Special Educational Needs

To support special needs the following principles are recognised and adopted.

  • The school is committed to helping all pupils reach their full potential.
  • The school provides equality of opportunity and opportunities for high achievement for all pupils.
  • The school is committed to early intervention in order that special educational needs are identified as quickly as possible.
  • That appropriate early action is taken to meet the above needs and continues where deemed necessary.
  • The importance of building a strong partnership between parents, children, the LA., health and social services and voluntary organisations in order to remove barriers to participation and learning.
  • Access for disabled pupils/visitors is of paramount importance to us. The main entrance to the school may be approached through double doors which open to allow disabled access and all our doorways are sufficiently wide enough to accommodate a wheelchair.  In addition, there is an access/exit ramp at the infant end of the building and two ramps at different points in the Junior end of the school, affording opportunities to approach or leave the building by three alternative routes.
  • Additionally, we have a purpose-built disabled pupil’s toilet adjoining the classrooms at the senior end of the school, complete with a pull-cord alarm system. At the lower end of the school, there are handrails in the infant toilet which provide for personal discretionary use by wheelchair-bound children.
  • The school provides comprehensive programmes to ensure the inclusion of physically disabled pupils in all lessons and activities, e.g. events at Sports Day and during Christmas presentations are specifically planned to ensure total integration.

With the above in mind the focus of the practices adopted by school is on preventative work to ensure that no child is overlooked.

Where and when concerns become apparent, the class teacher, subject co-ordinators and the Special Needs Co-ordinator meet and collate information when the identification of underachievement means the school being pro-active in raising achievement when and where concerns become apparent.  Action Targets, formulated for all pupils on a termly basis, are provided as a means by which parents can become actively involved and supportive to pupils in this process.

An integrated approach involving the class teacher, subject co-ordinators and the SENCO ensure an early identification of needs and a means of monitoring progress.  Individual Education Plans (IEPs) are formulated (and reviewed at termly meetings) when children are identified as in need of additional support and these IEPs assist the class teachers planning work for their pupils.  The employment of 5 Classroom Assistants, working alongside the class teachers with individual pupils and small groups, assists this process.  Views expressed by parents at IEP meetings on their children’s progress and future development are taken into account.

Mrs R Proctor is the Special Education Needs Co-ordinator (SENCO).


SEND Local Offer 

The local offer provides information for children and young people with special educational needs (SEND) and their parents or carers in a single place.

Download the documents below :-

What is a local offer?

The local offer provides information on what services children, young people and their families can expect from a range of local agencies, including education, health and social care. Knowing what is out there gives you more choice and therefore more control over what support is right for your child.

The local offer provides information on a number of things, including:

  • Special educational provision;
  • Health provision;
  • Social care provision;
  • Other educational provision;
  • Training provision;
  • Travel arrangements for children and young people to schools, colleges and early years education; and
  • Preparing for adulthood, including housing, employment and leisure opportunities.