SEN Policy 2017-2018

St Mary’s C of E Primary School



2017 – 2018



This policy complies with the statutory requirement laid out in the Special Educational Needs and Disabilities Code of Practice 0 – 25 Years (April 2015) and has been written with reference to the following guidance and documents:

  • Equality Act 2010: advice for schools DfE Feb 2013

  • SEND Code of Practice 0 -25 Years (April 2015)

  • Schools SEN Information Report Regulations (2014)

  • Statutory Guidance on supporting pupils at school with medical conditions (April 2014)

  • Safeguarding Policy

  • Accessibility Plan

  • Teachers’ Standards (2012)

  • United Nations Convention on Rights of the Child (1991)


This Policy has been created to ensure compliance with the Department of Education’s SEND Reforms, which address measures outlined in the Children and Families Act 2014. The Act includes changes to the support and services children and young people with special educational needs and disabilities will receive. These changes came into force on 1st September 2014. This policy has been created by E. Hope in liaison with the Headteacher, SEN Governor, SLT and staff, with due regard to the input of parents and pupils with SEND.




At St. Mary’s C of E school we firmly believe that it is vital for all pupils in our care to meet their full potential. Our aim is that every child thoroughly enjoys their school experiences and participates in school life fully with enthusiasm for learning, achieving, making expected progress whilst continuing to grow as individuals. This is achieved through quality first teaching, the calm nurturing environment and through the clear and consistent approach that resonates throughout the school. The individual needs of all our children are the central focus, providing stimulating and exciting learning opportunities for all.


We are sensitive to the varied individual needs of pupils and we use a flexible, graduated approach to support specific needs and differing abilities. We promote collaboration between school, parents and other agencies in order to meet individual needs in an inclusive, organised, robust and carefully considered manner. We aim to ensure that pupils are provided for and targeted support is given to enable pupils to fully access the curriculum effectively.

We promote independent skills and support pupils to take the next steps in their learning journey.


The school is proud to hold the Inclusive Dyslexia Friendly Schools Award.



The overarching aim of this policy is to ensure that the needs of pupils with SEN, and any barriers to their learning, are accurately identified and effectively met so they are able to achieve and develop well, both as individuals and as members of the community, living life with dignity and independence.

To this end, we will:

  1. Assess pupils accurately, track their progress regularly and adjust provision in the light of ongoing monitoring.

  2. Ensure that lessons are stimulating, enjoyable and well differentiated to meet the needs of all pupils, including those with SEN.

  3. Ensure that teaching and learning is multi-sensory.

  4. Make sure that additional support is well targeted combining in-class support and targeted intervention.

  5. Use the most appropriate resources to support learning, taking into account individual learning styles and ensuring that the development of pupils’ literacy and numeracy skills have the highest priority.

  6. Continuously monitor and evaluate the effectiveness of our provision for all pupils, including those with SEN, to ensure that we are providing equality of educational opportunity and value for money.



Through the application of this policy we wish to:

  1. Ensure compliance with National SEN Policy, most currently the DfE SEND Reforms, Children and Families Act 2014 and the SEND Code of Practice 2015.

  2. Work closely with the LA in developing their Local Offer and complying with locally agreed policies and procedures.

  3. To operate a whole school approach to the management and provision of support for SEN.

  4. Ensure all staff implements the school’s SEN policy consistently – fully endorsing our belief that every teacher is a teacher of every child including those with SEN.

  5. Ensure that there is no discrimination or prejudice.

  6. Ensure all pupils have access to an appropriately differentiated curriculum.

  7. Recognise, value and celebrate pupils’ achievements at all levels.

  8. Work in partnership with parents/carers in supporting their child’s education.

  9. Guide and support all school staff, governors and parents on SEN issues.

  10. Meet the individual needs of all children irrespective of whether they have physical, sensory, emotional, social, mental health, specific or general learning needs.


  11. Involve the pupil in the process of identification, assessment and provision and to ensure that the pupil is aware that his/her wishes are taken into account as part of the process and of the shared responsibility in meeting his/her educational needs.

  12. To provide an appropriately qualified Special Educational Needs Co-ordinator (SENCO)

  13. To provide support and advice for all staff working with pupils who have SEN.

  14. Support pupils with SEN to develop their personality, talents and abilities to the full.

  15. Encourage all pupils with SEN to develop a respect for human rights, respect for parents, their own and other cultures and the environment. (UNCRC Article 29)


Responsible Persons

There is a ‘whole school’ ethos where all participants are responsible for ensuring that children, parents and young people are actively involved in decision making in order to improve outcomes, aspirations and expectations for pupils with SEN or disability.


Specific roles are:

Mrs. H. Tyreman – Headteacher

Responsible for regularly reviewing how expertise and resources are used to address SEN and disability focusing on how to build the quality of whole School provision as part of the approach to school improvement.


Mr. M. Martin - SENDI Governor

Responsible for overseeing the schools arrangements for SEN and disability.

The Governing body has regard to the SEN code of Practice (2015) when carrying out duties towards all pupils with SEN consequently it is their responsibility to:

  1. Ensure the necessary provision is made for pupils with SEN.

  2. Determine the school’s general policy and approach to pupils with SEN in cooperation with the Headteacher and SENCO.

  3. Ensure that the teachers are aware of the importance of identifying and providing for those pupils with SEN.

  4. Ensure that the policy and information about identification, assessment, provision, monitoring and record keeping and use of outside agencies and services are available for parents.

  5. Ensure that the school’s progress in implementing the policy and its impact on pupils are regularly reported to the Governing Body.

  6. Ensure that parents are notified of a decision by the school to make SEN provision for their child.

  7. Ensure that pupils with SEN are included as far as possible into the activities of the school.

  8. Consult with the LA and the Governing bodies of other schools, when appropriate, in the interests of coordinated SEN provision in the area.

    The persons co-ordinating the day to day provision of education for pupils with special educational needs and disability are Mrs E Hope (SENCO with National Award for SEND) and Miss P Taylor (Inclusion Co-ordinator IC)

The SENCO is responsible for:

  1. Assessing specific needs of students with SEN, including application for Statutory assessment.

  2. Managing the screening of pupils for dyslexia.

  3. Line managing the Teaching Assistants working specifically with SEN pupils.

  4. Liaising with other schools to aid transition

  5. Ensuring all relevant information is forwarded on to new school.

  6. Day-to-day operation of the school’s SEN Policy

  7. Liaising and advising class teachers and support staff.

  8. Maintaining the SEN Graduated Response to Individual Need and the records of all pupils with SEN.

  9. Liaising with parents/carers of pupils with SEN.

  10. Liaising with external services including the Educational Psychology Service, Social Care, Early Support etc

  11. Holding review meetings for pupils with SEN including those with an EHCP.

  12. Early Years SEND provision is the responsibility of Mrs E Hope and Miss P Taylor who work collaboratively with the Early Years Inclusion Service (EYIS) and the Early Years Area SENCO and other Early Years outside agencies as required.



    Role of the Teaching Assistants

    Teaching Assistants and Higher Level Teaching Assistants are recruited to work within the classroom and/or with targeted groups or individuals outside the classroom as directed by the Senior Leaders and classteachers. The learning of all pupils remain the responsibility of the classteacher at all times.


    Admission and Inclusion

    All the teachers in the school are teachers of children with Special Educational Needs. As such, St Mary’s School adopts a ‘whole school approach’ to special educational needs which involves all the staff adhering to a model of good practice. The staff of the school are committed to identifying and providing for the needs of all children (Including Early Years) in a wholly inclusive environment. Inclusion is regarded as crucial to the policy, in line with the latest SEN Code of Practice. All pupils are discussed at Pupil Progress meetings held termly.



    The school supports pupils with a wide range of SEN and disability and co-operated with the local authority in reviewing the provision that is available. Collaboration with other educational providers to explore how different needs can be met.


    Careful thought, collaboration and agreement is required to prevent discrimination, promote equality of opportunity and foster good relations.


    Specific arrangements are made for pupils with medical conditions in order to provide the correct support. Where pupils also have SEN the provision is planned and delivered in a co-ordinated way. (The Children and Families Act 2014)


    The school is on one level giving partial access to non- ambulant pupils/users. There is an easy access toilet. Each classroom is fitted with blinds in order to keep ambient natural light and artificial light at an appropriate level. Each classroom is fitted with an interactive whiteboard and projector to aid the provision of an inclusive, accessible, multi-sensory approach to teaching and learning. Cream paper and exercise books are used for children with Dyslexia tendencies.


    Access to the Curriculum

    The National Curriculum will be made available for all pupils. Where pupils have Special Educational Needs a graduated response will be adopted. The school will, in other than exceptional cases, make full use of classroom and school resources before drawing on external support.


    The school will make provision for pupils with Special Educational Needs and disability to match the nature of their individual needs.   The class teacher, SENCO and Inclusion Coordinator run ‘personalised learning’ reviews and keep regular records of the pupils’ Special Educational Needs. Individual pupil needs are then discussed at Pupil Individual Planning (PIP) meetings with the parent, child, class teacher, SENCO and Inclusion Coordinator in order to review targets and progress.


    There will be flexible grouping of pupils so that learning needs may be met in individual, small group or whole class contexts.


    As required parts of the curriculum will be differentiated to meet the needs of individual pupils.   Teaching styles and flexible groups will reflect this approach.


    Curriculum tasks and activities may be broken down into a series of small and achievable steps for pupils who have marked learning difficulties. This will reflect whole school approaches to teaching and learning and will take account of special educational needs. Every class have FAB boxes to support pupils all pupils. All classrooms also have the 5B strategies, working walls and alternative methods for recording if required.





    At St Marys all teachers are responsible and accountable for the progress and development of all pupils in their class including where pupils access support from specialist staff and teaching assistants. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have SEN. ‘Quality First’ teaching is a priority of the school. It is regularly and rigorously monitored and there is a focus on continual improvement of the teaching of all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. Close liaison is maintained with all members of staff by the SENCO to ensure that pupils are only identified as having SEN if they do not make adequate progress once they have had appropriate interventions/adjustments and good quality personalised teaching.

    Details of the provision on offer at St Marys can be found in the School Offer in the SEN section of the School’s Website and on the Family Information Service, Cornwall Website.


    Levels of Need

    St Marys School’s the Graduated Response consists of three levels as follows:



    This refers to pupils who may, for some reason, have fallen behind and require some additional input to catch-up. A pupil in this category may have one of more of the following indicators:

  • Be at risk of not meeting their targets

  • Currently working at a standard below National expectations and their targets will not bring them above this level

  • New entrants to the school whose needs are still being assessed

  • Currently have barriers to their learning eg

      • Their current behaviour is disruptive

      • There are attendance/lateness issues

      • Concerns over their attainment compared to peers

      • The family is currently experiencing challenges

      • They have EAL (English as an Additional Language)


        Pupils at this level of need DO NOT form part of the School’s Graduated Response to Individual Needs (GRIN) and, in line with the Code of Practice, the School ensures that everything is done at an early a stage as possible to avoid the need for SEN Support. However, if after a period of time, an individual does not catch-up, it is at this point that consideration will be given as to whether they need SEN support.


        SEN Support

        Pupils are placed on the GRIN at this level after assessment and consultation between the SENCO and Class Teacher when it is established that they have a significant learning difficulty and need provision that is additional and different.

        At this point, parents/carers will be informed of the decision and the School will continue to work in partnership with them, listening to their views and those of the pupil, and involving them proactively in planning and decision making. This will take the form of a termly ‘Assess- Plan-Do -Review Cycle.’


  • Teacher’s high quality, accurate formative assessment and experience of child

  • Pupil progress, attainment and behaviour

  • Development & attainment in comparison to peers

  • Views and experiences of parents

  • The child’s own views

  • If relevant, assessments, views of and advice from external services.


A plan will be drawn up by SENCO & class teacher in consultation with parents and child. It will include:

  • The outcomes agreed for the next half term

  • The support and interventions to be put in place

  • The expected impact on progress, development or behaviour

  • A clear date for review

  • The plan will be recorded on the pupil’s Individual Provision Map.

  • A copy will be given to the parents and the child.


  • The class teacher remains responsible for working with the child on a daily basis and works closely with TAs or specialist staff to plan and assess the impact of the interventions.

  • The SENCO supports the classteacher in the further assessment of the child’s particular strengths and weaknesses, in problem-solving and advising on the effective implementation of support.


  • Parents will be invited to attend, at least termly review meetings with the SENCo and the IC. The childs views are also sought. This will monitor/ review the effectiveness of the support and the impact on the child’s progress.

  • A new the plan will then be drawn up and added to the ongoing Individual Provision Map.

-   Parents will be given copies of all notes recorded at the review.




Involving Specialists

If a child continues to make little or no progress over a sustained period or where they continue to work at levels substantially below age expected despite SEN Support, the school will involve specialists including those from outside agencies. The views of parents/carers and the child are considered at all levels of intervention.


Education, Health and Care Plan

Pupils who need more specialist provision and whose needs cannot be wholly met at SEN Support level will be the subject of Statutory Assessment. This is completed by the SENCO who obtains the views and information about the child from all other professionals involved in their education, health and/or care. Parents/Carers views and those of the child are obtained and will be considered in order for a recommendation for an EHCP to be made to the Local Authority. The LA then consider the application and issue an EHCP as appropriate.

(EHCPs replace Statements of Educational Need.)

There is a statutory requirement to review an EHCP annually. This review meeting is held at the school with parent, child and all professionals involved invited to attend.

In addition, pupils with an EHCP (or Statement) are subject to the ‘at least’ termly Assess-Plan-Do-Review Cycle.



The SENCO has responsibility for the removal of a pupil from support on the Record of Need at St Marys School. The decision will be dependent upon appropriate progress being made towards set targets and in conjunction with appropriate teaching staff/outside agencies and parents.




  • Families of pupils with SEN are guided towards the Cornwall Family Information Service (FIS),, with regard to the LA Local Offer for SEN.

  • Transition meetings between class teachers to discuss the needs of individual pupils with SEN take place in June/July and will include the passing on of all records including all Individual Provision Maps.

  • We ensure that Y6 pupils with specific SEN can access KS2 tests. The SENCO, in liaison with the Y6 classteachers, ensures access arrangements have been made in a timely manner.

  • We operate an ‘Open-Door Policy’ where parents can freely seek advice from the SENDCO/IC.






  • The school recognises that pupils at school with medical conditions should be properly supported so that they can have full access to education, including educational visits and physical education. Some children with medical conditions may be disabled and where this is the case, the school will comply with its duties under the Equality Act 2010.

  • Some pupils may also have SEN and may have an EHCP which brings together health and social care needs, as well as special educational provision and the Code of Practice (2015) is followed.

  • The school has a number of members of staff trained in Paediatric and General First Aid and, where appropriate, staff are trained in managing the medication and other treatments of pupils with medical conditions.



The quality of provision offered to all pupils with SEND is continuously monitored through ongoing daily, weekly, half termly and annual review, on an individual and cumulative basis in conjunction with the Governors, Headteacher, SLT, teaching staff and parents in line with an active process of continual review and improvement of whole school practice.




  • All professional development needs are identified through the school’s appraisal system and self-evaluation and feed into the School Development Plan as required.

  • The Headteacher oversees the professional development of all teaching staff and teaching assistant occurs during whole school training days and by attending courses. Colleagues attending courses are expected to disseminate and share relevant knowledge with other staff within the school.

  • Newly appointed teaching and support staff undertake an induction meeting with the SENCO who will explain systems and structures in place around the school’s SEN provision and practice and to discuss the needs of individual pupils.

  • The SENCO regularly attends SEN network meetings in order to keep up to date with local and national developments in SEND and also supports the LA through involvement in work strands to address ongoing developments in SEN Reforms.



Arrangements for the Treatment of Concerns/Complaints


The school’s standard complaints system applies. More information can be found on the school website.


Working with Parents


The school will actively seek the involvement of parents in the education of their children. It is recognised that it is particularly important with pupils who have SEND. The support and encouragement of parents is often the crucial factor in achieving success and raising aspirations and expectations. Pupil Individual Planning (PIP) meetings are held regularly. Parents are invited to attend and discuss progress, specific issues and set personalised targets for their children. These targets are monitored both at home and school.


Parents will always be kept informed about their children in accordance with the recommendations outlined in the Code of Practice. Communication between the parents and the school will be consistently maintained.  Parents will be informed about the support of the Family Information Service, as appropriate.


Parents will be fully consulted before the involvement of LA support agencies with  their children, and will be invited to attend any formal review meetings at all stages.


Pupil Participation


The school will work to ensure that pupils are fully aware of their individual needs and the targets in their Individual Plans (PIPS.) Steps will be taken to involve pupils in decisions which are taken regarding their education as appropriate to their age.


Pupils’ Welfare & Safety

The welfare and safety of our pupils at St Mary’s is paramount. We endeavour to create a friendly atmosphere of trust so that pupils feel safe and can approach any member of staff.


As a school we endeavour to make sure that staff are trained in a variety of teaching

approaches. A number of teaching and non-teaching staff are qualified in Team Teach techniques, if required.


Our CIC officer is Mrs. H. Tyreman who will liaise with the CIC service as appropriate.

DSL officers are Mrs H. Tyreman and Mrs N. Bonell.

Information is disseminated, as deemed appropriate, to relevant staff only.


We endeavour to keep all staff up to date on safeguarding procedures and training is provided as required. (up-dated every two years)





Designated Safeguarding Lead

Mrs Tyreman

Designated Teacher for Looked After Children

Mrs Tyreman

Designated Member of Staff responsible for PPG Funding

Mrs Tyreman /Mrs Hope

Designated Member of Staff responsible for managing the School’s responsibility for meeting the medical needs of pupils

Mrs Tyreman/Mrs Taylor



The school complies with the current data protection and confidentiality requirements with regard information about pupils and families.



The Policy will be reviewed annually to comply with requirements for SEND with effect from April 2015.



Please refer to the Accessibility Plan.




Head Teacher


Chair of governors


For presentation to Governing body: Autumn Term 2017

Review: Autumn 2018