Special Educational Needs and Disability (SEND) – Disability Equality


Our Policy and our work with children with Special Educational Needs and Disability is undertaken in line with the Government’s Code of Practice for SEND. This is monitored by Mrs Fewkes, the school’s SEND Coordinator and Mrs Duggan the school’s Inclusion Lead and Family Support Worker. As a staff team we aim to identify children with SEND early and, working with you their parents, to assess the exact nature of their learning and development needs to enable us to support each child effectively from the very beginning of their school career.

Children will be supported by action being taken in school which will detail the difficulties the child is facing, the agreed approach to support them in achieving and making progress and targets we have set in conjunction with you, the parents. When appropriate outside agencies, such as Educational Psychologists, Speech and Language Therapists, Dyslexia Specialist Teachers, the School Nursing team and Paediatricians may be called upon to help to assess a child’s level of need and engage with school staff in setting up  additional personalised support for them. It is important that children with SEND still follow a broad curriculum and this will continue alongside additional support provided to accelerate progress and ensure achievement.

The school has a good relationship with agencies such as Speech and Language Therapy, Occupational Therapy, Children and Adolescent Mental Health Professionals,  Educational Psychology and Behavioural Support Units and County Inclusion teams and is able to make appropriate referrals into these services with permissions of parents.
A child with significant levels of need for learning support will have intervention from these experts. Teachers and Learning Support Assistants will work with individual children and small groups to deliver special programmes designed by outside agencies, the SENDCO and the class teacher. It is essential that we work closely with families informing them and consulting with them at every stage and this will include regular reviews of progress and achievement.

If it is considered that a statement of SEND or an Education and Health Plan will best secure the needs of the child, then the school will work with you as parents to make the appropriate referrals to request assessment.

The school also implements a range of interventions, booster sessions and special individualised programmes to enable all  children to ‘catch-up’ with basic skills and plug any gaps they may have, whether they are considered to have SEND or not. These include early literacy support, additional literacy support and ‘Springboard’ (mathematics), Nessie, Gym Trail, Nurture Groups, Social Skills intervention, Assertive Mentoring and additional 1:1 and small group gap filling. This is to ensure that all children have every opportunity to learn and develop to the best of their ability.

SEN Code of Practice

SEND Information Report  

Suffolk info link: