refer to NHS Speech and Language Service as well as offering planned programmes of work which can be classed or individualised.
Modifications to lunch and/or breaktimes where necessary and this is shared with relevant staff and monitored.
Access technology support as required e.g. hearing radio aid
Careful planning of transitions from year to year; within each key stage and transition to secondary.
Mentoring and buddy systems e.g. one to one mentoring with a member of staff, buddy system with a specific child or group of children and for all children the use of playground buddies. Big Red Bus is a recommended mentoring programme for specific children from the Educational Psychology Service.
5 point anxiety scale is used for children who find it difficult to express how they feel and helps them to communicate their feelings.
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7. Cognition and Learning
Plan
Cognition and Learning
Increased access to targeted small group or one to one support.
Practical aids for learning e.g. table squares, time/number lines, pictures, photos, accessible reading material suited to age.
Literacy development programmes eg Direct Phonics, Toe by toe, Letters and Sounds, Word Shark, SNIP (reading and spelling programme) Project X Code (targeted reading) and Narrative Writing Pack (speech and language recommendation), Magic Belt and Dandelion Reading schemes to support phonic development.
Maths Intervention Programmes: Numicon, Max’s Marvellous Maths, Number Shark, and individualised support.
Increased access to ICT
Flexible groupings
Adaptations to assessments to enable access e.g. readers, scribe, ICT as required.
Curriculum will be adapted to meet the learning needs of the child through differentiated class lessons and targeted planned support.
Delivery will be through the class teacher and appropriate adult.
Frequent repetition and reinforcement is important so children can embed the learning objectives.
Parental support is actively encouraged to reinforce concepts covered in school.
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8. Social, Emotional and Mental
Plan
Social, Emotional and Mental
Health Difficulties
Children can through various reasons find some situations difficult (home or school) which can reflect in their social and emotional behaviour.
School has a range of strategies to support these children:
Access to counselling services (TAMHS–Targeted Adolescent Mental Health Services)
Access to Educational Psychologist – prioritised on need.
Increased access to additional adults in the classroom
Access to time out/individual work area
Individualised rewards system
Opportunities to develop Social Emotional Aspects of Learning –class based and individual.
Mentoring and buddy systems e.g. one to one mentoring with a member of staff, buddy system with a specific child or group of children and for all children the use of playground buddies. Big Red Bus is a recommended mentoring programme for specific children from the Educational Psychology Service.
Children have access to small group interventions to develop skills in communication, interaction and emotional awareness through Time to Talk in KS1 and Socially Speaking in KS2.
5-point anxiety scale is used for children who find it difficult to express how they feel and helps them to communicate their feelings.
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9. Sensory and/or Physical Needs
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Sensory and/or Physical Needs
Physical aids to support access e.g. wheelchair, walking frame, hearing aids, large print materials as recommended by specialist agencies.
Access to a specialist teacher for the hearing/visual impaired.
Concrete apparatus available to support learning.
Use of stress relief apparatus.
Access to support for personal care when required and agreed upon by school.
Therapy programmes delivered in school, designed by specialists e.g. Occupational Therapists, Physiotherapists as needed.
Adapted curriculum to enable full access e.g. alternative recording devices, modified PE curriculum.
Staff are trained on Sensory Processing Disorder.
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