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Special Educational Needs and Disability (SEND) Policy and SEN Information Report


and SEN Information report


1. Aims

Our SEN policy and information report aims to:

  • Set out how our school will support and make provision for pupils with special educational needs (SEN)
  • Explain the roles and responsibilities of everyone involved in providing for pupils with SEN


We welcome any child, regardless of their Special Educational Needs and Disability (SEND), whose parents wish for them to attend the school, within the constraints of the criteria set out in our admissions and accessibility policies, and the staffing and relevant resources which we have available to support that particular child.


In meeting the SEND of each individual child, the school works together with the pupil and their parents and relevant agencies and professionals where appropriate. All the teaching staff supported by the Senior Leadership Team, the Special Educational Needs Coordinator (SENCO) and Teaching Assistants (TAs), support children with SEND by ensuring:


  • The participation of children and their parents in decision-making.
  • The early identification of children and young people’s needs and early intervention to support those needs.
  • That a child with SEND continues to get the support they need – this means doing everything we can to meet children’s SEND.
  • High quality provision to meet the needs of children and young people with SEN.
  • A focus on inclusive practice and removing barriers to learning.
  • That all children, including children with SEND, are able to engage in the activities of the school.
  • The laying of a firm foundation to support successful preparation for adulthood, including independent living and employment.
  • That all children, including those with SEND, will be treated fairly and equitably.


2. Legislation and guidance

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:


3. Definitions

A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.

They have a learning difficulty or disability if they have:

  • A significantly greater difficulty in learning than the majority of others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.


4. Roles and responsibilities

4.1 The SENCO

The SENCO at South Wonston Primary School is Mrs Linzi Carter,         Email:


The SENCO will:

  • Work with the headteacher and SEN governor to determine the strategic development of the SEN policy and provision in the school
  • Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans
  • Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching
  • Advise on the graduated approach to providing SEN support (Appendix 1)
  • Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • Be the point of contact for external agencies, especially the local authority and its support services
  • Liaise with potential next providers of education to ensure individual pupils and their parents are informed about options and a smooth transition is planned
  • Work with the headteacher and governing body to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
  • Ensure the school keeps the records of all pupils with SEN up to date



4.2 The SEN governor

The SEN governor will:

  • Help to raise awareness of SEN issues at governing body meetings
  • Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing body on this
  • Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school


4.3 The headteacher

The headteacher will:

  • Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision in the school
  • Have overall responsibility for the provision and progress of learners with SEN and/or a disability


4.4 Class teachers

Each class teacher is responsible for:

  • The progress and development of every pupil in their class
  • Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how these can be linked to classroom teaching
  • Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision that might be beneficial
  • Ensuring they follow this SEN policy


5. SEN information report

5.1 The kinds of SEN that are provided for

Our school currently provides additional and/or different provision to support pupils with a range of needs, including those related to:

  • Communication and interaction, for example, for pupils with autistic spectrum disorder (ASD), Asperger’s Syndrome, or other speech and language difficulties
  • Cognition and learning, for example, for pupils with dyslexia and/or dyspraxia,
  • Social, emotional and mental health difficulties, for example, for pupils with attention deficit hyperactivity disorder (ADHD),
  • Sensory and/or physical needs, for example, for pupils with visual impairments, hearing impairments, processing difficulties, or epilepsy
  • Moderate learning difficulties


5.2 Identifying pupils with SEN and assessing their needs

We will assess each pupil’s current skills and levels of attainment on entry, which will build on the assessments undertaken in previous settings, where appropriate. Class teachers will undertake regular assessments of progress for all pupils and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Highlights a widening of the attainment gap

This assessment may include reviewing progress in areas other than attainment, for example, social development.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN, but it will highlight where additional support would be beneficial.

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment of the pupil, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.


5.3 Consulting and involving pupils and parents

We will have an early discussion with the pupil and their parents when identifying whether the pupil needs special educational provision. These conversations will make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account the parents’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will formally notify parents when a decision is made about whether a pupil will receive SEN support.

We offer an open door policy where parents are welcome any time to make an appointment to meet with class teachers, the SENCO, Deputy Head or Head Teacher and discuss how their child is progressing. Parents can contact staff members directly by writing a note in their child’s planner, or through the school office: or 01962 881311.


Planned arrangements for communicating between school and home include:

  • Every pupil has a Home School Planner, which travels between home and school every day so that comments from parents and teachers are shared and responded to as needed.
  • Each year group has two parents’ evenings a year, when all class teachers are available to meet with parents and discuss their child’s progress and learning.
  • Every child receives an annual written report, which is sent home to parents in the summer term.
  • If a child has an Education, Health and Care Plan (EHCP), then there is a legal requirement for at least one formal Annual Review meeting each year, which is organised by the SENCO and attended by parents, teachers and outside agencies involved in the pupil’s education.


5.4 Assessing and reviewing pupils' progress towards outcomes

We will follow the graduated approach (See Appendix 1) and the four-part cycle of assess, plan, do, review.

The class teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • The pupil’s previous progress, attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The pupil’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

We will review the assessment regularly.

We will make all teachers and support staff who work with the pupil aware of their needs, the outcomes sought, the support in place and/or to be provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.


Pupil Support Plans

Children identified as needing SEN support will have a Pupil Support Plan (PSP), which highlights their area/s of need. Within their PSP, pupils will be involved by completing a ‘Pupil Passport’ at the point of identification of their needs, and then at the beginning and end of each academic year. As part of this passport, pupils will be encouraged to consider their strengths and areas that they would like to improve on. Parents are be invited to comment on their child’s learning.

PSPs will also include a ‘Provision Support Map’ which clearly shows what additional educational provision has been put into place. Records of specific interventions are kept as part of the PSP and Class Teachers and Teaching Assistants have regular liaison about the progress each individual child is making within these sessions in order to ensure they are focused and specific to each child’s needs.

During intervention sessions, pupils will be involved in assessing their own progress against their targets. Progress within the identified area/s of intervention will form the basis of PSP reviews.


Pupil Support Plan Reviews

Parents will be offered opportunities to review their child’s support. Each review will consider:

  • Any changes required to provision, including increased or reduced intensity and frequency of support.
  • The need for increased or decreased expertise from outside agencies.
  • Where sufficient progress has been made and whether ongoing additional support is required and what form that support might take.
  • Where progress has not been made, the need for further assessment to determine the appropriate level of support going forward.

Where a child continues to make little or no progress, despite well-founded support that is matched to the child’s area/s of need, we will consider involving specialists, including those from outside agencies. Parents will always be involved in any decision to involve specialists. The involvement of specialists and what was discussed or agreed will be recorded and shared with the parent and teaching staff supporting the child.

In a very small number of cases, where pupils have received ongoing additional support over a period of time, yet continue to make less than expected progress, consideration will be given to requesting an assessment by the Local Authority for an Education, Health and Care (EHC) plan. The SEND code of practice provides further details on this process. 


5.5 Supporting pupils moving between phases and preparing for adulthood

We will share information with the school or other setting the pupil is moving to when they leave South Wonston Primary School. We will agree with parents and pupils which information will be shared as part of this communication.

Pre-school/Nursery to YR

For all children moving from Pre-school or Nursery into YR:

  • Members of the YR team liaise and visit feeder nurseries and pre-schools to gather key information about all children being transferred to South Wonston Primary School.
  • Where appropriate, a member of the YR team and the SENCO will attend individual transition meetings for pupils with SEND.
  • In the September of the term a child is due to start at South Wonston Primary School, parents are offered a home visit from the class teacher.


Key Stage 2-3 (year 6 to year 7)

For all children moving from Year 6 to Year 7:

  • Every pupil’s school file is passed on to the new secondary school at the end of Year 6.
  • For pupils with more specific needs, it may be necessary for a Transition Partnership Agreement (TPA) meeting to be arranged involving the parents, current Year 6 class teacher, SENCO and the receiving school. These meetings will ensure that all relevant information is passed on and any additional transition arrangements can be made.

For pupils moving to Henry Beaufort Secondary School in Year 7:

  • Through the school’s ‘Primary Pyramid’, careful transition is planned and arranged.
  • The Learning Co-ordinator at Henry Beaufort Secondary School, Senior Learning Support Assistants and Transition Curriculum teachers work closely with South Wonston Primary School to organise activities, visits and experience of secondary life for those pupils who are especially vulnerable at transition.
  • All pupils in year 6 who have accepted a place at Henry Beaufort Secondary School for year 7 are invited to two intake days in June. These days provide a taste of secondary school life, involve experience of lessons, information about how the school runs and provide an opportunity for pupils to meet their new classmates.
  • Parents of children going to Henry Beaufort Secondary School are invited to an ‘Intake Evening’ at the end of the two transition days, to learn about the activities their children have undertaken, to meet key members of the pastoral team and to receive information about the organisation of the school.
  • The Learning-Coordinator visits South Wonston Primary School to meet pupils, gather information from Year 6 teachers and support staff and to offer informal ‘question and answer’ sessions for parents.
  • The school arranges regular transition groups and visits for vulnerable year 6 children to get to know the Henry Beaufort School site, meet staff with whom they will work and learn about how the school is organised. These are designed each year to meet the students’ needs, but typically involve fortnightly afternoon group activities, experience ‘shadowing’ year 7 students, tours, and informal gatherings for children and parents.
  • Henry Beaufort Secondary School teachers are provided with information about all new students’ needs, strengths and background before the end of year 6.
  • Henry Beaufort Secondary School operates a vertical tutoring system, which means that children are placed with children from every year group for their tutor group. This encourages community cohesion, communication across age groups and opportunities for mentoring and leadership. This system also means that students are able to share their experiences and provide support for other students experiencing the same changes and transitions that they have already faced. Additionally, tutors welcome only five or six new students to their tutor group each year, meaning that the students are well known in school very quickly. The Learning Co-ordinator allocates Y6 students to tutor groups according to advice from the primary school.
  • During the first week of the new school year, parents of new year 7 students are invited to meet with the child’s tutor, to introduce themselves, share information and establish contact with the school.

Joining South Wonston Primary School mid-year

  • The Pastoral Team supports the induction of all new pupils at any point in the school year.
  • All pupils admitted to the school after the start of the academic year are screened, on entry, for Dyslexia to identify any areas of need and to provide information to staff about the pupils learning. They may also be tested on reading, spelling and general maths understanding.
  • A pupil ‘buddy’ is chosen to support the new pupil for the first few days of being at South Wonston Primary School. The buddy shows them around the school, introduces them to other pupils and answers questions.
  • We make contact with the previous school to ensure the transfer of information and the child’s school file.
  • Parents are invited to attend an induction meeting with the class teacher within the first three weeks of their child joining the school mid-year.


Moving to another school

  • We make contact with the new school to ensure the transfer of information and the child’s school file.


5.6 Our approach to teaching pupils with SEN

Teachers are responsible and accountable for the progress and development of all the pupils in their class.

The provision of high quality teaching is the baseline expectation for all pupils at South Wonston Primary School. It is always our first step in responding to the needs of pupils who have SEN and will be differentiated for individual pupils.

We will also provide the following specific interventions where appropriate:

  • SIDNEY (Screening and Intervention for Dyslexia, Notably in the Early Years)
  • Precision Teaching - a teaching programme to meet the needs of an individual child who is experiencing difficulty with acquiring or maintaining some skills.
  • Number box - a multi-sensory teaching programme and maths resource.
  • Wave 3 maths – materials that aim to enable children who are working at levels significantly below age-related expectations, to secure the mathematical understanding they need to increase their rate of progress.
  • 5-minute box - multi-sensory phonics programme that enables the early identification of potential specific learning difficulties.
  • Acceleread/Acelewrite - uses text to speech software, to improve reading, writing, spelling and listening skills of pupils who are experiencing literacy difficulties.
  • SOS Spelling - a strategy that incorporates auditory, verbal, and kinesthetic learning.
  • The Hornet Literacy Primer – a manual which teaches literacy skills; develops the ability to identify vowel sounds from speech and express them graphically (write them down!).
  • Word Wasp – a manual that teaches Word Articulation, Spelling and Pronunciation.
  • Toe by Toe - enables children to more easily recognize the image of a word and so commit it to their long-term memory.
  • Sensory Circuits - a short sensory motor circuit which prepares children to engage effectively with the day ahead.
  • Gross motor (physical) skills groups – activities which require whole body movement and which involve the large (core stabilizing) muscles of the body to perform everyday functions, such as standing, walking, running, and sitting upright.
  • Fine motor skills groups – activities that practice and develop smaller movements that occur in the wrists, hands, fingers, feet and toes.
  • Write from the Start – a handwriting programme that guides children through the various stages of perceptual and fine-motor development to lay the foundations for flowing, accurate handwriting.


The SENCO is responsible for ensuring that teachers:

  • Understand a child’s needs;
  • Are trained in meeting those needs;
  • Have support in planning to meet a child’s needs;
  • Ensure the quality of teaching for students with SEND, and that provision across the school is efficiently managed.


5.7 Adaptations to the curriculum and learning environment

Pupils are entitled to participate in all areas of the curriculum and it is the class teacher’s role to differentiate resources and activities to ensure the pupil can access the learning. We make the following adaptations to ensure all pupils’ needs are met:

  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping together children at similar levels of learning, 1:1 work, adapting teaching style, content of the lesson, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
  • Adapting our resources and staffing according to needs.
  • Using recommended learning aids, such as laptops, coloured overlays, visual timetables, larger font, etc.


5.8 Additional support for learning

Sometimes, some children require additional support to make progress across the curriculum, because they are significantly below the expectations for their age. In these circumstances, the SENCO is responsible for organising intervention/s for an individual or small group of pupils, which might include one of the following provisions:

  • Additional adult support in the classroom – all classes have a Teaching Assistant (TA) who support the teacher in facilitating the learning of whole classes; the class teacher, with advice from the SENCO is able to direct their teaching assistant to work specifically with children who are identified as having SEN or a disability.
  • Withdrawal sessions – when pupils come out of some lessons for pre-arranged sessions with TA’s on, for example, handwriting, reading, spelling, maths, and social skills, etc.


The support that children receive is planned and reviewed by the class teacher, in collaboration with parents, the SENCO, and, where appropriate, the pupils themselves.

We have teaching assistants who are trained to deliver interventions such as those mentioned above.


5.9 Expertise and training of staff

The SENCO at South Wonston Primary School is fully qualified and accredited, and is allocated 2.5 days a week to manage SEN provision.

We have three Emotional Literacy Support Assistants (ELSAs) who have been trained by and receive regular supervision support from Hampshire and Isle of Wight Educational Psychology Service (HIEPS).

We have a skilled team of teaching assistants (TA’s) and higher level teaching assistants (HLTAs) who are trained to deliver SEND provision.

Training in supporting SEND is a feature of the on-going rolling programme of professional development for our staff, throughout the school year which forms part of the continuing professional development of all teachers and TAs and is organised in accordance with the needs of the pupils.

  • Our large team of Teaching Assistants (TAs) have varied and extensive experience and training in planning, delivering and assessing intervention programmes.
  • All staff are trained each year on the needs of new pupils joining the school – this can include training from specialist agencies or consultants, as well as from the SENCO or other staff with relevant expertise.
  • The school works closely with other local schools, sharing training opportunities including INSET days and outside experts. Opportunities to develop this aspect of local expertise are actively sought throughout the school year.


5.10 Securing equipment and facilities

We ensure that all pupils with SEN and disabilities have their needs met to the best of the school’s ability, within the funds available.

The budget is allocated on a needs basis. The pupils who have the most complex needs are given the most support.


5.11 Evaluating the effectiveness of SEN provision

We evaluate the effectiveness of provision for pupils with SEN by:

  • Reviewing pupils’ individual progress towards their goals each term
  • Reviewing the impact of interventions after 6 weeks, or longer depending on term length.
  • Using pupil questionnaires
  • Monitoring by the SENCO
  • Using provision maps to measure progress
  • Holding annual reviews for pupils with statements of SEN or EHC plans

We know that SEN provision has had an impact when:

  • We see evidence that the child is making adequate progress academically against national and age expected levels and that the gap is narrowing – i.e. they are catching up to their peers or expected age levels.
  • The pupil is achieving or exceeding their expected levels of progress.
  • Verbal feedback from the teacher, parent and pupil highlights a positive impact and/or identifies progress.
  • Formal or informal observations of the child at school identify evidence of a positive impact and/or identifies progress.
  • Pupils move off the SEND register.


5.12 Enabling all pupils, including those with SEN, to engage in activities in the school

  • All of our extra-curricular activities and school visits, including our before-and after-school clubs, are available to all our pupils.
  • All pupils are encouraged to go on our residential trips.
  • All pupils are encouraged to take part in sports day/school plays/special workshops, etc.
  • No pupil is ever excluded from taking part in these activities because of their SEN or disability.
  • The school building is primarily positioned on level ground with most classrooms being accessible to wheelchairs. Two classrooms, The Snug and the ICT suite are only accessible via a stairwell. Wheelchair users are able to access the Snug and the ICT Suite via the school field, weather allowing. When this is not possible, alternative ICT activities and teaching can be provided in the classroom using laptops or iPads.
  • The site has one accessible toilet large enough to accommodate changing.
  • There are two disabled parking bays.
  • The school’s accessibility plan can be found on the school website:


5.13 Support for improving emotional and social development

We provide support for pupils to improve their emotional and social development in the following ways:

  • We have three Emotional Literacy Support Assistants (ELSA) who has been trained by and receive regular supervision support from Hampshire and Isle of Wight Educational Psychology Service (HIEPS). The SENCO arranges this provision and Class Teachers can request this support for their pupils when they consider it to be suitable. The areas of emotional difficulties that ELSAs provide for are: specified social skills; friendships and relationships; anger management; loss and change; self-organisation.
  • Pupils who struggle with social situations may be invited to attend Break time Club and Lunchtime Club in The Snug. These clubs are run by our ELSA and TAs who support the children in managing unstructured social time.
  • We do not tolerate bullying.


5.14 Working with other agencies

The school works closely with any external agencies that are relevant to individual pupils’ needs, including:

  • Health – GPs, school nurse, clinical psychologists and psychiatrists (accessed through Child and Adolescent Mental Health Services - CAMHS), paediatricians, speech & language therapists, occupational therapists, physiotherapists.
  • Social services – locality teams, social workers, child protection teams, family intervention programmes.
  • Hampshire and Isle of Wight Educational Psychology Service (HIEPS).
  • Hampshire Inspectorate and Advisory Service: Specialist Teacher Advisors – hearing impairment, physical disabilities, communication and language, SEND team.


5.15 Concerns or complaints about SEN provision

Your main point of contact at school should always be your child’s class teacher in the first instance, who will be able to discuss your concerns. If you need to speak with other staff members, such as the Emotional Literacy Support Assistant (ELSA) or the SENCO, then the class teacher will be able to help you arrange this.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their child/ren. They can make a claim about alleged discrimination regarding:

  • Exclusions
  • Provision of education and associated services
  • Making reasonable adjustments, including the provision of auxiliary aids and services


5.16 Contact details of support services for parents of pupils with SEN


The school liaises with and can refer parents to the following agencies for information and support:


5.17 The local authority local offer

Our local authority’s local offer is published here:


6. Monitoring arrangements

This policy and information report will be reviewed by Linzi Carter (SENCO) every year. It will also be updated if any changes to the information are made during the year.

It will be approved by the governing body.


7. Links with other policies and documents

This policy links to our policies on:

  • Accessibility plan
  • Behaviour Policy
  • Anti-Bullying Policy
  • Equality information and objectives
  • Supporting pupils with medical conditions


Appendix 1

The Graduated Approach from ​​​​​​​