The Federation of St George's RC Primary School with Our Lady & St Peter RC Primary School

Our Lady and Saint Peter RC Primary School

Children at the Centre ~ Jesus at the Heart

Saint George’s RC Primary School

We Love, Live, Learn in the Light of Christ.

George Street, Bridlington, East Riding of Yorkshire YO15 3PS

01262 670138

Our Lady and St Peter RC Primary Academy

Children at the Centre ~ Jesus at the Heart

Special Educational Needs




This policy was reviewed and updated in December 2014, in accordance with the changes by the coalition government in reforming the way in which provision and support is made for children and young people with special educational needs and/or disabilities in England. New legislation (The Children and Families Act 2014) enacted on the 13th March comes into force from the 1st September 2014. A new SEN Code of Practice also accompanies this legislation.


More details about the reforms and the SEN Code of Practice can be found on the Department for Education’s website:


One significant change arising from the reforms is that Statements of Special Educational

Needs, for those children with the most complex needs, have now been replaced with a new Education, Health and Care (EHC) Plan. These plans are being supported by an Education, Health and Care Plan Pathway. You can find more information about this on the East Riding of Yorkshire Council website at



The SEND Local Offer is a resource which is designed to support children and young people with special educational needs and/or disabilities and their families. It describes the services and provision that are available both to those families in East Yorkshire that have an Education, Health and Care Plan and those who do not have a plan, but still experience some form of special educational need. The SEND Local Offer includes information about public services across education, health and social care, as well as those provided by the private, voluntary and community sectors.



Our Lady and Saint Peter’s values the importance of inclusion and ensuring that we provide a broad and balanced curriculum that caters for all children despite their difficulties. The National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. Some children have barriers to learning that mean they have special needs and require particular action by the school.


These requirements are likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities. Such children may need additional help or different help from that given to other children of the same age.


Children may have special educational needs either throughout or at any time during their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child.


The Disability Discrimination Act identifies the fact that some pupils with disabilities may have learning difficulties that call for special educational provision. However, not all children defined as disabled will require this provision. A child with asthma or diabetes, for example, may not have special educational needs, but may still have rights under the Disability Discrimination Act. We will assess each child as required, and make the appropriate provision, based on their identified needs.




The aims of this policy are:


To create an environment that meets the special educational needs of each child and therefore ensure all children are fully included in all areas of the curriculum and wider school life.

To ensure that the special educational needs of children are identified, assessed and provided for;

To make clear the expectations of all partners in the process;

To identify the roles and responsibilities of staff in providing for children’s special educational needs;

To enable all children to have full access to all elements of the school curriculum;

To ensure that parents are able to play their part in supporting their child’s education;

To ensure that our children have a voice in this process.


Educational inclusion


In Our Lady and Saint Peters we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community. Through appropriate curricular provision, we respect the fact that some children will require extra support through their schooling.


Teachers respond to children’s needs by:


Providing support for children who need help with communication, language and literacy;

Planning to develop children’s understanding through the use of all their senses and of varied experiences;

Planning for children’s full participation in learning, and in physical and practical activities;

Helping children to manage their behaviour and to take part in learning effectively and safely;

Helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.


Special educational needs


Definitions of special educational needs (SEN) taken from section 20 of the Children and Families Act 2014.


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 them. A child of compulsory school age or a young person has a learning difficulty or disability if they:


  1. a) have a significantly greater difficulty in learning than the majority of others of the same age; or


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


A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.


Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.



Responsibility for the coordination of SEN provision


The people responsible for overseeing the provision for children with SEN are Anne Parr and Angela Spencer (Co Heads)


The person co-ordinating the day to day provision of education for pupils with SEN is

Stella Clarke (SENCo)



Arrangements for coordinating SEN provision


The SENCO will hold details of all SEN records for individual pupils.



All staff can access:


  • The Our Lady and St Peter Primary School SEN Policy


  • A copy of the full Additional Needs Register.


  • Guidance on identification of SEN in the Code of Practice


  • Information on individual pupils’ special educational needs, including pupil support plans, and child friendly targets


  • Practical advice, teaching strategies, and information about types of special educational needs and disabilities


  • Information available through East Riding’s  SEND Local Offer



In this way, every staff member will have complete and up-to-date information about all

pupils with special needs and their requirements which will enable them to provide for the individual needs of all pupils.


This policy is made accessible to all staff and parents in order to aid the effective coordination of the school’s SEN provision.



Admission arrangements


Please refer to the information contained in our school prospectus.

The admission arrangements for all pupils are in accordance with national legislation, including the Equality Act 2010. This includes children with any level of SEN; those with Education, Health and Care Plans and those without.

All children undertake assessment when they join the school (other than in Early Years) whether it is felt they have special educational needs or not. This is in addition to receiving records from previous schools. The children will undertake set Reading, Spelling and Maths testing to ensure an accurate baseline is achieved. If it found that they require extra support additional testing may take place We use this information to provide starting points for the development of an appropriate curriculum for all our children.


From June 2012 the school began to use a new system to identify whether children were underachieving or had Special Education Needs (for further information on this see the document SEN and Underachievement Identification)


If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available classroom and school resources. This level of support was previously known as School Action and is now known as School Support. The child’s class teacher will offer interventions that are different from or additional to those provided as part of the school’s usual working practices. The class teacher will keep parents informed and draw upon them for additional information. The Special Educational Needs Coordinator (SENCO), if not already involved, will become involved if the teacher and parents feel that the child would benefit from further support. The SENCO will then take the lead in further assessments of the child’s needs.


We will record, in a School Support Plan (SP) or Individual Behaviour Plan (IBP), the strategies used to support the child. The SP/ IBP will show the short-term target set for the child, and the teaching strategies to be used. It will also indicate the planned outcomes and the date for the plan to be reviewed. In most cases, this review will take place once a term.


If the SP/IBP review identifies that support is needed from outside services, we will consult parents prior to any support being actioned. In most cases, children will be seen in school by external support services. This may lead to additional strategies or strategies that are different from those used previously. This enhanced level of support used to be known as School Action Plus, But is now classified under School Support. External support services will provide information to add to the SP/IBP. The new strategies in the SP/IBP will, wherever possible, be implemented within the child’s normal classroom setting although some children will benefit from receiving support in a small group withdrawn from the classroom.


If the child continues to demonstrate significant cause for concern, a request for statutory assessment will be made to the LEA. A range of written evidence about the child will support the request.


Types of SEN


SEN is divided into 4 types:

  • Communication and Interaction - this includes children with speech and language delay, impairments or disorders, specific learning difficulties such as dyslexia, dyscalculia, dysgraphia and dyspraxia, hearing impairment, and those who demonstrate features within the autistic spectrum.
  • Cognition and Learning - this includes children who demonstrate features of moderate, severe or profound learning difficulties or specific learning difficulties or specific learning difficulties such as dyslexia, dyscalculia, dysgraphia or dyspraxia.
  • Social, mental and Emotional Health - this includes children who may be withdrawn or isolated, disruptive or disturbing, hyperactive or lack concentration.
  • Sensory and/or Physical Needs - this includes children with sensory, multisensory and physical difficulties.


Behavioural difficulties do not necessarily mean that a child or young person has a SEN and should not automatically lead to a pupil being registered as having SEN.


Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN.

Persistent disruptive or withdrawn behaviours do not necessarily mean that a child or young person has SEN.


Identifying and assessing SEN for children or young people whose first language is not English requires particular care; difficulties related solely to limitations in English as an additional language are not SEN.



Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.



A graduated approach:


  1. Quality First Teaching


  1. a) Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.


  1. b) Once a pupil has been identified as possibly having SEN they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.


  1. c) The child’s class teacher will take steps to provide differentiated learning opportunities

that will aid the pupil’s academic progression and enable the teacher to better understand

the provision and teaching style that needs to be applied.


  1. d) The SENCO will be consulted as needed for support and advice and may wish to observe the pupil in class.


  1. e) Through (b) and (d) it can be determined which level of provision the child will need going forward.


  1. f) If a pupil has recently been removed from the SEN register they may also fall into this

category as continued monitoring will be necessary. (Identified as ‘Concern’ on the school’s Additional Needs Register


  1. g) Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.


  1. h) The child is recorded by the school as being under observation due to concern by parent or teacher but this does not automatically place the child on the school’s Additional Needs Any concerns will be discussed with parents informally or during parent’s evenings.


  1. i) Parent’s evenings are used to monitor and assess the progress being made by children.


  1. SEN Support

Where it is determined that a pupil does have SEN, parents will be formally advised of this and the decision will be added to the Additional Needs Register. The aim of formally identifying a pupil with SEN is to help school ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four – part process:

  • Assess
  • Plan
  • Do
  • Review

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.



This involves clearly analysing the pupil’s needs using the class teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the pupil is progressing. This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents. (See section above on formal assessment)



Planning will involve consultation between the teacher, SENCO and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home. The children will be provided with child friendly targets with a copies being sent home for parents to sign and keep at home so they can support their child’s learning


All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.



The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class teacher. They will work closely with teaching assistants and other adults supporting the children to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the pupil’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENCO.



Reviews of a child’s progress will be made regularly. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and where necessary their parents. The class teacher, in conjunction with the SENCO will revise the support and outcomes based on the pupil’s progress and development



3.Referral for an Education, Health and Care Plan

If a child has lifelong or significant difficulties they may undergo a Statutory Assessment

Process which is usually requested by the school but can be requested by a parent. This will

occur where the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.

The decision to make a referral for an Education, Health and Care Plan will be taken at a

progress review. The application for an Education, Health and Care Plans will combine information from a variety of sources including:

  • Parents
  • Teachers
  • Social Care
  • Health professionals


Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.



  1. Education, Health and Care Plans [EHC Plan]
  2. Following Statutory Assessment, an EHC Plan will be provided by East Riding of Yorkshire County Council, if it is decided that the child’s needs are not being met by the support that is ordinarily available. The school and the child’s parents will be involved developing and producing the plan.
  3. Parents have the right to appeal against the content of the EHC Plan. They may also appeal against the school named in the Plan if it differs from their preferred choice
  4. Once the EHC Plan has been completed and agreed, it will be kept as part of the pupil’s formal record and reviewed at least annually by staff, parents and the pupil. The annual review enables provision for the pupil to be evaluated and, where appropriate, for changes to be put in place, for example, reducing or increasing levels of support.



Allocation of resources for pupils with SEN


All pupils with SEND will have access to a part of school’s budget. Some pupils with SEND may access additional funding. For those with the most complex needs, additional funding (High level needs HLN) is retained by the local authority. It would then be the responsibility of the SENCO, senior leadership team and governors to agree how the allocation of resources is used.


Access to the curriculum, information and associated services


Pupils with SEN will be given access to the curriculum through the specialist SEN provision provided by the school as is necessary, as far as possible, taking into account the wishes of their parents and the needs of the individual.

Every effort will be made to educate pupils with SEN alongside their peers in a mainstream

classroom setting. Where this is not possible, the SENCO will consult with the child’s parents for other flexible arrangements to be made.

Regular training and learning opportunities for staff on the subject of SEN and SEN teaching are provided when necessary. Members are kept up to date with teaching methods which will aid the progress of all pupils including those with SEN.

In class provision and support are deployed effectively to ensure the curriculum is differentiated where necessary. We make sure that individual or group tuition is available where it is felt pupils would benefit from this provision.

We set appropriate individual targets that motivate pupils to do their best, and celebrating achievements at all levels.



Evaluating the success of provision

In order to make consistent continuous progress in relation to SEN provision the school encourages feedback from staff, parents and pupils throughout the year. This is done in the form of parent meetings, termly support plan reviews with teachers and TAs, discussion and through progress meetings with parents.

Pupil progress will be monitored on a termly basis in line with the SEN Code of Practice.

SEN provision and interventions are recorded on an individual provision map, which is updated termly. These are updated by the SENCo in collaboration with staff working with the children.



Links to support services

The school continues to build strong working relationships and links with external support

services in order to fully support our SEN pupils and aid school inclusion.

Sharing knowledge and information with our support services is key to the effective and

successful SEN provision within our school. Any one of the support services may raise concerns about a pupil. This will then be brought to the attention of the SENCO who will then inform the child’s parents.



Working in partnerships with parents

Our Lady and St Peter Primary School believes that a close working relationship with parents is vital in order to ensure


  1. a) early and accurate identification and assessment of SEN leading to appropriate intervention and provision
  2. b) continuing social and academic progress of children with SEN
  3. c) personal and academic targets are set and met effectively


In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. The SENCO may also signpost parents of pupils with SEN to the local authority Parent Partnership service where specific advice, guidance and support may be required.

If an assessment or referral indicates that a pupil has additional learning needs the parents and the pupil will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child.



The role of the governing body


The governing body has due regard to the Code of Practice when carrying out its duties toward all pupils with special educational needs.


The governing body does its best to secure the necessary provision for any pupil identified as having special educational needs. The governors ensure that all teachers are aware of the importance of providing for these children. The governing body ensures that parents are notified of any decision by the school that SEN provision is to be made for their child.


The governing body has identified a governor to have specific oversight of the school’s provision for pupils with special educational needs (Mrs H. Wright). The 'responsible person' in this school are the Co Heads (Mrs A. Parr and Mrs A. Spencer). The Co Heads ensure that all those who teach a pupil with a statement of special educational needs are aware of the nature of the statement.


The SEN governor ensures that all governors are aware of the school’s SEN provision, including the deployment of funding, equipment and personnel.


The co heads inform the governing body of how the funding allocated to support special educational needs has been employed.


The co heads and the SENCO meet annually to agree on how to use funds directly related to statements.



Responsible Persons: Mrs A. Parr and Mrs A. Spencer

SENCO:  Mrs S. Clarke.




Signed: Stella Clarke SEN Coordinator



Date: October 2019


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