Special Educational Needs and Disabilities Policy







This policy has been written to comply with the statutory requirements laid out in the SEND code of Practice 0-25 (Updated Version January 2015). It has also been written with reference to the following guidance and documentation:


  • Equality Act 2010: advice for schools DfE Feb 2013
  • East Wittering Primary School SEND regulations and Local Offer Feb 2017
  • Statutory Guidance on Supporting Pupils at school with medical conditions April 2014
  • The National Curriculum in England for KS1 and 2 September 2013
  • East Wittering Safeguarding Policy
  • East Wittering Accessibility Plan
  • Easy Wittering Behaviour Policy
  • Teacher Standards 2012


The Local offer and SEND policy have been written with the input of teaching and support staff, the SEND governor and parents of children with SEND.


The Vision for SEND at East Wittering CP School

At East Wittering School all children have equal right to a broad and balanced curriculum which will enable them to achieve their full potential.  Teachers and support staff have high expectations of all pupils. They provide high quality differentiated initial teaching and they use their best endeavours to ensure that children with SEND receive additional or different opportunities precisely matched to their needs.


Decisions about provision for children with SEND are made collaboratively and both parent and children’s views, and aspirations, are considered. Our priority is to ensure children with SEND are developing independence, making academic progress in line with their peers and are preparing to cope with life beyond our setting. 


SEND provision at East Wittering Community Primary School

Our aims and objectives are:


  • To identify, at the earliest possible opportunity, barriers to learning and participation for pupils with SEND;
  • To ensure that every child experiences success in their learning and achieves to their highest possible standard;
  • To enable all children to participate in lessons fully and effectively;
  • To value and encourage the contribution of all children to the life of the school;
  • To work in partnership with parents;
  • To work with the Governing Body to enable them to fulfil their statutory monitoring role with regard to SEND;
  • To work closely with external support agencies, where appropriate, to support the need of individual pupils;
  • To ensure that all staff have access to training and advice to support quality teaching and learning for all pupils.


Defining SEND

The 2014 Code of Practice says that:   ‘A person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At compulsory school age this means that he or she has a significantly greater difficulty in learning than the majority of others at the same age, or, has a disability which prevents him or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.’ SEND Code of Practice: 0-25 years Sept 2014.





Identification Of Special Educational Needs.

The SEND COP 2014 identifies four broad categories of need. These are:


  • Communication and Interaction

Including autistic spectrum and speech and language disorders.

  • Cognition and Learning

Including dyslexia, dyspraxia and dyscalculia; moderate learning difficulties and profound developmental delay

  • Social, Emotional and Mental Health Difficulties

Including ADHD, ADD, attachment disorders, emotional difficulties and mental health difficulties.

  • Sensory/Physical needs.

Including vision, hearing and motor skills.


A child may have Special Educational Needs if special provision needs to be made for them in addition to, and different from, high quality initial teaching. Pupils do not have to be on the SEND register or identified as SEND at our school unless we are taking additional or different actions.   The trigger for intervention at our school is usually staff or parent concerns (based on evidence) about a child’s well-being or progress, when:

  • little or no progress is made academically over a given time period,
  • social, emotional or mental health difficulties persist,
  • sensory and/or physical needs are experienced,
  • or child is struggling to interact and communicate.


At our school we also recognise that there are others factors that may impact on progress and attainment but are not considered special educational needs. For example:

  • disability
  • attendance and punctuality
  • health and welfare (including medical needs such as diabetes, epilepsy, bowel disorders)
  • English as an additional language (EAL)
  • being a child who is looked after (CLA)
  • being a child of a serviceman/woman
  • being in receipt of the pupil premium grant


Graduated Response to SEN Support

Class teachers are continually aware of children’s learning. If they observe that a child is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause. This can be characterised by progress which:

  • is significantly slower than that of their peers starting from the same baseline,
  • fails to match or better the child’s previous rate of progress,
  • fails to close the attainment gap between the child and their peers.


When analysing the data of all pupils at our school (completed three times a year) the assessment manager or SENCO will be able to identify any pupil who is not making the expected progress.  These children are then discussed with appropriate school staff.  The progress of every child is also monitored at termly pupil progress meetings held with the class teacher, Head Teacher, Assessment Manager and SENCO. The children who are identified as not making progress, despite high quality initial teaching in the classroom, are discussed with the SENCO and a plan of action is agreed. This is part of the graduated approach cycle of ‘Assess, Plan, Do, Review‘, required in the Code of Practice.   


Gap Planning

If a child is identified as making less progress than previously, or having a change in social and emotional well-being, staff work together to identify a cause/area of need.  This need becomes the focus of a Gap Plan.  This is an informal document used to identify that there is a ‘gap’ between a child and their peers and immediate action is needed to close the gap. These plans are reviewed termly. Hopefully, following a period of gap intervention a child’s progress will be accelerated or social or emotional issues stabilised.


In the situation where other needs arise, the gap plan can be reviewed and adapted.  If a child remains on the same gap programme for two terms or more in an academic year then further discussion needs to be held to decide whether the child has a special educational need that requires ‘School SEN support’ through a more formal programme of intervention.


School SEN Support

 Once a child has been identified as needing ‘School Support’ the following paperwork is completed:

  • Annually, a one-page-profile is used to record the child’s interests, what is important to them, what their friends think of them and what helps them to achieve. This is completed with the child and acts as a guide to all school staff. It is also available for visiting teachers. The information may be updated during the year.
  • Termly, at progress meetings or parent evenings, an Individual Learning Programme, (ILP) is produced and/or reviewed with the parent and child. The plan records specific and challenging targets for the child to achieve in a given time, together with the personalised provision (1:1 or in a small group) which will enable the child to achieve the targets. An ILP also states which adults will support the child to achieve their goals. On the front of this programme the child identifies their strengths and the areas of learning they find difficult. There is also a  place for the parent to record their thoughts about how their child is doing.
  • Half termly, Teachers and Learning Support Assistants (LSAs) discuss the ILP and record progress towards targets. New targets can be added at any time.
  • During each session teachers and LSAs keep records of the achievements of children towards their targets.

At East Wittering School we believe that all children learn best with the rest of their class. Our aim is for all children to be working independently, in class, at the cusp of their potential. Children with SEN and disabilities are entitled to be taught by their teacher, not always by a LSA. Teachers aim to spend time each day working with all children with SEN, individually or as part of a group.


When allocating additional LSA support to children, our focus is on outcomes, not hours: we aim to put in sufficient support to enable the child to reach their challenging targets, but without developing a learned dependence on an adult.

When considering an intervention, we look first at the child’s profile of learning in order that we can select the intervention which is best matched to the child.  Targets for children at School Support (SEN Support) are deliberately challenging in the attempt to close the attainment gap between the children and their peers. Interventions are often crucial in closing these gaps, so are monitored closely by both the class teacher- who monitors progress towards the targets during the intervention- and by the SENCO who monitors overall progress after the intervention.

  • Interventions are usually planned in 6 week blocks,
  • At the end of each block, children’s progress towards their targets is assessed and recorded by the LSA and class teacher,
  • A decision is then made as to whether to continue the intervention, to swap to a new intervention, or to allow a period of consolidation in class.

Moving to an EHCP (Education, Health and Care Plan)

If children fail to make progress, in spite of high quality, targeted intervention at School SEN Support, we may apply for a statutory assessment for an EHC Plan. Generally, we might apply for an EHC Plan if:

  • The child’s achievements are so far below their peers that we think it likely that the child will always need significant support with learning and/or may at some point, benefit from special school provision.
  • The child is looked after (CLA), and therefore additionally vulnerable
  • The child has a disability which is lifelong and which means that they will always need support to learn effectively.

Having a diagnosis (e.g. of ASD, ADHD or dyslexia) does not mean that a child needs an EHC Plan.

If the application for an EHC Plan is successful, the Local Authority will work with parents, the child and the school together with any health or social care professionals who are involved with the family. The assessments will record the child’s strengths, their dreams and aspirations as well as the barriers they face. Following the meeting, the LA will produce the EHC Plan which will record the decisions made from assessments. This then becomes a statutory document and any funding received by the school will be used to support the child to achieve the objectives set out in the EHC Plan.

Family Support Network

The Family Support Network (FSN) is a network of agencies and support workers who can co-ordinate work with families who need some advice or guidance.  This could be related to a range of issues e.g. a child’s behaviour at home, a concern about a child’s mental health, a bereavement in the family, attendance problems.  Our school is able to signpost families to these services or open an Early Help Plan to record the needs and concerns of the family.  The Family Support Network will help give advice on the support available or they might allocate a Family Outreach Worker or Think Family Keyworker to support the family directly.   Whilst receiving support through an Early Help Plan a family will be invited to attend meetings to discuss what is going well and what still needs to change.  Speak to the school office and make an appointment with the SENCO if you would like help or support.  

The Teaching and Learning Environment

East Wittering School is accessible to all users. The school is one level, corridors are wide and we have an easy access toilet.   Other adaptations to the physical environment will be made, as appropriate, to accommodate children with other sensory disabilities.

All of our classrooms are inclusion-friendly: we aim to teach in a way that will support children with tendencies towards dyslexia, dyspraxia, ASD etc. This is good practice to support all children but is vital for those who particularly need it. All of our children access the full National Curriculum, and we recognise achievement and expertise in all curricular areas. As part of normal class differentiation, curriculum content and ideas can be simplified and made more accessible by using visual, tactile and concrete resources.

All of our children have equal access to any lunchtime and after school clubs which develop engagement with the wider curriculum. Class trips are part of our curriculum and we aim for all children to benefit from them. No child is excluded from a trip because of SEN, disability or medical needs.

Staff Expertise

All of our teachers are trained to work with children with SEN. They all have access to advice, information, resources and training to enable them to teach all children effectively. We offer training and self-help opportunities through access to in house training or courses, provision of books or guidance towards useful websites. Training opportunities will be planed into the School Improvement Plan.


Some of our LSAs have received Speech and Language Training, Emotional Resilience training or have completed courses about Autism. Most of the staff have been trained in Team Teach techniques. LSAs are also involved in in-school training and work closely with the class teachers.

If we identify information we can’t access without the aid of additional, more specialist help, the school is able to seek additional expertise from the local authority. This includes access to Educational Psychologists and Advisory Teachers. Health advice can be sought from school nurses and wider support for families is available from the Family Support Network.


Roles and Responsibilities

Class Teachers

Enquiries about an individual child’s progress should be addressed at first to the child’s class teacher since he or she is the person who knows the child best.  They remain responsible for working with the child on a daily basis and for assessing, planning, delivering and reviewing an ILP (Individual Learning Programme).  They are also required to request to meet and share current and achieved targets with parents (ideally when they are updated) but at least once a term. This could be at a parent evening meeting or in addition to these.



Other enquiries can be addressed to the school’s SEND Co-ordinator (SENCo), Mrs K Geary. The SENCO has responsibility for:


  • Liaising with teachers, support staff, parents/carers and support agencies on matters relating to SEND provision;
  • Overseeing the day to day operation of the school’s SEND policy as well as co-coordinating provision for pupils with SEND;
  • Monitoring the writing and review of ILPs and One page profiles and overseeing all records of the pupils with SEND;
  • Organising the annuals reviews of children with EHC Plans;
  • Analysing the school data to monitor the progress of children with SEND;
  • Regularly reporting to the Head teacher and Governors;
  • Ensuring that all transition arrangement are in place for all children on the SEND register is passed on at the end of the Summer term;
  • Identifying and ensuring the training needs of all staff are met in relation to SEND.


Parents and Children

We aim to have good and informative relationships with all of our parents. If a child is experiencing difficulties, parents will be informed either at parents’ meetings (autumn and spring terms) or during informal meetings to discuss the child’s progress.  Once a child has been identified as having SEN, the class teacher will invite the parents to a meeting to:

  • Formally let them know that their child is being placed at School SEN Support on the SEN register
  • Discuss assessments that have been completed
  • Agree and plan provision for the next term.

Depending on their age, and their interest, the child may be invited to attend all or part of the meeting.  Thereafter, parents – and children - are invited to a meeting at least each term to review progress made, set targets and agree provision for the next term. In the summer term, an annual review of the provision and progress is held between the parent, child and class teacher.

The Governing Body

The governing body should have regard for the Code of Practice when carrying out duties towards all children with SEND. This enables them to:


  • Ensure that the necessary provision is made for pupils with SEND,
  • Co-operate with the Head teacher and SENCO to determine the school’s policy and approach to provision for pupils with SEND,
  • Ensure that teachers are aware of the importance of identifying and providing for those children with SEND,
  • Ensure that governors are update on SEND attainment, progress and developments regularly,
  • Ensure that parents are being notified by the school that SEND provision is being made for their child,
  • Ensure that children with SEND are included as far as possible into the activities of the school and with other children,
  • To consult with the Local Authority and governing bodies of other school if appropriate it eh interests of co-ordinated provision in the area.


The named governor responsible for SEND is Mrs C Bacon.   


The Designated Teachers responsible for safeguarding are Mrs S Parker and Mrs C Garrett.

The Designated Teacher responsible for children who are looked after is Mrs A Powell.

The designated member of staff responsible for managing the school’s responsibility for meeting the medical needs of children is Mrs S Parker supported by appropriately trained LSAs. The school nurse is often involved when children have significant medical needs.


Admission Arrangements

The governing body agrees with the Local Authority admissions criteria which do not discriminate against pupils with special educational needs or disabilities, and its admissions policy has due regard for the guidance in the Code of Practice 2014.  The admission arrangements for children with SEND and without an EHCP are no different to other children. However, careful attention is paid to identifying the individual needs of children on entry to our school.  Parents or carers of children with additional needs are advised to approach the school well in advance so plans can be put in place in a timely manner.


Transition Arrangements

We understand how difficult it is for children and parents as they move into a new class or a new school and will do what we can, according to the individual needs of the child, to make transitions between classes - including from pre-school - as smooth as possible. This may include, for example:

  • Additional meetings for the parents and child with the new teacher
  • Additional visits to the classroom environment in order to identify where the toilets are, where the pegs are etc.
  • Opportunities to take photographs of key people and places in order to make a transition booklet.
  • Enhanced transition arrangements are tailored to meet individual needs.

Relevant information about a child’s needs will be passed on to the secondary school staff when they visit the primary setting to meet the child. Those on the SEN register will be highlighted. The secondary school SENCOs are invited to review meetings in the Summer Term and all record relating to SEND are passed to them. Additional transition arrangements may be made at these reviews.


The school works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting pupils’ needs.  All complaints are taken seriously and are heard through the school’s complaints policy and procedures.


Review Framework

This policy will be reviewed annually (or sooner in the event of revised legislation or guidance).


Signed:   A. Powell                             SENCO

Signed:                                            Head Teacher

Signed:                                           Chair of Governors

Date:  2nd March 2017

Review Date:  February 2018