Working For Everyone

Special Educational Needs

Our vision is for individuals to become confident, enthusiastic learners and responsible citizens in an environment that ensures equal entitlement for all.

We are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. We promote individuality irrespective of ethnicity, attainment, age, disability, gender or background.

Who is responsible for SEN at our school?

Your child’s class teacher is responsible for the day-to-day support for your child in partnership with Learning Support Assistants.

Mrs Griffiths is the Inclusion Manager who coordinates the support for all pupils across the school.

Mrs Marck is the upper school SENCo and Mrs Harris in the lower school SENCo (currently Miss Withers until July 2020). They manage the support for pupils with special education needs or disabilities (see SEN policy).

Mrs Champion is the Learning Mentor

Mr Appleby is the Gifted & Talented leader who manages the support for gifted or talented pupils (see G&T policy).

The governing body is responsible for ensuring the school’s provision for pupils with special educational needs is adequate and Mrs Ramet has overall responsibility.

How do we know if your child needs extra help and what should you do if you think your child may have a special educational need?

We receive information from your child’s infant school when they join us in year 3, or from their previous school if they join us at another time. All of our children are assessed when they join our school and their progress is monitored regularly by their class teacher and senior teachers.

The school recognises that a child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision which is different from, or additional to, that normally available to pupils of the same age, as defined by the 2014 SEND Code of Practice. The school accepts that a young person has a learning difficulty or disability if they:

· Have a significantly greater difficulty in learning than the majority of others of the same age
· Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.
· If your child has not made expected progress, and is assessed as having a Special Educational Need additional support will be given. We will also invite you in to talk about this.
· If you have a concern about your child’s progress, you should speak in the first instance to your child’s class teacher who will liaise with either Mrs Ramet, Mrs Marck or Mrs Lewis.

There are 4 broad categories of special educational needs:

- cognition & learning
- communication & interaction
- social, emotional and mental health
- sensory and/or physical

How will we work with you to support your child?

You will be invited to a meeting with Mrs Marck/Mrs Harris and your child’s teacher to discuss how we can support your child.

A One Plan will be created outlining your child’s needs and the range of strategies our school will use to support them. Children are encouraged to take responsibility and to make decisions about their learning and well-being, so they will also be involved in creating their own One Plan.

Targets will also be set and reviewed termly to more closely monitor your child’s progress. We also operate an open-door policy so you can contact your child’s teacher, Mrs Ramet or Mr Flitman via the school office.

How will the curriculum match my child’s needs? What kind of support will my child receive?

All staff are provided with information about the individual needs of pupils so learning can be adapted as necessary. Lesson plans are differentiated for groups or individual pupils according to their needs, and High Quality teaching strategies are put in place in order to support those requiring additional support.

We also take account of the different needs of girls and boys; minority ethnic and faith groups; children who need support to learn English as an additional language; children with special educational needs; gifted and talented children; children who are at risk of disaffection or exclusion; travellers and asylum seekers; vulnerable children.

Teachers are also familiar with the relevant equal opportunities legislation covering race, gender and disability.

Learning support assistants provide additional adult support and interventions to help pupils with additional needs to make good progress. We have 18 Learning Support Assistants (LSAs) who support upper school classes in mornings and lower school classes all day. They teach small groups of children within the classroom to focus on specific learning during Literacy and Maths lessons. They may also teach children on an individual basis when appropriate e.g. reading.

Sometimes children are taught in small groups or individually outside the classroom following specialist teacher’s advice on particular difficulties at specific times e.g. fine motor skills, speech therapy. Children are taught in mixed ability classes for most subjects. In years 4, 5 & 6, children are taught in ability groups for maths.

Provision beyond the normal differentiated classroom approach takes the form of high quality personal teaching and learning carried out by additional qualified teachers and a HLTA. Where there is significant need, additional core funding may be sought and the Local Authority requested to carry out an assessment in order to develop an Education Health Care Plan [EHCP].

We offer a range of interventions to meet the broad areas of need.

How do I know how well my child is doing and if the support is working?

The progress of all children is monitored regularly by senior teachers. Every term you are invited in to school to discuss your child’s support and progress. The end of year reports gives clear feedback on your child’s attainment.

We also operate an open-door policy so you can contact your child’s teacher, Mrs Ramet, Mrs Roder or Mr Flitman via the school office.

How accessible is the school building?

All the ground floor rooms, which include the ICT suite, hall, art room and studio, are accessible via ramps and wide doorways. There in accessible toilet. Two portable Soundfield systems can be set up in classrooms when necessary.

What support will there be for my child’s overall well-being?

Teachers ensure that all children:
feel secure and know that their contributions are valued;
appreciate and value the differences they see in others;
take responsibility for their own actions;
participate safely, in clothing that is appropriate to their religious beliefs;
are taught in groupings that allow them all to experience success;
use materials that reflect a range of social and cultural backgrounds, without stereotyping;
have a common curriculum experience that allows for a range of different learning styles;
have challenging targets that enable them to succeed;
are encouraged to participate fully, regardless of disabilities or medical needs.

Attendance is monitored and pupils with less than 90% attendance are supported as appropriate through discussions between Mr Flitman and parents.

Classes have a class council meeting every week so all pupils have the opportunity to give their views. Their views or ideas are collected in their class council box, which are then raised by their school councillors when they meet with Mr Flitman every Friday. There is also a WITS box available by the front office for children to post any concerns they may have about school to Mr Flitman.

All staff have basic first aid training every 3 years and some staff receive additional training to support specific medical needs. Care plans are written for pupils with medical needs and these are shared with all relevant staff to meet pupils’ needs.

We have a therapeutic worker in school to support pupils and their parents experiencing emotional difficulties.

The upper school house system ensures that pupils within a house look after each other through regular house days, assemblies and other informal partnerships such as paired reading. Anti-bullying strategies are taught through P.S.H.E and House Days.

Our Learning mentor is available to support pupils with a variety of factors that may prevent learning ie. emotional, physical or psychological both inside the classroom as well as on the playground.

Playleaders support play at lunchtimes and they are also trained to deal with playtime squabbles through peer mediation.

P4C lessons, PACS and talk time groups all encourage pupils to talk about their emotions and develop resilience.

What specialist services and expertise are available to school?

School works closely with the following services: educational psychologist; speech & language therapist; occupational therapist; specialist teachers; social care.

All our teachers hold Qualified Teacher Status and our LSAs are qualified to at least NVQ2 or equivalent.

Our staff receive regular in-house training with regard to SEN and, where necessary, specialised training to meet the needs of pupils with specific learning difficulties. Professional meeting are arranged between health & social care, the local authority and other organisations when necessary to support pupils and their families.

How will my child be included in activities outside the classroom? (trips, clubs etc)

All activities are evaluated for their benefits and risks assessed before being arranged.

All necessary adjustments are made so that pupils can participate in as many of the same activities as their peers as possible. Additional support is provided if necessary so that pupils with SEN can access these activities.

How will my child be supported when moving class or changing school?

We have an induction programme for welcoming new pupils.

We have a good relationship with our feeder pre-schools and we share information about pupil’s learning and social & emotional needs.

Additional visits and meetings are arranged for pupils and families who need them.

There is a transition programme at the end of each year as pupils change class in which information is passed on from one teacher to the next and is overseen by Mrs Ramet.

How do I make a complaint?

In the first instance, please contact Mr Flitman. If you are not happy with the response to your concerns about your child’s special education needs, please contact our chair of governors, Mrs Kemzura.

How can we contribute to this report?

We welcome all comments on how we can improve our special needs provision. There are communication slips in our reception or you can email Mrs Marck ( or Mrs Lewis ( with your comments.