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SEN Policy and Information Report



This policy and information report complies with the statutory requirement laid out in the SEND Code of Practice 2014, 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 (September 2014)


East Wichel Primary School and Nursery aims to embrace the needs of all pupils aged 2 - 11 and has a whole school approach to Special Educational Needs and Disabilities (SEND). This policy acknowledges the obligation to provide a broad, balanced, and challenging curriculum for all pupils. We provide effective opportunities for all pupils by responding to pupils’ diverse learning needs, setting suitable learning challenges and overcoming barriers to learning. All teachers teach pupils with SEND.



Definitions of special educational needs (SEN) taken from section 20 of the Children and Families Act 2014.

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:


  1. Have a significantly greater difficulty in learning than the majority of others of the same age; or
  2. Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.


A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.


Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

Roles and responsibilities

The Special Educational Needs Coordinator (SENCO)

The SENCO is Clare Hodges and can be contacted through the school website SEN page.

They 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 Education Health and Care  Plans (EHCP)
  • 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
  • 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 pupils and their parents are informed about options and a smooth transition is planned
  • Work with the headteacher and governing board 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 

The SEN governor

The SEN governor will:

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

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

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 they 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
  • Ensuring they follow this SEN policy

SEN information report

The kinds of SEN that are provided for

Our school currently provides additional and/or different provision for a range of needs, including:

  • Communication and interaction, for example, autistic spectrum condition, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), 
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy 
  • Moderate and multiple learning difficulties


Identifying pupils with SEN and assessing their needs

At East Wichel Primary School, children are identified as having SEND through a variety of ways including the following:

  • Liaison with preschool/nursery or previous school
  • If a child is performing below age expected levels with relation to their attainment
  • If a child is not making expected progress
  • Concerns raised by parents
  • Concerns raised by teacher/member of school staff
  • Liaison with external agencies
  • Health diagnosis through paediatrician

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make 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
  • Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 


Pupils are assessed using several tools:

  • Pupils are assessed using screening procedures such as Standardised Tests in reading, maths and spelling.
  • Common Exception Word Lists are assessed 3 times a year and phonic assessments are carried out 6 times a year.
  • Teacher Assessment

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, 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.


Consulting and involving pupils and parents

All parents are invited and encouraged to contact the Class Teacher and SENCO if they feel that their child has additional needs that require support.


We will have an early discussion with the pupil and their parents when identifying whether they need 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 it is decided that a pupil will receive SEN support. 

All pupils currently on the SEN register will have individual targets to work on. These will be very flexible and will link closely to what is being focused on in the classroom. The targets are decided by the class teacher in order to allow the pupil to keep up. The class teacher will meet with parents at Parent’s Evening to discuss their child’s needs, support and progress.  Where specific additional support is required, or where it is thought necessary to involve specialists from outside the school, the SENCO will make contact at the earliest opportunity to discuss options, procedures and what we would like to achieve.  Parents may also have additional meetings with the class teacher to discuss progress throughout the year if necessary.


All parents of children with an Educational Health Care Plan (EHCP) will be invited to attend and provide feedback at their child’s annual review.  Regular contact will be kept with parents throughout the school year.  If a child has an EHCP their views will be sought before each review meeting. 



Assessing and reviewing pupils' progress towards outcomes

We will follow a graduated approach  and the four-part cycle of assess, plan, do, review.  

The class or subject 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
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’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

The assessment will be reviewed regularly . This is usually between 6 to 8 weeks but can vary according to the needs of the pupil.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support 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.


Supporting pupils moving between phases and preparing for adulthood

We will share information with the school, or other setting the pupil is moving to. The school offers good transition plans from home to nursery, nursery to reception, KS1 to KS2 and KS2 to a variety of local secondary schools.

All pupils joining the school in nursery or reception will have the opportunity for a home visit or meeting at school. They will also have stay and play sessions in the term before they start. All pupils in the school will have a transition session with their new class and teacher in the summer term. In addition to this pupils  moving from reception to year 1 will have at least two extra sessions.

Pupils in year 6 will be invited to transition session in their new secondary school. This includes a two-day transition programme and small group taster sessions for a variety of different needs. These additional sessions focus on building friendships, meeting new teachers and support staff, increasing confidence and self-esteem and getting to know the general layout and day-today experiences of the school. Parent/Carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine. 


Pupils who will benefit from additional transition will be offered additional sessions with their new teacher. These are often small group sessions to discuss worries. Transition booklets with photos of any key information are also given to all SEND pupils. This will include pictures of new staff, rooms and doors. We also write social stories with pupils if transition is potentially going to be difficult.

The SENCO is available to meet with all new parents of pupils who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be located prior to entry . If pupils are transferring from another setting, the previous school records will be requested immediately.

The annual review in Y5 for pupils with an EHCP begins the process where parents are supported to make decisions regarding secondary school choice.

Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information provided is comprehensive but accessible. For pupils transferring to local schools, the SENCOs of both schools will meet to discuss the needs of pupils with SEN in order to ensure a smooth transition.


Our approach to teaching pupils with SEN

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

High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils where needed.


In addition, the school will involve external agencies as appropriate including health and social services, community and voluntary organisations for advice on meeting the needs of pupils with SEND and in further supporting their families.


Resources are allocated in consultation with the Head Teacher and the SENCO according to the needs of the child. The amount, type and frequency will depend on the needs of the individual child. Sometimes this will be done in class, either by the Class Teacher or teaching assistant. Sometimes the child may be taken out of class to work either in a 1:1 or in a small group. This work will usually be pre-teaching of an upcoming concept in class or post-teaching of a concept that has been taught that day or week that needs to be revisited to be consolidated. This will be working on reading, writing or maths concepts.

Other Interventions provided are additional to classroom intervention.

  • Friendship Group
  • Nurture group
  • Small group Lunch Club
  • Speech and Language


Adaptations to the curriculum and learning environment

When a pupil has been identified as having special educational needs, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily. These adaptations may include strategies suggested by the SENCO and/or external specialists.

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, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.


Additional support for learning

We have teaching assistants who are trained to deliver interventions such as those listed previously. 

Teaching assistants will support pupils in small groups to deliver intervention as agreed by the Class Teacher and the SENCO. Some teaching assistants will be deployed to support specific pupils in line with outcomes in an EHC plan.


We work with the following agencies to provide support for pupils with SEN:

  • Specialists in other schools e.g. special schools.
  • Social, emotional and Mental Health Support Service
  • Specific Learning Difficulties Support Service
  • Autism Outreach Team
  • Hearing Impairment team
  • Visual Impairment team
  • Educational Psychologist Service
  • Educational Welfare Officers
  • Physical and Disability Support Service
  • Social Services
  • School Nurse
  • Targeted Mental Health Service (TaMHS) or Child & Adolescent Mental Health Service (CaMHS)
  • Speech and Language Therapy
  • Occupational Therapy


In addition, the school will involve external agencies as appropriate including health and social services, community and voluntary organisations for advice on meeting the needs of pupils with SEND and in further supporting their families. For a very small percentage of pupils, whose needs are significant and complex and the SEN Support required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care Plan (EHCP) being provided.


Expertise and training of staff

Our SENCO is new to the role but has over 15 years’ experience in education and is currently undertaking the National SENCO Award.

They are allocated 3 days a week to manage SEN provision. 

All staff within school attend CPD training sessions on key aspects of Special Educational Need teaching.  This is carried out by the SENCO or external professionals. Staff also have weekly briefings which if necessary will mention key changes and issues within the area of inclusion.  All additional staff training needs are addressed within the appraisal process. 

The SENCO attends all local network meetings and relevant conferences to keep up to date with local and national updates in SEND. 

The majority of staff are Team Teach trained which is our chosen positive handling strategy.

The Governor with specific responsibility for SEN has completed the SEN Governor training.


In the last academic year, staff have been trained in:

  • Many staff have completed Autistic Spectrum (ASC) training
  • Some staff have completed Attention Deficit Hyperactivity Disorder (ADHD) training
  • Some staff have been trained to use Signalong and use it where appropriate and with children who use it as a form of communication.
  • Some staff have received training on supporting hearing impaired children with specific resources
  • All staff have received training on pre teaching and top up sessions.
  • All staff have received training on maths use of practical resources
  • Most staff have received Read Write Inc Phonics or Spelling Training.
  • All staff have received Restorative Justice training

As need arises for children within the school we will endeavour to provide training for our staff as to how best support.


Securing equipment and facilities

The school receives funding to respond to the needs of pupils with SEND from a number of sources that includes:

  • A proportion of the funds allocated per pupil to the school to provide for their education called the Age Weighted Pupil Unit.
  • The Notional SEN budget. This is a fund devolved to schools to support them to meet the needs of pupils with SEND.
  • The Pupil Premium funding provides additional funding for pupils who are/were claiming Free School meals, who are in the care of the local authority or whose parents are in the Armed Services.


For those pupils with the most complex needs, the school may be allocated additional educational needs funding from the Local Authorities High Needs SEN Funding allocation. This funding is then used to provide the equipment and facilities to support pupils with special educational needs and disabilities.  


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 each term
  • Using pupil and parent questionnaires
  • Monitoring by the SENCO 
  • Holding Early Help Review meetings for SEN pupils where appropriate
  • Holding annual reviews for pupils with EHC plans


Enabling pupils with SEN to engage in activities available to those in the school who do not have SEN

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs. 

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. 


Arrangements for the admission of disabled pupils

The same admission policies apply for SEND children for the school nursery or the rest of the school. Nursery places are applied for directly from the school. Years Reception – Year 6 apply through Swindon Borough Council.


Steps taken to prevent disabled pupils from being treated less favourably than other pupils

Action taken to ensure inclusion e.g. school trips, extended school activities.  Risk Assessments (RA) are completed by the lead person responsible for organizing the activity for the children.  The RA would take account of the nature of the activity and the level of support that a child with a disability would require.  If appropriate the parent of the child might also participate.  For a child with mobility difficulties, a wheelchair would be used. 

The delivery of the curriculum is fully inclusive as teachers take account of individual needs in their planning.  Adjustments are made in the form of adult support, differentiation of task or resources.


The facilities provided to help disabled pupils access your school

The school has a lift to enable pupils and users of the site to access the KS2 classrooms.  There is a fire evacuation chair in KS2. There is a disabled toilet on the ground floor. 

Pupils with individual needs have resources specific to them to enable them to function in the school environment.


More information can be found in the school’s accessibility plan  which can be found on the school website.


Support for improving emotional and social development

We are an inclusive school; we welcome and celebrate diversity. All staff believe that having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children. The child’s holistic development is paramount towards their educational progress, therefore, it is imperative that emotional and social aspects of learning are catered for.

  • The class teacher has overall responsibility for the pastoral and social care of every child in their class, therefore, this would be the parents’ first point of contact.
  • If further support is required the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Social, Emotional and Mental Health team, with parents’ consent. 
  • Our designated Family Support Worker liaises closely with the SENCO and they meet regularly to identify and discuss provision and support for children and families who need our support. 
  • We have designated support from a TaMHS worker who works closely with both families and individual children.
  • Pupils with SEN are encouraged to be part of the school council
  • Pupils with SEN are also provided with the opportunity to work in smaller groups with a member of staff. This enables them to develop teamwork/building friendships etc.
  • We have a zero tolerance approach to bullying.  



Working with other agencies

External services plays an important role in helping school identify, assess and make provision for pupils with special educational needs. Our school receives regular visits from a member of the Educational Psychology service. In addition, we may seek advice from specialist advisory teachers.


School commissions the services of a TaMHS worker to work directly with children and to provide advice and support to staff for children with social, emotional and mental health difficulties.


The speech and language therapy and occupational therapy services (NHS) involved with individual children support school in the implementation of specific programmes and contribute to the monitoring of progress and reviews of children.


We maintain links with child health services, children’s social care services and education welfare services to ensure that all relevant information is considered when making provision for our children with SEN.


The Local Authority Team around the Child/Family (TAC/TAF) procedures (including Early Help support) are adhered to by school whereby help and support is offered to children and families when low level issues emerge and before problems escalate. 


Complaints about SEN provision

Complaints about SEN provision in our school should be made to the SENCO or Headteacher in the first instance. They will then be referred to the school’s complaints policy .

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 children. 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


Contact details of support services for parents of pupils with SEN


The Special Educational Needs and Disability Information Advice and Support Service 

(SENDIASS, formerly Swindon Parent Partnership Service) offer independent advice and support to parents and carers of all children and young people with SEND.

The SENDIASS details are Tel. 01793 466515 Web:


SENDIASS will also provide information on how to access an Independent Supporter for those parents whose children are being assessed for an EHCP.


Statutory Assessment Team 

Wat Tyler House, Beckhampton Street, Swindon, SN1 2JG



Contact details for raising concerns

SENCO - Mrs C Hodges via the school office

Headteacher – Mrs P Phillips via the school office


The local authority local offer

Our contribution to the local offer is:

Our local authority’s local offer is published here:

Monitoring arrangements

This policy and information report will be reviewed by Clare Hodges 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 board.

Links with other policies and documents 

This policy links to our policies on:

  • Accessibility plan
  • Behaviour
  • Equality information and objectives
  • Supporting pupils with medical conditions



SEND – Special Educational Needs and Disability

SENCO – Special Educational Needs Co-ordinator

Teaching Assistants (TA) – who work with children in small groups or individually as directed by the class teacher or SENCO.

TaMHS – Targeted Mental Health Service

SEN register – this is a list of children who receive additional support in school, they can be on the list because they have difficulty with their learning, communication,  social, emotion and mental health or they have physical/sensory difficulties. 

Education, Health and Care Plan (EHCP) – this is a process that is used to assess children who have complex SEND needs.