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SEND

Special Educational Needs and Disabilities (SEND) at All Saints CE Primary School

Loving to Learn, Learning to Love

​Here at All Saints we believe that all children, including those with special educational needs and disabilities, are entitled to an education which allows them to flourish and progress to the best of their ability.

​We believe that every teacher is a teacher of children with SEND which means that class teachers plan and deliver inclusive education and experiences to meet individual needs. This is because they see them on a daily basis and know them best; they can easily adapt their provision as needed.

​Our Special Educational Needs and Disability Coordinator (SENDCO) is Mrs Hodgson.  The SENDCO’s role is to advise, support and monitor the provision for children with SEND to ensure they make the best progress possible. She leads training for staff, liaises with other professionals and regularly makes contact with parents.

Our support for your children

When necessary, we invite other professionals to give support, advice and strategies to help our children with SEND. These include:

  • Educational Psychology Service

  • School Nurse

  • NHS Speech and Language Therapy Team

  • Specialist teachers from Autism/ADHD Advisory Teaching Service

  • Occupational Therapists

​Parents and carers are kept informed at all times of the support in place for their children, and when other professionals are involved. Class teachers should be the first port of call for questions regarding children’s needs, support and progress as they know them best. If you would like to speak to the SENDCO, please speak to the office to make an appointment with Mrs Hodgson.

​The documents below will help you to further understand SEND provision at All Saints:

  • Policy: This sets out in detail how we meet legal requirements and how we deliver effective support for children with SEND.

  • Information Report: This is focused on the provision and support we have in place for children. It is designed to enable parents/carers to have a clear understanding of what they can expect from All Saints in terms of SEND provision.

​If you would like more information or have any questions, please do contact us via the school office Reception@allsaints.pererborough.sch.uk and marked for the attention of Mrs J. Hodgson

The Arrangements for the admission of disabled pupils

When possible, our early years staff and Assistant Head Mrs Anderson visit nursery settings to introduce themselves to children and receive information.  An information evening is held for new to Reception parents and ‘play visits’ are held in the summer term. Where parents or previous settings share SEND concerns, then a transition meeting is arranged with parents/carers and the SENDCO before the pupil starts. 

Either before the transition or if not possible soon after, the SENDCO or Assistant Head will seek to discuss needs with any professionals involved with the child. All reception children start school on a part time basis to ensure a smooth transition. The amount of time spent on a part time timetable can vary from pupil to pupil and is based on individual needs and how well pupils adapt to the school

environment. Staff and parents will communicate regularly in order to transition from part time to full time. Depending on need this flexible approach to starting school can continue throughout the first term at school.                                                                                       

If pupils join us in other year groups we will contact the SENDCO at their previous school for a hand-over of

information and meet with parents to find out how we can support a pupil with needs. We can offer tours and short sessions at the school prior to starting if needed.

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

Lessons, visits and residential trips are organised in a way that allows all the members of each class to be able to participate. We are dedicated to over-coming barriers to pupils joining any of our after-school clubs. We will make all reasonable adjustments to ensure that no child misses out due to additional needs. This may be achieved by altering the design of activities, the location or the level of support

available. In addition, some children use specific IT equipment to assist in their learning and ensuring children have full access to the curriculum.  We also use a variety of visual resources and practical equipment to support learning.

All lessons are differentiated to help all our pupils reach their next steps. This may be by the kind of activity, by the level of adult support, by occasional peer support or by the use of particular resources and equipment.

We like to offer pupils choices in their work and allow them to aim high, so they have regular opportunities to select which level of task they would like to tackle and when to attempt more challenging tasks in English and Maths lessons.

Seniors leaders and SENDCO look at pupil’s books throughout every term to monitor that differentiation is of a good quality.

Within the classroom, adult support is allocated by the teacher and senior leaders, based on the activities set for each lesson. A lesson may involve short bursts or extended periods of adult support, either individually, in small groups or large groups. Extra support outside of core lessons, in the form of intervention groups, is allocated according to a child’s attainment and progress. Children with SEND are entitled to a full curriculum and they have the same opportunities in lessons, to attend educational visits and take part in other educational enrichment activities.

Interventions used in school are decided by senior leaders and class teachers and their effectiveness is reviewed regularly.

effectiveness is regularly reviewed.

The facilities we provide to help disabled pupils to access the school

Class teachers will liaise with parents and carers on suitable adjustments to improve access to activities for their child if needed.   

Where a personal risk assessment is needed for a pupil to access in-school or offsite activities then this will be shared with parents/carers.

Children with specific physical needs are able to access the upper floor using a supervised lift, and disabled access toilet facilities are available on both floors of the school.  In the event of a fire,  KS2 children with physical mobility difficulties can be evacuated by the ‘evac-u-safe’ method.

Each year we replace and add to specialist resources such as weighted equipment or seat cushions, if any

resources have been recommended by a specialist these will be purchased as soon as possible

The plan prepared under paragraph 3 of schedule 10 to the Equality Act 2010 (accessibility plan) for:

  • increasing the extent to which disabled pupils can participate in the school’s curriculum

    All lessons are differentiated to help all our pupils reach their next steps. This may be by the kind of activity, by the level of adult support, by occasional peer support or by the use of particular resources and equipment.

    We like to offer pupils choices in their work and allow them to aim high, so they have regular opportunities to select which level of task they would like to tackle and when to attempt more challenging tasks in English and Maths lessons.

    Seniors leaders and SENDCO look at pupil’s books throughout every term to monitor that differentiation is of a good quality.

    Within the classroom, adult support is allocated by the teacher and senior leaders, based on the activities set for each lesson. A lesson may involve short bursts or extended periods of adult support, either individually, in small groups or large groups. Extra support outside of core lessons, in the form of intervention groups, is allocated according to a child’s attainment and progress. Children with SEND are entitled to a full curriculum and they have the same opportunities in lessons, to attend educational visits and take part in other educational enrichment activities.

    Interventions used in school are decided by senior leaders and class teachers and their effectiveness is reviewed regularly.

Improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the school

We will make all reasonable adjustments to ensure that no child misses out due to additional needs. This may be achieved by altering the design of activities, the location or the level of support available. In addition, some children use specific IT equipment to assist in their learning and ensuring children have full access to the curriculum.  We also use a variety of visual resources and practical equipment to support learning.

Class teachers will liaise with parents and carers on suitable adjustments to improve access to activities for their child if needed.   

Where a personal risk assessment is needed for a pupil to access in-school or offsite activities then this will be shared with parents/carers.

Children with specific physical needs are able to access the upper floor using a supervised lift, and disabled access toilet facilities are available on both floors of the school.  In the event of a fire,  KS2 children with physical mobility difficulties can be evacuated by the ‘evac-u-safe’ method.

Improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled

All lessons are differentiated to help all our pupils reach their next steps. This may be by the kind of activity, by the level of adult support, by occasional peer support or by the use of particular resources and equipment.

We like to offer pupils choices in their work and allow them to aim high, so they have regular opportunities to select which level of task they would like to tackle and when to attempt more challenging tasks in English and Maths lessons.

Seniors leaders and SENDCO look at pupil’s books throughout every term to monitor that differentiation is of a good quality.

Within the classroom, adult support is allocated by the teacher and senior leaders, based on the activities set for each lesson. A lesson may involve short bursts or extended periods of adult support, either individually, in small groups or large groups. Extra support outside of core lessons, in the form of intervention groups, is allocated according to a child’s attainment and progress. Children with SEND are entitled to a full curriculum and they have the same opportunities in lessons, to attend educational visits and take part in other educational enrichment activities.

Interventions used in school are decided by senior leaders and class teachers and their effectiveness is reviewed regularly.  Effectiveness is regularly reviewed.