Special Educational Needs & Disabilities

 St. Paul’s C of E (VA) Primary School

SEND report


The coalition government has issued new guidance for the way in which provision and support is made for children and young people with special educational needs and/or disabilities in England.

The new SEND Code of Practice came into force on 1st September 2014, explaining the statutory duties of schools and colleges to identify, assess and make provision for children and young people with special educational needs and / or disabilities (SEND):

Special Educational Needs And Disability Codes Of Practice 0-25 Years

It will also be of interest to parents, carers and young people, who should use it alongside the Guide for Parents and Carers:

SEND: Guide For Parent And Carers

All local authorities working with their partners must publish in one place information about the services they expect to be available in their area for children and young people 0 - 25 who have special educational needs and/or disabilities (SEND). This is known as the local offer:


All Cambridgeshire Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress and achieve their potential in school.

All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities (SEND) being met in a mainstream setting wherever possible.

At St. Paul’s C of E Primary School we have a graduated approach to SEND, ensuring early identification of needs and a continuum of support for children in order to enable them to make progress. Please refer to our Policy on Assessment of and Provision for Pupils with Special Educational Needs and Disabilities, which outlines the purpose, nature and management of special educational needs within our school.


Special Educational Needs And Disablities Policy



How will the curriculum be matched to my child’s needs?

As an inclusive school, we will aim to ensure that your child receives quality, inclusive teaching in the classroom. Where there are gaps in learning or understanding, extra provision will be made for your child. This may be in the form of extra support from the teacher or teaching assistants in the classroom or the use of targeted interventions either individually or in small groups during the school day.

What specialist services and expertise are available at or accessed by the school?

If your child is identified as needing more specialist input than the provision of good quality differentiated classroom practice and the interventions offered in school, we are able to access specialist support.

What training have the staff supporting children and young people with SEND had?

All staff delivering interventions are appropriately trained. The majority of school staff have First Aid training. Training on the treatment of asthma and anaphylaxis is provided annually for the whole staff. Where children join the school with specific needs, any new training is undertaken by staff.

How will my child be included in activities outside the classroom including school trips?

As an inclusive school, we make every possible provision to include all children, whatever their needs, in all educational activities.

How accessible is the school environment?

The school has wheelchair ramps in place and has a toilet for disabled people.

What interventions are offered by the school to support my child with their needs?

Handwriting: ‘Speed Up!’ course in a small group.
Fine motor skills: ‘Hi 5’s’ group.
Gross motor skills: ‘Hi 5’s’ group before school 2 mornings a week.
Phonics / reading: Word games group. Phonographix programme delivered individually. Small
group support in KS1 classes.
Maths: individual maths catch-up in Years 5 and 6.

How will the school prepare and support my child to transfer to the next stage of education?

 When your child is in Year 6, the Inclusion Manager will meet with the SEN team from the secondary school to discuss your child’s specific needs. A member of staff from the Parkside Federation will visit St. Paul’s to meet your child and prepare them for the transition. If your child is moving to a different secondary school, the Inclusion Manager and class teacher will liaise with staff from that school.


Local Authority provision delivered in school

• The Specialist Teaching Team (support with cognition & learning,
communication & interaction, and behaviour)
• The Educational Psychology Service
• Sensory support for children with visual or hearing needs
• Speech and Language Therapy
• Family Support workers
• Parent Partnership Service
Health Provision delivered in school

• Additional Speech and Language Therapy input to provide a higher level
of service to the school
• The School Nursing Team
• Occupational Therapy
• Physiotherapy
• CAMHs (Child and Adolescent Mental Health)
• Paediatricians (Community Child Health)

In order to access any of the above support, the Inclusion Manager will need to make a referral. The support might be in the form of a consultation from the specialist with you and the class teacher or Inclusion Manager.

If a specialist needs to work directly with your child, the Inclusion Manager will work with you to complete a CAF (Common Assessment Framework) form outlining your child’s needs.

We will never ask a specialist to work with your child without first seeking your consent.

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