Special Educational Needs


To provide every child with access to a broad, balanced and ambitious education. This includes the National Curriculum in line with the Special Educational Needs Code of Practice 0-25 September 2014.

  • To raise the aspirations of and expectations for all pupils with SEND.
  • To ensure full access and entitlement to a high quality education for pupils with SEND that is broad, balanced and relevant and enables each child to reach their full potential and enhance their self‐esteem.
  • To identify and assess pupils with SEND as early and thoroughly as is possible and to fully involve pupils, parents and staff through a graduated approach of ‘assess, plan, do and review’.
  • To strive for close co‐operation between all agencies concerned and to use a multi‐disciplinary approach.
  • To meet the needs of all pupils who have SEND by offering consistent and appropriate forms of educational provision through the most effective use of all available resources.


We provide a graduated approach to SEND support:

  • Regular termly pupil progress meetings to monitor achievement and progress including those at risk of underachievement.
  • Wave 1: High quality first teaching, differentiated for individual pupils who have or may have SEND in order to overcome barriers to learning.
  • Wave 2: In class or small group interventions planned by teachers and led by TAs. PRogress is tracked by a class provision map.
  • Wave 3: For children identified with a higher level of need, specialist assessments can be made and appropriate outcomes for the child are identified in partnership with parents and any relevant outside agencies through SEN support.  Individual children who are either on the SEN register or at risk of underachievement have specific targets planned for and recorded on  Individual Learning Plans.  Progress is monitored through a cycle of ASSESS – PLAN – DO - REVIEW.
  • A Child with significant needs may be assessed for an Education, Health Care Plan (EHCP).

 We work closely with parents and outside agencies to ensure that every child has the best possible provision. We value every child, and our curriculum is tailored to meet the needs of all pupils. The Local Offer for SEN gives more details of how we do this.

Some children have additional support for personal development and well-being through nurture groups and a Learning Mentor.
This is what they said:
"I like my Learning Mentor time. I like to talk because it makes more things easier. It helps me to solve problems to talk about them. Sometime I have worries or thoughts in my head and I can't always concentrate in class." 
"I like "Circle of Friends". I know more about other people and I know what to do if I am stuck in a situation. It was nice to do it with Year 5 boys  because you don't usually mix with people from other year groups." 
"I like "Circle of Friends". I like other people seeing me as I am and not someone to be scared of. I liked we were able to learn about different people. I think that it worked having children from different classes." 
"Lego club helped me to be more patient. It has also taught me to share, I really liked it."
"I like going to Learning Mentor sessions..It is really good to talk about things that have happened and how I feel. I liked the Red Beast story and I sometimes have one in me. Sometimes I come to school angry." 
"I like to come out for Nurture. I follow the rules and I am getting better at asking questions and trying new things."
"I like Nurture. Sometimes I can listen in Nurture. I ask good questions because I always listen to other people's news."