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Special Educational Needs & Disabilities

Suffolk Local Offer | Accessibility Plan SEND Policy | Disability and Equality Policy | Intent, Implementation and Impact for SEND

 Grundisburgh Primary Schools SEND Information Report for 2020 - 2021

 Welcome to our SEND information report which is part of the Suffolk Local Offer for learners with Special Educational Needs and Disabilities (SEND).
This information is updated annually.

SEND ppt

At Grundisburgh Primary School we value all members of our school community and pride ourselves on being inclusive and valuing every individual.

If you would like to contact anybody regarding this then please do not hesitate to contact the following;

Mrs Sue Marks – Headteacher

Mrs Nic Mason - SENDCo

Mrs Sandra Cresswell – Pastoral Lead

Mr Clive Willetts – SEND Governor 


Our Approach to Teaching Learners with SEND

At Grundisburgh Primary School we ensure that all pupils in our school are equally valued by having equal access to a broad and balanced curriculum which is differentiated to meet individual needs and abilities.

All teachers are responsible for every child in their care, including those with special educational needs and disabilities. Every child should be taught through quality-first teaching.

We have effective management systems and procedures for SEND, taking into account the current Code of Practice (January 2015)

We have effective communication between teachers, children, parents and outside agencies

We acknowledge and draw on parents’ knowledge and expertise in relation to their own child

The children are encouraged to take an active role in their own learning and working towards their targets

We are committed to developing the knowledge and skills of all staff to manage the challenges of the range of needs within our school to ensure that all of our support is of high quality

We have an effective monitoring system which allows us to assess, monitor, review and plan for next steps of learning and development

We ensure that consideration of SEND crosses all curriculum areas and all aspects of learning and teaching

Admission arrangements and transitions for children with SEND or disabilities

If a child is entering our Reception class, we will have a meeting beforehand with parents and any professionals that have been involved to date. We take time for you to share your knowledge of your child with us so that we can plan the way forward together.

Once your child has started school we will continue to meet and review how their transition into primary school has progressed.

If your child has SEND and is arriving from a different school, it would be fantastic if you could arrange a meeting with Mrs Marks (Headteacher) or Mrs Mason (SENDCo) so that we can discuss the most appropriate transition for your child and ensure that it is smooth and effective. You can share your in depth knowledge with us and it would be beneficial if you could bring any paperwork from a previous setting you have with you please.

Intra school transitions such as to other classes take place during the summer term. Teachers have time to talk about the children and where needed, your child may be provided with extra time to meet their new teacher. We may create a transitional pack for your child – with photos and information

When children are moving on to their next school e.g. high school, we liaise with the high school regularly and will arrange extra visits for children where appropriate. Staff known to the children will accompany them on these visits to ensure they are familiar with their new, onward setting. They may create a transition package for your child.


We want to ensure that the physical environment in and around our school is accessible to all children especially those with Special Educational Needs and Disabilities.

Although there are stairs and different levels to our school, there are specially built ramps for wheelchair access. We have accessible toilets to all of our classrooms and there is a disabled toilet also. The classrooms are spacious and are able to house specialist desks and chairs, standing frames, computer stations etc. with ease.

Where there is a need, each SEND child has a risk assessment of their access needs carried out by our SENDCo and we purchase or borrow any equipment needed to remove any access barrier. Pupils may for instance need specialist IT equipment or furniture.

All classroom resources are made accessible by making personalised modifications as necessary such as the use of coloured overlays, proximity to the whiteboard, access to dyslexic dictionaries etc.

School trip sites are risk assessed beforehand to ensure any barriers are removed or alternate provision is put in place e.g. suitable travel arrangements, road crossing safety measures, keys for accessible toilets.

Extra-curricular provision ensures equal access to all children with individual arrangements for instance an additional adult may be supplied where necessary.

We ensure that our school and curriculum are accessible to all (See Grundisburgh School’s Accessibility Plan)

Identifying the Special Educational Needs of Pupils

At different times in their school life, a child may have a special educational need. The Code of Practice (January 2015) defines SEND as follows; ‘‘A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

a) has a significantly greater difficulty in learning than the majority of others the same age, or

b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

Please see our SEND Policy for further information.

Identifying Special Educational Needs

The Code of Practice identifies four broad areas of need.

1.     Communication and interaction

Children with speech, language and communication needs (SLCN) have difficulty in communicating their needs to others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand the social rules of communication. The profile of each child is different and is likely to change over time.

Children with Autistic Spectrum Disorder (ASD), including Asperger’s Syndrome and Autism are likely to have particular difficulties with social interaction and may experience difficulties with language, communication and imagination.

2.    Cognition and Learning

Support for learning difficulties may be required when children learn at a slower pace or are significantly behind their peers in terms of achievement even with appropriately differentiated work in class. These difficulties can be defined as Moderate Learning Difficulties (MLD) or Severe Learning Difficulties (SLD).

Children with Profound and Multiple Learning Difficulties (PMLD) are likely to have severe / complex learning difficulties as well as physical disability or impairment. 

Children with Specific Learning Difficulties (SpLD) may have a difficulty which affects more specific areas of learning and encompasses dyslexia, dyspraxia and dyscalculia. 

3.    Social, Emotional and Mental health Difficulties

Children may experience a wide range of social and emotional difficulties which may manifest themselves in a variety of ways: withdrawn or isolated; challenging behaviour; disruptive or disturbing behaviour. These behaviours may reflect underlying mental health issues such as anxiety, depression, self-harm, substance misuse, eating disorders or unexplained physical symptoms.

We have clear systems to mage disruptive behaviour so that other children are not adversely affected.

4.    Sensory and/or Physical Needs

Some children require special provision because they have a disability which hinders them from making use of the educational facilities generally provided. These difficulties may be a vision or hearing impairment, multi-sensory impairment or physical disabilities both of which require special equipment or may be sensitively to certain stimuli (often associated with children with ASD).

The school will identify the special needs of a child to work out what action it needs to take. It will identify needs alongside parents, carers and other health and education specialists and ensure that due consideration is given to the needs of the whole child not just the special educational needs. Once the child has been identified as having Special Educational Needs or disability they will be classified as 'SEND Support' and support will be provided accordingly.

Our SEND profile shows that we have 14% of children identified as having SEND. There are another 1% of children who are being closely monitored for possible SEND and there are further children who are receiving targeted interventions to meet their individual needs. 

What should I do if I think my child may have Special Educational Needs?

If you have any concerns regarding your child’s progress or well-being, then please speak to your child’s teacher first. Alternatively you can contact Mrs Mason (SENDCo) or Sandra Cresswell (Pastoral lead) to discuss your concerns.

Support for children with Special Educational Needs

If a child is identified as having SEND, we will provide support that is ‘additional to’ or ‘different from’ the differentiated approaches and learning arrangements normally provided as part of high – quality first teaching. This support is set out in a child’s 'Pupil Passport' which will be discussed in a meeting with the parents of the child. This is updated termly.

Each class has a ‘Provision Map’ which monitors these interventions to make sure they are effective.

Parents will meet with their child's teacher on a termly basis or more often if needed.

When providing support that is ‘additional to’ or ‘different from’ we engage in a four-stage process:  

Assess this involves taking into consideration all the information from discussions with parents or carers, the child, the class teacher and assessments. Mrs Mason (SENDCo) attends half termly Pupil Progress Meetings with Mrs Marks (Headteacher) to monitor this and make decisions on actions.

Plan this stage identifies the barriers to learning, intended outcomes and details what additional support will be provided to overcome these barriers. These will be recorded on a Pupil Passport and shared with the child and their parents. Termly review meetings will be held.

Do the support will be provided as set out in the child’s Pupil Passport.

Review these impacts will be measured and will be changed or altered as needed.

This additional support will be tailored to meet the needs of every individual child and their area of difficulty will be targeted. This may be achieved on a 1:1 basis or as part of a small group or by providing the child with resources or assistance so they can access whole class work. These interventions may be run by a teacher or a TA, but will always be planned to suit the child’s needs by their individual class teacher.

Whilst the majority of learners will have their individual needs met as ‘SEND Support’ some children may require an EHC plan. The Local Authority will assess this and deem whether provision like this is necessary.

Here is our Early Help Offer.  

Staff Development

We are committed to developing the ongoing expertise of our staff. We have this current expertise in our school; Eklan trained TAs, all staff trained in teaching children with Dyslexia, (having completed a project alongside the Dyslexia Trust), lots of experience teaching children with ASD (as we have whole staff training at the very least on a yearly basis and regular liaisons with County Inclusive Support Services (CISS) who are experts in helping children with ASD).

We have staff who have been trained to run Gym Trail, interventions, Draw and Talk Therapy, Thrive and Lego Therapy.

Where a child presents with specific needs, we would source any training needed to effectively support that child.

Assessing the Impact of Intervention

The interventions used will be those that are proven to make a difference for most learners. A baseline assessment will take place at the beginning of an intervention which will provide a point of reference for measuring progress and the outcome of the intervention. Regular reviews will take place to ensure that they intervention is having the intended effect. If progress is less than desired, an alternative method of intervention will be considered.

Where difficulties persist, despite high quality interventions, advice may be sought from further professionals with the parent’s consent; Speech and Language Team, Physiotherapists, Educational Psychologists and Paediatricians.

Where a child has an EHC Plan there will be an annual review held in addition to termly review meetings. These meetings will take into account the views of the child, parent and all others involved with the child.

Have Your Say

Should you wish to talk to somebody further about SEND within Grundisburgh Primary School please contact, Mrs Marks (Headteacher), Mrs Mason (SENDCo), Mrs Cresswell (Pastoral lead) or Mr Willetts (SEND Governor) to arrange a meeting. We always value your thoughts and opinions.

 In preparing this report, we have taken into account the views of staff, parents and our children. Thank you to those involved.

Relevant policies underpinning this SEND Information Report include:

Legislative Acts taken into account when compiling this report include:

Children and Families Act, 2014

SEND Code of Practice, 2015

Equality Act, 2010

Mental Capacity Act, 2005

Your first port of call should you have a complaint would be your child’s teacher. If the issue is not sorted please see Mrs Cresswell or Mrs Mason and if it is still not sorted please contact Miss Oakley (Assistant Headteacher) or Mrs Marks (Headteacher). If a more formal complaint needs to be raised then you should contact the Chair of Governors, Mr Clive Willetts. If you were to need contact details for Mr Willetts please speak to the school office.

Reviewed December 2020