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Identifying pupils with SEND:


  • When pupils have an identified special educational need or disability (SEND) before they join our school, we work closely with the people who already know them and use the information already available to identify what the possible barriers to learning may be within our school setting. This helps us to plan appropriate support strategies.


  • If you tell us you think your child has a special educational need we will discuss this with you and assess your child accordingly. Often these assessments are carried out by staff in the school, sometimes school seeks advice from more specialised services such as Educational Psychology or Speech and Language Therapy – we always share our findings with you and the next steps we need to take.


  • If teachers feel your child has a special educational need this may be because they are not making the same progress as other pupils. The earlier we take action and modify our provision, the sooner we can resolve concerns and help children towards success. We will observe your child’s learning characteristics and how they cope in the learning environment. We will assess their understanding of what we are doing in school and where appropriate use tests to pinpoint what is causing difficulty. This will help us to decide how we can help your child to learn more successfully. If school become concerned about your child, you will be contacted immediately by their class teacher or the school’s Special Educational Needs Coordinator (SENCO).


  • Initial concern forms are completed to identify individual targets and support that we will give your child. This will be shared with parents and carers.



  • We have a team of talented support staff who are experienced in supporting pupils with a wide range of educational, social and emotional needs.


  • Our staff are deployed to undertake small group work or one-to-one support as appropriate to meet the needs of pupils with special educational needs or disabilities.


  • Our Senior Leadership Team analyse pupil performance data termly to ensure that every child is making the best possible progress.


  • Our Learning Mentor has an excellent knowledge of how to support children and families with social and emotional needs.


  • A Reading Recovery Teacher delivers individualised one-to-one reading programs to children in KS1 and coordinates reading interventions in KS2.


Specialist resources:

  •  We have a dedicated Learning Development Centre (LDC) that is available for group and individual work.


  • The LDC has a wide range of specialist resources to meet the needs of pupils with specific learning difficulties (dyslexia).


  • Our support staff make bespoke individual resources for pupils with special educational needs that support their specific learning targets and needs and reflects the learning undertaken by their peers.


  • We have a wide range of ICT equipment available to help motivate pupils and access learning. These include I-pads, laptops, microphones, programmable toys, Nintendo DS, Reading Pens.


  • We use a range of software to help engage pupils and to practice basic skills.


  • We use workstations, picture and symbol timetables and countdown timers for pupils who need it.


  • We use Makaton signs and symbols to aid children with communication difficulties.


  • We seek advice and equipment from outside agencies as and when the need arises, such as specialist seating, steps and handrails.

SENCO contact details

The SEN Co-ordinator at our school is Sophia Probert, if you have any questions or queries with anything in regards to SEN please send a message below.

Important Special Educational Needs Information