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SEND Information

Our Inclusion Leader



Mrs S Stringer

Deputy Head





Our school Special Educational Needs Coordinator (SENCO) is Mrs Sarah Stringer. Her telephone number is 01293 526737 and her email address is


How does the school know if children need extra help and what should I do if I think my child may have Special Educational Needs?


  • We have rigorous monitoring in place that tracks the progress our learners make.
  • Reading, writing and maths are continually assessed with data collected at least half termly by class teachers; the impact is evaluated by class teachers and senior leaders, including the SENCOs.
  • When a pupil is not making expected progress in a particular area of learning, the school can identify the need for additional support. This will then be discussed with parents/carers and, where appropriate, the pupil concerned. The SENCOs guide this process to ensure that there is always a clear focus for interventions.
  • Our staff are vigilant at supporting and raising any concerns. We use data and other forms of assessment to identify additional needs and celebrate achievement. Staff use the ‘assess, plan, do, review’ cycle in planning provision for SEND pupils. If they have any concerns about a child in their class, they will speak to the SENCOs and also complete a monitoring form.
  • If parents/carers have concerns about the progress or attainment of their child they should, in the first instance, make an appointment to speak to the class teacher to discuss their concerns or alternatively they can speak to our Special Needs Coordinators (SENCOs).



How will staff in the Early Years setting support my child?


We are a mainstream, inclusive school that complies fully with the requirements outlined in the Special Educational Needs Code of Practice (2014). Staff have been trained so as to be able to cater for learners who may have difficulties with:

  • Cognition and Learning Difficulties
  • Communication and Interaction Difficulties
  • Social, Emotional and Mental Health Difficulties
  • Sensory and/or Physical Difficulties


We make reasonable adjustments to our practices so as to comply with the Equality Act (2010).

  • Every child has a target set in English and Maths, which ensures that their next steps are clear and agreed.
  • We adopt a graduated approach to meeting needs through quality first teaching; our staff make reasonable adjustments to help include all children, not just those with SEND. We take a holistic school approach to supporting learners through our strong pastoral care systems.
  • When the school identifies the need for additional support, intervention is put in place to support the pupil.
  • Interventions may include working in small groups with adult support or working one-to-one in a specific area of learning.
  • We monitor the impact of interventions through observations, Pupil Progress Meetings and by tracking pupil progress.
  • Our SENCOs take the lead on interventions, ensuring that there is a clear focus and the Head Teacher supports the evaluation process and shares this information with Governors.



How will the curriculum be matched to my child’s needs?


  • Teachers differentiate to meet the needs of pupils by looking at the next steps in their learning.
  • Teachers also consider the pupils’ learning styles and will aim to deliver lessons that can be easily accessed by all.
  • Monitoring takes place to ensure all children have access to the curriculum which takes place both in the classroom and outside in the grounds.
  • Outside agencies are consulted when more specific adaptations are required.



How will both you and I know how my child is doing and how will you help me to support my child’s learning?


  • Parents/carers are invited to a meeting with the SENCOs twice each year to discuss the support that the school is providing and how they can help their child at home.
  • At this meeting staff will talk about the progress your child is making and how their attainment looks in relation to age related expectations. We will also share ideas about how we can work together to help them progress further.
  • Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place.
  • Outside agency reports are sent to parents.
  • Annual reports are sent home at the end of each academic year. They clearly show how your child is doing, using terms like ‘working at greater depth’, ‘working at age related expectations’, ‘working towards age related expectations’ or ‘working below age related expectations’.
  • Curriculum maps are sent home termly and are available through the school website.
  • Generic updates on the curriculum are shared though our newsletter and/or website.
  • Subject leaders run workshops to inform parents and increase their knowledge of how to support their child at home; for example, with maths and reading.
  • Parents have the opportunity to complete school surveys which offer feedback to the school and they are also offered the opportunity to attend a “Parents’ Forum” to share their views about the school once a term.
  • There is a “Meet the Teacher” event held in September which gives parents/carers the opportunity to meet their child’s new teacher.



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


  • All our staff provide a high standard of pastoral support.
  • A small group of staff are trained to support the medical needs of pupils and all staff have undergone basic First Aid training.
  • We have a medical policy in place and office staff administer medicines in agreement with parents.
  • Where there are specific medical needs, a small team of staff who work most closely with the pupil will access more specialised training to ensure that we are able to keep the child safe.
  • Our Behaviour Policy which includes guidance on expectations, rewards and sanctions is fully understood and all staff adhere to it.
  • We regularly monitor attendance and take the necessary actions to prevent prolonged periods of unauthorised absence.
  • Pupils have the opportunity to voice their opinions through the School Council, PSHE lessons, one-to-one pupil conferencing etc.
  • The school’s curriculum is broad and balanced to ensure that all children’s needs are catered for; for example, through Forest School, gardening and ukulele lessons.
  • The school provides the services of a fully qualified child psychotherapist (School Counsellor) to support children’s emotional needs as well as a full time Learning Mentor. Some children have a named adult to whom they can go if and when required.
  • Where appropriate, concerns are shared with relevant staff and confidentiality is adhered to at all times.



What specialist services and expertise are available at or accessed by the school?


  • Our staff receive training and our teachers all hold Qualified Teacher Status (QTS).
  • We have a number of established relationships with professionals in health, social care and other outside agencies.
  • We have access to and can refer children to Speech and Language Therapy (SALT), Learning and Behaviour Advisory team (LBAT), Social Communications team (Soc Comm), Educational Psychologists (EP), Sensory Support, Physiotherapy, Occupational Therapy, the Child Development Centre (CDC) and Child and Adolescent Mental Health Services (CAMHS).
  • All external partners we work with are vetted in terms of safeguarding.



What training have the staff supporting children with SEND had (or are having)?


  • Our SENCOs attend appropriate courses and conferences to keep abreast of changes within SEND. This is then disseminated to staff.
  • Staff are offered a variety of training opportunities. Recent training has included input from the Social Communications team, National Autistic Society, First Aid and Safeguarding including internet safety.
  • Staff receive appropriate training to support pupils with medical needs; e.g. epilepsy, anaphylaxis (auto-injector training), asthma etc.



How will my child be included in activities outside the classroom including school trips?


  • Our Inclusion Policy promotes the involvement of all our learners in all aspects of the curriculum including activities outside the classroom.
  • Where there are concerns over safety and access, further thought and consideration is put in place to ensure needs are met; where applicable, parents/carers are consulted and involved in planning.
  • We make reasonable adjustments so that learners can join in with all activities regardless of their needs.



How accessible is the school environment?


  • We have an Accessibility Plan in place and as such we make reasonable adjustments to ensure our environment is fully accessible to everyone. Our policy and practice adheres to the Equality Act 2010.
  • We are vigilant about making reasonable adjustments wherever possible.
  • When required and where possible, interpreters are asked to attend meetings.



How will the school prepare and support my child to join the school / setting, transfer to a new school or the next stage of education and life?


  • Where possible, EYFS staff visit pre-school settings and visit the children in their own homes before they start school. There is also a whole school transition day to support children in moving to a new class each year.
  • We hold a new entrants’ meeting for parents who have children starting in Reception. During the autumn term, parents of children in Nursery and Reception are invited to a ‘Six Weeks In’ meeting to review the children’s transfer into formal education.
  • We have good relationships with our local secondary schools to which children transfer.
  • There is also a transition programme for those pupils identified as vulnerable on transition.
  • SENCOs from pupils’ previous or future schools are invited to additional meetings with our SENCOs to discuss the needs of children with SEND prior to transfer.



How are the school’s resources allocated and matched to children’s Special Educational Needs?


  • The SENCOs and Senior Team monitor provision through learning walks, talking to children, observation of interventions and scrutiny of books.
  • Budgets are closely monitored and aligned to the school improvement plan.
  • Pupils with an Education, Health and Care Plan (EHCP) or a Statutory Statement of SEND receive support as specified within their plan / statement.
  • Pupils with additional needs are supported where appropriate in order to ensure quality learning for them and for others.
  • This additional support is monitored each half term and adjusted carefully so that the benefits are maximised.



How is the decision made about what type and how much support my child will receive?


  • Working with the child, their families and other staff, the SENCOs consider a variety of options for suitable provision before deciding on a course of action.
  • Interventions are monitored and evaluated. Outcomes are defined at the start of any intervention.
  • The SENCOs oversee additional support with the Head Teacher.
  • External services also offer advice and support where needed.



How are parents involved in the school? How can I be involved?


  • We believe whole-heartedly in partnering parents in a two-way dialogue to support a child’s learning, needs and aspirations.
  • We operate an open door policy.
  • We take every opportunity to strengthen this dialogue.
  • Parents are involved in volunteer roles within the school and there is an active Parents’, Teachers’ and Friends’ Association (PTFA).
  • We regularly invite parents in to share their own expertise and to enrich curriculum for our children; for example, dentists, nurses, veterinary nurses and other essential services.
  • Our Governing Body includes Parent Governors / representatives.



How well did SEND pupils do in 2017?


Key Stage 2 – Year 6

  • 8/59 pupils were on the SEND register (1 with a Statement of Special Educational Needs who was not entered into the tests)
  • 43% of SEND pupils achieved the expected standard in reading, maths and English grammar, punctuation and spelling. 14% of pupils with SEND achieved above the expected standard for writing
  • Children with SEND made more than expected progress in reading by the end of Key Stage 2 but less than expected progress in writing and maths


Key Stage 1 – Year 2

  • 13/81 pupils were on the SEND register, 4 children with EHCPs
  • 46% of SEND pupils achieved age-related expectations in reading, 31% of SEND pupils achieved age-related expectations in writing and 46% of SEND pupils achieved age-related expectations in maths
  • 23% of SEND pupils achieved age-related expectations in reading, writing and maths combined



Who can I contact for further information?