Quick Links

Quick Links

St Paul's C of E Nursery & Primary School

Special Educational Needs Information Report


 At St Pauls C of E Primary, we pride ourselves on being an inclusive school and strive to ensure that all children achieve the very best they can.  In order to do this, many steps are taking to help them on their learning journey.


The aims of our provision in regards to children with Special Educational Needs and/or Disability (SEND)

  • To make reasonable adjustments for those with a disability by taking action to increase access to the curriculum, the environment and to printed information for all.
  • To ensure that children with SEND engage in activities in school alongside pupils who do not have SEND.
  • To reduce barriers to progress by embedding the principles of the National Curriculum Inclusion Statement.


  • We aim to provide special educational provision for pupils, for whom it is required, that is “additional to and different from” that provided within a differentiated curriculum and through Quality First Teaching (QFT).


All children are entitled to quality first teaching but, for some children, there will be times when additional support will be necessary in order to meet their challenging targets. Some children will be identified as having special educational needs or disabilities (SEND), and others may need a short-term catch-up programme. We take a graduated approach to SEND, so if a child is making inadequate progress, they will be offered extra help (intervention).  If the progress continues to be inadequate, they may be identified as having SEND and the level of support will increase or vary. All children with SEND will have some provision that is additional or different from that made generally for other children.


  • We will request, monitor and respond to parents/carers’ and pupil’s views in order to ensure high levels of confidence and partnership.
  • We ensure high level of staff expertise to meet the differing pupil needs by providing well targeted continuing professional development.
  • We will seek advice and support from outside agencies such as ATS, Educational Psychology, Speech and Language, Occupational Therapy where necessary to ensure that the children’s needs are correctly identified and the most appropriate support programme is put in place to enable the children to access the curriculum and make progress with their learning.

Special Educational Needs for Which Provision is Made

Our school currently supports children who have a range of special educational needs and disabilities (SEND).  At present 26% of our children are on our Special Educational Needs register, five children have EHCP’s (Education, Health and Care Plans) and the remaining 47 children are SEN Support. 53% of the children on the register are Pupil Premium, 36% are EAL and 13% are both EAL and PP.

 The Code of Practice 2014 describes four broad areas of SEN:

1.     Communication and Interaction

2.     Cognition and Learning

3.     Social, mental and emotional health

4.     Sensory and/or physical needs.                


Identification and assessment of pupils with SEND

a)    Identification of pupils with SEND is made in consultation with class teachers, parents, SENCO and other relevant outside agencies and may be because of concerns about attainment, progress or standardised tests

b)    Pupils who do not make adequate progress through the graduated approach may be further assessed by external agencies, such as the Educational Psychologist, Occupational Therapy, Advisory Teaching or Speech and Language Therapy Services.



Making provision for pupils with SEND

The school follows a process of assess, plan, do and review process for pupils with SEND. Pupils identified with SEND will receive support that is additional to, or different from, their peers. The approach to teaching pupils with special educational needs varies, dependent upon the need of the particular child.

The school closely monitors the progress of all pupils, including those with SEND. The effectiveness of the provision for these pupils is evaluated by ensuring that they make adequate progress. This will be reviewed half-termly by class teachers in collaboration with senior leaders, parents, and, where appropriate, the pupils themselves.

In addition, pupils with SEND may be assessed in more specific terms using more detailed testing, to evaluate their level of progress in their specific area(s) of difficulty.

At St Paul’s C of E Primary School we follow the Gloucestershire Graduated Pathway with four stages of action: assess, plan, do and review. The graduated approach links support across education, health and social care. Parents will be included in discussions at all stages and will be aware of any other agencies involved.


My Profile:

This document gives the opportunity for all children to provide information about what is important to them, their hopes and goals, what helps them and what doesn’t help them.  This information is used by class teachers in planning, target setting and transition as well as gaining an understanding of the child’s own viewpoints.


My Plan:

This is a child centred plan which identifies and details the support put into place to meet any additional needs that a child may have.  A My Plan will be written for a pupil after agreement between the class teacher, RBL team, child and parents.  

A My Plan will have a minimum of 2 targets and a maximum of 4 targets. Targets will be developed so that they reflect the needs of the pupil and the availability of resources.  These targets will be linked to class-based targets where appropriate. Targets will be SMART and will all be written in child friendly language using “I will…” and “I can…” statements and will reflect the views of the child and parents and what they want to achieve during their time at St Paul's.

  • Parents will receive a copy of the plan and sign to say they are happy with it.
  • Progress towards My Plan targets will be monitored regularly by the SENDco and class teachers. Each child on the register will have a Pupil profile and outcomes sheet with their targets on so they are aware of their targets and able to manage their progress towards meeting them. In conjunction with the class teaching partner, they can record achievements and discuss next steps.
  •  My Plans are reviewed and updated on a regular basis usually at the end of every term.   This usually takes place following the school pupil progress meetings (3x yearly) where staff discuss the children, their progress and any barriers to learning and how these will be addressed


Education, Health and Care Plans (EHCP):

Some children with special educational needs (SEN)  need more help than a mainstream school, college or nursery would normally provide at the level of SEN support. These pupils receive support through an Education, Health and Care (EHC) plan. An EHC plan is a legal document that describes a child or young person's special educational, health and social care needs and explains the extra help that will be given. Parents or setting can apply for an assessment for an EHCP. It is a twenty-week process from application and evidence is gathered from all professionals This is a statutory process that begins when the application is received. A Multi agency panel meets weekly to consider requests for EHC assessment and based on the evidence presented will make a decision as to whether an assessment is necessary. If successful, the evidence presented will be used to draw up a Draft EHCP which is then sent to parents and settings for agreement before it is finalised. Funding is usually attached to the plan to enable settings to put addition interventions and provision in place to meet the child’s needs. Reviews of the plan are held annually with all professionals involved, parents and the child and amendments made where necessary.

When placed on the SEN register, children may make progress towards/achieve their targets and their outcomes may significantly improve. As a result, they may then be removed from the SEN register.




Some of the interventions that we use are:

(i)            In class support: e.g. where a teaching assistant supports one or more children to understand the content of the lesson.

(ii)           Small group withdrawal: e.g. where a member of staff delivers a short term literacy, numeracy or other intervention to a small group of pupils

(iii)          One to one withdrawal: e.g.  targeted support in a specific area of need. This may be from school staff or external agencies.

(iv)          Peer support: e.g. reading buddies, playtime buddies




Strategies/programmes to support pupils with SEND


Communication and Interaction:

At St. Paul’s we work closely with Speech and Language Therapists who supports the delivery of individual intervention across the Foundation Stage, Key Stage 1 and Key Stage 2. Children are identified early to ensure that they are able to make progress across the curriculum and have individual programmes. We also use the BPVS assessment tool to identify children in Reception who have difficulties with vocabulary. If teachers or Parents have concerns about the children’s Communication and Interaction skills the children are referred to the service, A Speech and Language Therapist will carry out a detailed assessment followed by a period of care. The SLT will set targets for the child and demonstrate a range of activities to work on these, which will be followed up in school by teaching partners.


Cognition and Learning:

Children with SEND will have an individual targets, outlining specific areas for each child, which are planned by the SENDCO and class teacher. In Gloucestershire these are called My plans. All children on the SEN register will have one ensuing that teachers, pupils and parents are all aware of the children’s targets and the activities that will be undertaken to enable the children to meet them. Parents are invited to termly review meetings. Children with SEND will also have extra support in the form of interventions either 1:1 or in a small group. 


Interventions currently available for children SEN include:

?        Extra daily reading from Teacher/TA

?        Phonics interventions

?        Handwriting/Fine motor skills programmes- FMS and Write from the Start

?        Basic/fundamental skills group currently taught by SENCO

?        Maths or Literacy Booster classes/interventions

?        Reading Recovery Programme


Social, Emotional and Mental Health:

?      Thrive Programme 

?      Friendship Groups

?      In-class support

?      ATS and GFAPS can  also offer advice and support.

?      Access to the Educational Psychologist, via the SENCO, for further assessment

?      Referral to Young Minds Matter (Trailblazers) and/or CaMHS  (Child and Adolescent Mental Health) for further assessment


Mrs Baller is also our Pastoral and Family Support Worker. – She works with families for a variety of reasons and helps with the Social, Emotional and Mental Health of both pupils and parents.



Physical/Sensory Difficulties:

 ?        Fizzy programme to support the development of fine and gross motor skills

?        Write from the Start writing programme to improve letter formation.

?        Fine motor skills interventions

?        Support and advice from Occupational Therapist eg. sensory profiles 

?        Delivery of planned Occupational therapy/physiotherapy from a teaching assistant

?        Access to specialist resources/facilities eg. ATS for visual and hearing difficulties


All needs for equipment and facilities will be assessed for each pupil individually. Funding may be identified in a child’s EHCP.


Expertise and training of staff in relation to children and young people with SEND

There is an on-going policy of CPD for all staff. This may be delivered as whole school through inset days or staff meetings or they may be identified training course provided by the local authority, outside agencies etc.


Arrangements for In-service Training:


The SENDCo is a member of a cluster group who meet to discuss and address current issues in SEND. The purpose of this group is to develop the supporting role of the SENDCo with reference to enhancing pupil progress and supporting staff in school. The SENDCo also has regular attendance at local and national course/conferences.


The SENDCo is a member of NASEN (National Association of Special Educational Needs). Where they are unable to facilitate training for whole school staff, input to staff meetings is sought from SEN advisory team and other outside professionals.


Staff also make use of other local training courses.


Arrangements for consulting parents and children

Parents/carers are invited to discuss with the SENCO or class teacher the needs of their child in the first instance. This allows for parents to share knowledge about their child and engage in a positive discussion from which there will be agreed actions relating to how the child’s needs can be met. Therefore, parents/carers have an active role in the planning and decision making regarding their child’s provision.


Subsequent to this, parents/carers will be kept informed of progress in a number of ways:-

?        Liaison with the class teacher informally.

?        Termly Time to talk meetings when advice and support in helping their child at home can also be given.

?        A review of their child’s progress with the SENCO. This may be through a TAF meeting, My plan + review of an Annual review of the child’s EHCP. During these discussions, professionals and parents/carers are able to contribute towards reviewing the effectiveness of provision in place for the child. Following this, decisions can be made regarding next steps.


The child is involved (as is appropriate) and their views are taken into account along with the outcomes they seek and the support they need to achieve them. 



Dealing with Complaints

Complaints about SEN provision within the school are first dealt with by the SENCO during arranged meetings.

Where a satisfactory conclusion cannot be reached, the parent can then make an appointment to see the Head Teacher during which further information can be exchanged and procedures altered as appropriate.  If a satisfactory conclusion still cannot be reached, then the Governing body must become involved.



Transition Arrangements

All children with special educational needs will require support and planning when they transfer between key stages. For example: Nursery -> Foundation -> KS1 -> KS2 -> KS3.

Where a child has an Education Health Care Plan, a preference for educational setting should be made during the Annual Review process the year prior to the transition. This enables the local authority to consult and request placements at the preferred school. A request for a special school placement should be made early, so that suitable provision can be considered. It is useful for the parent to visit some appropriate schools at the next key stage to help an informed choice to be made.

Transition needs to be planned carefully for children with special educational needs and includes extra visits to the school, the use of social stories, transition activities/ programmes and /or communication passports. All of these can help to support children and prevent vulnerability during their transition.


Further Support

In Gloucestershire there is a lot of support available to children and young people with disabilities and special educational needs, and their families. You will find information about that Local Offer via their website link below.



To download a copy of this document, please click here.