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Norton Road Primary School

Enabling Our Children To Achieve



Norton Road Primary School

SEND POLICY - July 2019



We believe that:


  • every pupil has a right to a broad and balanced curriculum
  • it is the responsibility of all teachers to help each pupil reach their own potential whatever their needs
  • it is important to identify difficulties early in order to provide the correct support to enable a pupil to make the maximum progress
  • parents/carers have a vital role to play in supporting their child’s education
  • it is our job to help pupils become motivated learners, to gain independent learning skills and to acquire social skills which will enable them to relate well to others




A pupil is regarded as having special needs if they:


  • have a significantly greater difficulty in learning than the majority of children of the same,



  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in mainstream schools or mainstream post-16 institutions.



                                            [page 5, SEN Code of Practice June 2014]




A pupil may have one or more of the following areas of need:

  • communication and interaction
  • cognition and learning
  • behaviour, emotional and social development
  • sensory and/or physical

                                 [Pages 86/87 SEN Code of Practice June 2014]







The aim of special needs provision in our school is to:


  • provide a relevant and differentiated curriculum
  • to organise and plan activities that will match a pupil’s ability and build on previous learning targets
  • to involve pupils and parents/carers in the setting and reviewing of learning targets, including EHC plans
  • to develop basic skills in order to help pupils become more independent learners



Roles and Responsibilities


‘Provision for pupils with special educational needs is a matter for the school as a whole.’


[SEND Code of Practice June 2014]



The Head Teacher, Mr Austins, has the responsibility for the day-to-day management of all aspects of the school’s work.  This includes the management of provision for pupils with special educational needs.


An appointed Governor, Mr Rowlands, takes a particular interest in and closely monitors the school’s work on behalf of pupils with Special Educational Needs.


The Inclusion Manager, Mrs Culley, has responsibility for the day-to-day operation of the school’s SEN policy.  Her role involves:


  • liaising with and advising other members of staff
  • co-ordinating the provision for pupils with special educational needs
  • monitoring and evaluating the progress made by pupils with special educational needs
  • keeping individual records for all pupils with special educational needs
  • managing the team of Teaching Assistants
  • providing in-service training of staff
  • liaising with parents/carers of pupils with special educational needs
  • liaising with transfer schools
  • liaising with and co-ordinating support from external agencies
  • working with the Head Teacher and Governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements.

[pages 97/98 SEND code of practice June 2014]




Admission arrangements


Admission arrangements for pupils with special educational needs but without an EHC plan are no different from the majority of pupils being admitted to our school.   If a pupil has a medical condition or physical disability then there will be prior consultation between parents/carers, school staff, the Local Education Authority and the Health Authority.  This is in order to ensure that the pupil’s welfare and needs are met effectively.



Identification, Assessment and Provision


It is the school’s policy to take early action in assessment and identification of a pupil’s special educational need(s).  It is our belief that early intervention enables pupils to make the best possible progress.  The Inclusion Manager liaises closely with all members of staff.



On entry to Reception all pupils are assessed using the Foundation stage profile. All pupils who achieved below Level 2 in their Key Stage 1 SATs are also screened by the Inclusion Manager.  Pupils may also be referred by staff, or parents/carers, if there is some concern about their progress.  SEN profiles and SEN assessment records are kept up to date.


The Inclusion Manager also liaises closely with High School staff in order to smooth the transition process for Year 6 pupils.  Transition meetings are held for pupils with EHC plans, and vulnerable pupils at School, and transition plans are put in place.



(i)  Monitoring     


A pupil is monitored closely if there is some concern about the progress he or she is making.  The pupil’s teachers discuss any concerns with the Inclusion Manager and the pupil’s parents/carers.  Teachers ensure the curriculum is suitably differentiated in order for the pupil to access the lesson and make progress. Any provision put in place is planned with the parents. [page 90 SEND code of practice]


If a pupil is still not making sufficient progress, then further support is considered. Provision is planned for that pupil using a provision map.  Parents/carers are kept informed of the provision provided and their child’s progress at Open Evenings.  The pupil’s progress is monitored at the end of each intervention programme, and in some cases each half term.  The pupil is involved in the target setting and review procedure. 


(ii) Further Action


If a pupil’s teacher(s) and the Inclusion Manager, in consultation with the parents/carers, feel that further support is still needed then any concerns will be discussed with Learning Support Staff, from the Local Education Authority, at the termly School Liaison Meeting.


School continues to support the pupil acting on advice given by the Learning Support Services.  The pupil’s progress is discussed regularly at the School Liaison Meetings and learning targets, strategies and resources are reviewed.  Parents/carers are kept fully informed and are sent any reports received from external agencies.


 Pupils will have a ‘Pupil Passport’. This will be written form advice from professionals, pupils voice and parents knowledge of their child. The Pupil Pass Port will include information about what is important to the child, how to successfully support the child at school, and what the child’s strengths and targets are. These will provide guidance for staff working with the pupil to best meet their needs and to provide evidence to the local Authority in the small number of cases that require an Educational, Health care plan.


(iii) EHC plan   


In a very small number of cases, where a pupil’s needs are deemed ‘severe and complex’, it may be necessary to request an Educational Health Care needs assessment.


‘Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child or young person, the child or your person has not made expected progress, the school or parents should consider requesting an Educational Health care needs assessment. To inform its decision the local authority will expect to see evidence of the action taken by the school as part of the SEN support.’

[page 93 SEN Code of Practice June 2014]



If a pupil is given an EHC plan then the school will hold Annual Review Meetings to review the progress of the pupil and to ensure that the objectives in the EHC plan targets are being met. This will be held with parents/carers, the pupil if appropriate and other professionals involved with the family, including the Local Authority.


A pupil with an EHC plan will have a ‘Pupil Passport’. This will be written form advice from professionals, pupils voice and parents knowledge of their child. The Pupil Pass Port will include information about what is important to the child, how to successfully support the child at school, and what the child’s strengths and targets are.




The school allocates part of their budget allocation to Special Educational Needs.  Additional funding is received, based on the number of pupils who receive free school dinners, prior attainment and pupil mobility.  The school also receives extra funding for pupils with EHC plans.




The school employs a team of Teaching Assistants to support pupils with special educational needs both in class, in small groups and on a one-to-one basis.  Each Year Group is allocated Teaching Assistants and a Special Education Needs Planning Provision Grid is drawn up in order to allocate the Teaching Assistants in the most effective manner. 

The SEN Team meet on a six weekly basis or sooner if required and whole school in-service training is provided by the Inclusion Manager.  Staff also attend various other courses run by outside agencies as and when appropriate.


There is also a wide range of material resources to support the development of pupils’ learning located in the Inclusion Manager’s Office. Staff have direct access to these resources.  Resources are reviewed on an annual basis in consultation with staff. 


We are very fortunate to have two Information and Communications Technology Rooms.  Smart boards have been installed in all classrooms.  Classrooms are also linked up to the school network and have direct access to the Internet. 


There is a range of software to support the learning of pupils with special educational needs.  ‘Writing with Symbols’ is used to improve access to lessons for pupils with specific learning difficulties and communication and interaction needs.  The use of ‘Wordshark’ and ‘Numbershark’ is time-tabled in order to support pupils with specific learning difficulties.  Clicker 5, a word processing programme, is being used by particular pupils.


Access to the Curriculum


All pupils are offered a broad and balanced curriculum and all reasonable steps are taken to ensure that pupils with special educational needs are not placed at a disadvantage.


The following procedures are used to support pupils with special educational needs:


  • pupils are set for Literacy and Numeracy, only where appropriate, to allow for focused teaching
  • Teaching Assistants support pupils in class to (i) develop thinking and reasoning skills, (ii) develop understanding of the concepts taught and (iii) record their understanding of the work
  • one-to-one and small group support on a withdrawal basis is provided to develop basic skills which will enable pupils to access learning in class
  • a multi-sensory approach to learning is used to maximise pupils’ strengths and to help compensate and develop pupils’ weaknesses
  • a range of materials and tasks are provided which match individual pupils’ abilities
  • learning opportunities are provided which take into account and build on previous learning
  • opportunities are provided to revisit and over-learn concepts
  • specialist equipment and resources are used where necessary


Evaluating Success


The SEN Policy, itself, is reviewed on an annual basis to:


  • keep up with any changes in legislation
  • keep up with any changes within the school itself
  • review the effectiveness of procedures and the use of resources


The success of the policy is measured by the pupils’ progress.  The following is taken into account:


  • reading progress
  • achievement of individual learning targets
  • National Curriculum Levels attained
  • pupils’ confidence and self-esteem levels
  • pupils’ participation in class
  • pupils’ levels of independence


Partnership with Parents


The school recognises that parents/carers know their child best and so value their input.  At all times, parents/carers are kept informed as to the progress and difficulties their child is experiencing, and of different ways in which they can help.  Parent/carers’ views are welcome and both the Inclusion Manager and Class Teacher are happy to discuss pupils’ individual needs.  Appointments can be made via the school office.  The school has two Family Workers who work very closely with parents.


Complaints Procedure


If a parent is unhappy with the school’s provision to meet their child’s special needs they may follow the arrangements set out below:

  • In the first instance any problem should be discussed with the Class Teacher and/ or the Inclusion Manager.
  • If the problem is unresolved the matter should be discussed with the Headteacher.
  • If the problem remains unresolved the parent should contact the Governor with the responsibility for Special Needs.
  • In the unlikely event that the matter is not dealt with satisfactorily, the parent may contact an officer from the Local Education Authority.


Heidi Ross

Deputy Head Teacher