Special Educational Needs and Disabilities (SEND) offer

SEND Policy (September 2016)

To be reviewed annually

This policy is reviewed and updated in September 2016 in line with the new SEND Code of Practise (DFES, January 2015). 
The new SEND Code of Practice can be found on the Department for Education’s website at 

A significant change arising from the new Code of Practice is the replacement of the current Statement of Special Educational Needs for those children with the most complex needs. This will be replaced with the new Educational Health Care Plan (EHCP).

This document is a statement of aims, principles and strategies for provision of children with Special Educational Needs and Disabilities at Grundisburgh School. 

Purpose of the policy

The SEN policy should be read in conjunction with the Policy for Teaching and Learning, the Disability and Equality Policy, and the Accessibility Policy as these form an integral statement of principles underpinning the work of the school. This document provides a framework for the identification and provision for children with special educational needs and disabilities.

Definition of Special Educational Needs and Disabilities

The Special educational needs and disability code of practice (DFES, July 2015) states that ‘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 him or her.’ A child has a learning disability or difficulty if he or she ‘has a significantly greater difficulty in learning than the majority of others the same age.’ A disability would hinder a child from accessing activities and learning that others of the same age could.

SEND framework

SEN support - A pupil will receive a graduated intervention approach. Grundisburgh Primary School will identify needs and involve parents in deciding outcomes and planning provision. The SENCo will seek expertise at whatever point is needed. 

Education, Health Care Plan (EHC) – Children who have significant special educational needs or disabilities will undergo an EHC assessment. This will lead to an EHC Plan (formally a Statement of SEN). This will possibly lead to an EHC Plan (formally a Statement of SEN) This will look at the child’s needs in education, health and care. This will be a personalised legal document, which ensures the collaborative work of multiple agencies.

Statement of aims and entitlement

We believe that every child is entitled to full access to the Foundation Stage and National Curriculum, including children who are especially gifted as well as those who have particular difficulties.

The objectives of the school’s Special Educational Needs and Disabilities (SEND) Policy are to ensure that each child achieves his or her full potential. We aim to identify special needs at the earliest opportunity and consider partnership with parents and guardians to be important at all times. We will take account of the views of all relevant agencies and the views of the child.

We are committed to increasing the extent to which disabled pupils and adults can participate within school life and plan continual improvements to the school’s provision for pupils with special educational needs through the Accessibility Plan.

Areas of Specialism and Special Facilities
The school is designed with complete wheelchair access, including a toilet for the disabled. Teachers and TAs (Teaching Assistants) have undertaken training and are continuing to develop expertise in the teaching of children with Autistic Spectrum Disorder (ASD). We have also taken part in a project with the Dyslexia Trust (Dyslexia SpLD).


The school welcomes all children, including those with special educational needs and disabilities. We aim to be fully inclusive. Children with SEND are admitted to school under the same arrangements as all other children, in accordance with the LEA admissions policy.


The school has a Complaints Procedure in place. Any complaints connected to SEND should firstly be referred to the class teacher, then SENCo and Headteacher, following this the Chair of Governors; Mr Clive Willetts.

Working in partnership with parents

Under the new legislation there is a requirement for Local Authorities to publish a SEND local offer which sets out a range of additional services and provision across education, health, social care and across the public, voluntary and independent sectors. This details information about what is available to support families both with and without an EHC plan. The SENCo will help parents and pupils with SEND to identify appropriate provision that may be available through the Local Offer.

SENCo roles and responsibilities

  • To be the person responsible for SEND as defined within the Code of Practice
  • To ensure that resources are available, monitored and updated
  • To ensure guidance, training and support is given to all staff
  • To ensure that progress of all pupils is monitored throughout their schooling and that the changing needs of children is adapted to appropriately
  • To arrange with outside agencies for liaison
  • Ensuring that the governors are informed and kept updated of any SEND issues. Mr Clive Willetts is the governor with specific responsibility for SEND children and will meet regularly with the SENCo. He will in turn ensure that the whole governing body are aware of the new Code of Practice, deployment of funding, equipment and personnel.
  • Ensure that all teachers are the teachers of children with special educational needs and disabilities. They should all work towards the school’s aims by providing challenging and stimulating programmes of study designed to enable all children to reach the highest standards of personal achievement. They should recognise and be constantly aware of the needs of individual children, according to ability and aptitude.

Reviewing the policy

The school’s SEND policy is a working document which will be reviewed and updated on an annual basis. The effectiveness of our policy will be evaluated by the SEND governor and Curriculum Governors. They may consider that the policy is achieving its aims if:

  • the children are happy and integrating well
  • their views are being taken into consideration
  • they are achieving their full potential
  • there is a constructive partnership between home and school
  • there is a positive attitude in school towards children with SEND
  • the policy is being adhered to consistently
  • the school’s SEND resources are being allocated effectively
  • the school’s SEND resources are adequate and appropriate
  • there is early identification of children using assessment and monitoring procedures

Identification, Assessment, Provision and Review

In the term before children start school, they are invited to visit their new class; to meet the other children, class teacher and teaching assistants. There are opportunities for parents to talk about their children and share any concerns they may have. Details of any medical problems or disability, which may affect children’s learning, are recorded on admissions forms when the children start school. During the summer term of the Reception year, the class teacher completes the Early Learning Profile for all children in the Reception year group. This gives information from which individual needs can be identified and targets set. During the Foundation Stage a BPVS is carried out on each child to identify any early issues. This highlights issues with vocabulary through picture naming. It is used to identify any delays in receptive vocabulary.

In Year 1, the teacher completes a Pre-Literacy Skills assessment where required in addition to the BPVS carried out in Reception.

Parents are always welcome to make appointments to speak to class teachers if they have any concerns about their children. In addition, KS1 and KS2 have an ‘Open house’ invitation to parents to informally look at their child’s work and talk with the class teacher one afternoon a week after school.

Children transferring from other schools or starting school for the first time at a later date are carefully assessed by the class teacher. This together with any information passed on to us is used to plan their special needs.

The progress of all children is monitored by the class teacher. Children work at different rates and have different preferred ways of learning. The class teacher will ensure that they are set differentiated tasks, allowing for consolidation, continuity and progression. Assessments will be a combination of continuous and staged assessments. Continuous assessments will involve observation and evaluation. Staged assessments will relate to schemes of work and standardised tests.

All children, including SEND pupils, are set challenging and aspirational targets. We expect the very best from all our children. Class teachers will set small steps and targets to ensure progress is made by SEND pupils. All pupils, including SEND pupils, will be regularly monitored through termly Pupil Progress Meetings which are attended by the SENCo and the Headteacher.

Test Material Used in School for Assessment Purposes

Foundation Stage Profile

Bury Infant Checklist



Pre-literacy skills check

Continuous assessment

National Curriculum attainment levels

Neale Analysis

Youngs spelling test

Salford Reading test

PHAB (Phonological Assessment Battery)

Renfrew Language Scale

Wepman Auditory Discrimination test

Boxall Profile

All children will have access to the broadest curriculum possible, with additional support where necessary. This will take place within their own classroom unless there are particular reasons for withdrawal eg. individual language work. Arrangements for TA time are detailed within provision maps which are completed by the child’s individual teacher and in differentiated weekly Maths and English plans. The TA timetable for SEND and allocated hours is managed by the SENCo. 

Partnership in Education

The school is able to make referrals to the Educational Psychology team for the area. In addition the school may seek advice from specialist advisory teacher services for children with sensory impairment or physical difficulties. The school also receives support from First Base and Alderwood PRU, the SPLD (Dyslexia) outreach team, County Inclusive Resource (CIR) and Child and Adolescent Mental Health Services (CAHMS).

There are links with schools within the Farlingaye pyramid and we routinely help and assist one another. The Farlingaye Pyramid SENCo liaises with the SENCo and the Year 6 teacher to ensure smooth transition of pupils as they move on to high school.

Grundisburgh Primary School has links with other services and organisations such as: LA Advisory Teachers, Educational Psychologists, School Nurse, Speech and Language Therapy Service, Physiotherapists, Occupational Therapists, Community Paediatrician, Clinical Psychologist, Children’s counsellor, First Base, Alderwood PRU, Alderwood Outreach, CAMHS, School Safe, Educational Welfare Office and Social Services.

SEND Inset

The school has an experienced staff offering a variety of specialist skills and knowledge in different curriculum areas. Priorities for the development of SEND resources and INSET may be found in the School Improvement Plan. Outside agencies are invited in to share expertise and good practise. Farlingaye Pyramid schools share good practise.


Financial resources are allocated to the school as a result of a basic allocation and funding from the Higher Tariff Needs Assessment. This funding is used to fund materials and equipment.

There are many resources available in school, most of which are in use in the classrooms. Resources are continually replaced and updated. Resources currently include; Computer programmes eg. Clicker 7, Wordshark and Numbershark, Cassette recorders and headphones, stirex scissors, commercially produced games and materials, stile trays, Roll ‘n’ Write letters, THRASS, Toe by Toe individual reading programme, Phonological Awareness training programme, Time to Talk pack and games (Social Awareness), 6 small battery powered word processors, Dancing Bears / Apples and Pears, Plus 1 / Power of 2 books, Numicon, resources linked to self-esteem and nurturing, gym trail and finger gym resources and Nessy computer resources for dyslexia and phonological needs.

Planning and Delivery

Planning is explicit for all pupils. Children are able to access the curriculum through Quality First teaching making sure that work is clearly differentiated and accessible to every single pupil. Work, targets, learning objectives and success criteria will all be differentiated effectively. Differentiation is delivered through a multifaceted approach and may include; working with an adult, another child, differentiated work, differentiated learning styles and teaching styles.

Responsibilities of the class teacher:

The class teacher will fulfil the following roles which fall under planning, preparation and assessment for children:

-       Identify each child’s needs and skill levels and plan to match these needs to ensure progress

-       Read the child’s personal file and any associated reports

-       Advise the parents or carers of any concerns

-       Identify the changing needs of all pupils as they progress through school and address these changes quickly

-       Produce a provision map which clearly states the support of specific pupils or groups of pupils on a weekly basis. The provision map should be updated on a termly basis and given to the SENCo.

-       Liase with the SENCo and ensure provision is linked to objectives / waves relating to the child

-       Write behaviour plans and keep behaviour logs where necessary

-       Display and provide visual timetables for all the class

-       Provide reports for outside agencies, in liaison with the SENCo

-       Monitor and assess progress and maintain appropriate records

-       Provide risk assessments where necessary

-       Ensure that delivery of the curriculum allows each child to experience success

-       Produce differentiated targets to ensure progress

-       Fulfil all duties required by the class teacher as defined by the Code of Practice

-       Ensure a SEND friendly classroom is provide