At Shawlands Primary School we welcome everyone into our community and we believe that every child should have the opportunity to follow the EYFS, KS1 and KS2 curriculum.

We are an inclusive school and believe that all children should be valued and treated with respect.  The school uses its best endeavours to ensure that the provision for all its pupils is of the highest possible standard, whilst acknowledging that we are continuingly striving to improve our practice.  We are committed to narrowing the attainment gap between children with SEND and their non-SEND peers.  We are working to achieve this in variety of different ways.  This may include out of school interventions, short-term intervention learning or other learning interventions developed on an individual basis.

Our Special Educational Needs Co-ordinator (SENCO) is Sue Bailey.  Our SEN Governor is A. Bailey.

The school works with due regard to the SEN Code of Practice (2014) to meet the needs of pupils with Special Educational Needs including the 4 broad areas of needA. Bailey

Communication and Interaction

Cognition and Learning

Social Emotional & Mental Health Difficulties (SEMH)

Sensory and / or physical needs


A child or young person has SEND 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:

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

(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 (Clause 20 Children and Families Act 2014)’ (SEND Code of Practice 0 – 25, 2014, p94)

A pupil will be deemed to have Special Educational Needs “where their learning difficulty calls for special educational provision, namely provision different from, or additional to, that normally available to pupils of the same age.” (SEND Code of Practice 0 – 25, 2014, p94) A pupil’s Special Educational Need will be identified in discussion with parents and, where appropriate, with pupils.

At Shawlands Primary School we will endeavour to identify pupils with SEND at an early stage in their education although we recognise that some pupils’ needs will only become evident as they develop.

Where a pupil is identified as having a Special Educational Need or Disability, their needs will be categorised as per the SEND Code of Practice 0 – 25 (2014) into the following four categories of SEND:

  • Communication and Interaction – children with speech, language and communication needs, including those with an Autistic Spectrum Disorder.
  • Cognition and Learning – children with moderate, severe or profound and multiple learning difficulties.
  • Social, emotional and mental health difficulties – this includes children who show with withdrawn or challenging behaviours for a variety of reasons, have attention deficit disorder, attention deficit and hyperactivity disorder or attachment disorder.
  • Sensory and/or physical needs – this includes children with a visual impairment, hearing impairment, multi-sensory impairment or a physical disability.

Equality Act 2010


A disability 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 includes:


  • Sensory impairments such as those affecting sight and hearing
  • Long term health issues such as asthma, epilepsy and cancer

Following the SEND Code of Practice, the School uses a graduated approach when meeting the needs of children with SEN. Please note that parents/carers can refer a concern to staff directly using our ‘Parental Concern Investigation Report’ which can be found on page 19 of the full SEND policy (see online or ask our office for details).  Up to 20% of children and young people have special educational needs at some stage in their lives; only around 2% have special educational needs which are of a severe and complex nature.  For many children, simple changes to the way that the curriculum is delivered can make a significant impact on removing the barriers to their learning.

  • In the first instance make an appointment to speak to your child’s class teacher.
  • The teacher might feel that it would be helpful to have the SENCO attend the meeting also.
  • The School closely monitors all of its children with special needs and at the meeting we may feel that we do need to put in place some strategies and interventions to try and remove your child’s barriers to learning.
  • Some children will need something which is ‘additional to and different from’ that which is normally provided for all children.
  • If a child requires this type of support the School will monitor them according to the SEND Code of Practice 2015. You will be kept informed of the additional support that your child is receiving. This could mean that the class teacher may be using different strategies to help your child to learn, or perhaps your child will be receiving some additional support in a small group alongside other children with similar needs.
  • Parent Meetings
  • Specially arranged meetings with the class teacher/SENDCO.
  • Personal profiles (Individual Education Plans)
  • Annual Review (For children on Statements or EHCP’s)
  • TAF (Team Around the Family)/EHA (Early Help Assessments) Meetings
  • The small group work will be carefully targeted to address your child’s needs and his/her progress will be closely monitored and evaluated.
  • At this point you may be able to support your child e.g. extra reading practice, or providing opportunities to practice new skills that have been taught in class.
  • The School will monitor your child at this stage for a period of time. You will be kept informed of their progress through regular meetings.       At the meeting the School will share with you how they plan to personalise learning for your child.      
  • Often this level of support in addition to the classroom curriculum differentiation is sufficient to mean that your child no longer has barriers to their learning and they start to make progress. However, for some children this may not be enough and the School, with your agreement, will make the decision to increase the level of support provided.      
  • Sometimes the School may decide to involve some external professionals or agencies to provide them with more specialist advice and guidance in order to support them to remove the barriers to your child’s learning.   This external support might be from an Educational Psychologist; Speech and Language Therapist; Occupational / Physiotherapist; Specialist Advisory Teacher; or a medical professional. If your child’s needs are wide ranging or more complex, then it may involve several of these people who will need to work in a co-ordinated way.
  • As more people become involved in helping the School to meet your child’s needs, your child’s class teacher or the SENCO, or Head teacher in School may decide an Early Help Assessment (EHA) meeting is required. Once established, the TAF will help the School to organise Team Around the Child Meetings where everyone involved, (including yourself), can sit down together and discuss the best way forward to help the School help your child to make progress.
  • The School may decide to draw up an Personal Profile (Individual Education Plan). This will record the additional more specialist strategies and interventions that will be required to help remove the barriers to your child’s learning. You will be kept informed all the way through the process and will be able to make suggestions as to how you can help at home to ensure all round support for your child.
  • Only a very small percentage of children require support of an additional nature beyond this. If this is the case, then the SENCO may discuss with you the possibility of asking the Local Authority to undertake a statutory assessment of your child’s needs. If this is considered appropriate, then the School will collect together all your child’s information and evidence of all the carefully evaluated additional strategies and interventions that have been put place and with your permission send it off to the Local Authority for them to consider the information at a panel meeting and make a decision whether or not to carry out a statutory assessment of your child’s needs.       Whilst this is taking place the School will continue to meet your child’s needs with the support that is already in place.
  • Once the Local Authority receives a request to consider whether to make a Educational Health Care Plan (EHCP) assessment or not, a legal timescale begins. The process of statutory assessment is carefully bound by the legislation and guidance within the SEND Code of Practice. The SENCO will be able to explain the process and timescales to you or alternatively you would find this in the SEND Code of Practice. If the decision is made to go ahead with a statutory assessment then the Local Authority will signpost you to guidance and support that will assist you through the process for example from the Parent Partnership Service.
    • ‘Quality First Teaching’ is an entitlement for all children and School are constantly striving to ensure that this is of a ‘good’ or ‘outstanding’ quality at all times in school.       This is the classroom (or subject) teaching that your child receives on a daily basis from the class or subject) teacher. Lessons are carefully differentiated to take account of different learning styles and abilities.
    • In addition, the School staff can gain knowledge and skills from the Inclusion Development Programmes for Dyslexia, Speech, Language and Communication needs, Behaviour and Autism which enhance their daily teaching practice in order to make the classroom environment and the delivery of the curriculum more accessible for children with needs. Teaching and learning is carefully targeted to meet individual need.       This is called personalised learning.
    • Where appropriate, children may have access to additional small group activities for short periods of time alongside other children with similar needs. The work carried out in small groups is carefully overseen by the class teacher who is responsible for monitoring the child’s progress and targeting the support carefully. The School currently has the following group interventions available for children, but if a child was considered to need something different then this would be accommodated.
    • Lego Therapy
    • Nurture/Mindfulness Programme
    • Music Interaction
    • Social Stories
    • Dyslexia Support programmes (Beat Dyslexia)
    • Clicker 6
    • Read, Write, Ink – Phonics Programmes
    • Mental maths sessions
    • Specifically tailored 1:1 Programmes
    • Lifeskills programmes
    • Jump Ahead – focussing on fine and gross motor skills
    • Makaton
    • Speech and Language programmes
    • Now and Then boards/Visual Timetables etc
    • In rare cases an individual personalised curriculum may be required and we would always seek advice of outside agencies to support with this. Some children may require interventions of a 1/1 nature for very short periods of time. Again these are overseen by the class teacher and progress is carefully monitored. Some of these interventions are Makaton, Read, Write, Inc, Lego Therapy, Nurture Group work, Music Interaction etc.
    • The Head teacher/SENCO is responsible for the allocation of 1/1 / group interventions support timetable for the School. This information is detailed within the School’s Provision Map.
    • To accommodate a child with this need several staff have been trained to use Makaton.
    • Visual cues are clearly displayed in some classrooms and communal areas where needed in order to facilitate easier access for our children who require a communication friendly environment.       Visual timetables are clearly displayed in classrooms where needed.
    • The School is working towards the achievement of a dyslexia friendly environment. A wide range of dyslexia friendly strategies are evident in all classrooms ensuring a consistent approach for children with literacy difficulties of a specific nature.
    • The School has made a range of reasonable adjustments to internal and external teaching and learning environments. These are as follows:
    • Accessible classrooms – ramped/lift access to all areas of school
    • Use of appropriate equipment when required e.g. standing frames, wheelchairs, walkers, visual aids, laptops etc.
    • Makaton signage, visual aids and timetables used in classrooms and surrounding areas where required for specific children.
  • The School has a rigorous programme for assessing children’s learning. Some assessment takes place at the end of specific pieces of work to inform teacher’s planning of the children’s next steps in learning. Also, on-going assessments take place on a daily/regular basis to ensure that the opportunities presented to children are appropriate to meet need and aid their learning and development.      
  • The same systems and procedures are in place for children with special educational needs. In some instances additional assessments may be appropriate for children with special educational needs in order to provide additional information to determine their strengths and areas for development.       The School has access to the following additional assessments if they are deemed necessary to identify learning needs: B Squared Assessments linked to P Levels.
  • The SENCO/class teacher will be happy to discuss any additional assessments used, the results achieved and the implications for future learning. However, it is felt that something more specialised is required then the relevant service could be contacted to discuss this.
  • The School sets aspirational targets for all its children including those with special educational needs.       Individual targets are shared with children so that they are aware of what they need to learn next.
  • Children with special educational needs who have individualised education plans are aware of their learning targets and are engaged in the discussions relating to how much progress they feel they have made. Parents’ contributions are welcomed.

Shawlands Primary School uses the definition of SEN and disability as set out in the SEND Code of Practice and Equality Act 2010 (See Section 1).

We recognise the importance of early identification and aim to ensure that robust measures are in place to highlight children who are falling behind or who are facing difficulties with any aspect of learning or social development at the earliest opportunity.

This process of early identification is supported by:

  • Review of skills and attainment when pupils join the school, taking into account information from any previous settings or agencies as appropriate.
  • Termly tracking of all pupils to monitor rates of progress and attainment.
  • Concerns raised directly by parents or other agencies.

As well as progress in core subject areas, progress in other areas will also be considered such as social development and communication skills.

The needs of all individuals and groups will be met by:

  • Setting suitable learning challenges within a broad and balanced curriculum, for all children.
  • Responding to pupils’ diverse learning needs.
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

In determining whether a pupil may have SEND, consideration will also be given to other factors which may be affecting pupils’ progress and achievement including:

  • Their attendance and punctuality
  • Their health and welfare
  • Having English as an Additional Language (EAL)
  • Being in receipt of Pupil Premium Grant
  • Being a Looked after Child (LAC)
  • Being a child of a serviceman/woman
  • Family circumstances
  • Economic disadvantages

Shawlands School acknowledges that consideration of these factors will be particularly important when a child is displaying challenging behaviour or becoming isolated and withdrawn. Such behaviours can often mask an unmet need and further assessments will be undertaken to determine any underlying factors affecting behaviour which may not be SEND.

Before deciding that a pupil requires additional send support the SENCO and class teacher will review current arrangements to meet the child’s needs within daily class teaching and consider any further modifications and adaptations that should be put in place to support good progress.

The school will use the graduated response as laid out in the SEND Code of Practice 0 – 25 (2014) and Equality Act 2010 as follows:

(See policy section online for image that explains this part of the process)

Using Teacher’s assessments through STAT and other appropriate assessments and discussions with parents, the SENCO and class teachers will meet termly (or half termly if deemed necessary), to discuss the provision of needs of the pupils in their class at all levels. Consideration will be given to the academic achievement of each pupil, the progress made and the mental and emotional resilience demonstrated by each pupil, including the behaviour exhibited in school and reported behaviours from home.

Where these meetings identify children making less than expected progress for their age and individual circumstances, “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.
  • Widens the attainment gap.”
  • (SEND Code of Practice 0 – 25, 2014, p95)


    The SENCO and class teacher will consider Targeted Support regardless of whether they are deemed to have SEND.  (See appendix 2 in the Disability Policy) for the types of Interventions in place).

  • During the academic year 2016-2017, an independent audit was carried out and the school has made great strides to update all policies and practices.

    • The School has a robust policy for special educational needs. The policy is implemented by all members of staff and its effectiveness is monitored and evaluated by the Governing Body on an annual basis. The SENCO regularly feeds back to Governors, enabling up to date general information on the progress of children with SEN and the provision made for them to be shared with the whole governing body.       Information from parental questionnaires and children’s comments are reported to the Governing Body in relation to the support provided or feedback on the effectiveness of new resources. This will also help us to ensure that we make the necessary developments to ensure we have used our best endeavours to minimalise the gaps in our provision for children with SEND.

    What support is available for children / young people with SEND?

    • Differentiated first quality teaching
    • Small group work and 1:1 support is available
    • Booster groups
    • Individualised support programmes e.g. physio, speech and language
    • Targeted TA support running specific programmes of need e.g. Read Write Ink, Jump Ahead, Dyslexia Programmes, Maths Programmes, Lego Therapy, Special Friends (A programme for children with ASD to work on Social Skills), Music interaction.


  • Meeting the needs of pupils with SEND

    When it is evident that a pupil will require higher levels and more tailored support than is available from everyday teaching we will offer Additional SEND Support.

     Parents will be formally notified that their child will receive this additional support and placed on the SEND register where his/her progress and provision can be monitored more closely.



    The register provides an updated record of all pupils receiving additional SEN support so that:

  • Progress and achievements of pupils with SEND can be more closely monitored.
  • There is an overview of the range and level of need across the school.
  • School provision reflects and is responsive to current profile of need. 
  • Close monitoring of this register also provides evidence to show impact of the school provision for pupils with additional needs.


    Once identified as requiring additional SEND support, pupils will receive a planned package of support to remove barriers to learning and put in effective special educational provision. This will be managed through a four part cycle of assessment, planning, intervention and review.  This cycle is known as the Graduated Response and follows the model described in the SEN Code of Practice.  It will enable a growing understanding of the pupils’ needs and the nature of support the pupil will need to make good progress and secure positive outcomes.  Depending on the need of each pupil, successive cycles will draw on more detailed approaches, more frequent review and more specialist expertise.


    The Graduated Response:


    Once a child has been identified as having SEND, requiring additional SEND support, a more detailed assessment of the pupil’s needs will be carried out. Support will be put in place as follows:

    • The class teacher will remain responsible and accountable for the progress and development of the pupil.       They will continue to provide high quality teaching and learning opportunities that are differentiated to the needs of the individual pupils.
    • The class teacher and SENCO will meet to discuss the individual needs of the child and to discuss possible strategies and intervention programmes to support the child on a half-termly/termly basis.
    • The teacher/SENCO will meet with the parents of the child, along with the child, to discuss and agree the strategies to be used in school and strategies that could be used at home. This will be recorded on a Personal Profile (Individual Education Plan – IEP – see Appendix 6). This will be reviewed on a termly basis.
    • It may draw on assessments and reports from external agencies involved with the pupil such as speech and language therapist.
    • The SENCO may also carry out more diagnostic assessments of needs in key areas of difficulties.


    Each pupil’s difficulties will be considered against the four broad areas of needs:

    • Communication and interaction
    • Cognition and Learning
    • Social, Emotional and mental health difficulties
    • Sensory and/or physical needs

    The school recognises that it is highly likely that the needs of individual pupils will overlap across one or more of these areas of need or that needs may change over time.

     The comprehensive assessment will give a detailed picture of each child’s strengths and their primary and secondary special needs.



    The school will use the information from the assessment to draw up a plan to show the support that will be offered. The plan will:


    • Be outcome focused with the desired benefit or difference from any intervention is clearly identified and to support the evaluation of any impact of any provision.
    • Outline a range of additional interventions and approaches that will be made available to support progress towards these outcomes.       The full range of additional interventions are set out on our school provision map and can be read as Appendices 2 and 8 to our SEND policy.
    • Highlight the ways parents can be involved to reinforce and contribute to progress outside of school.
    • Give details of the role and input of external agencies when they are involved with a pupil.
    • Be recorded on Personal Profile Plans (Individual Educational Plans – IEP’s) or in our individual pupils SEND Spidergram and One Page Profile.       (See Appendices 7 and 9)
    • Be shared with all key teachers and support staff so that they are fully aware of the outcomes sought, the support on offer and any particular teaching strategies and approaches that have been agreed.
    • The SENCO will deploy appropriate support through intervention programmes or individual support from trained/specialist Teaching Assistants and will monitor the quality of that provision.
    • Regular feedback between class teacher and intervention staff will ensure continuity in learning for the child.
    • The SENCO will keep records of the progress made through interventions and will track the cost of these.
    • The class teacher will use formative assessment strategies to monitor progress made towards Personal Profile (IEP) targets and adapt where necessary. This will take place monthly.

     Parents will receive a copy of this plan which will clearly show the period it covers and when it will be reviewed.



    Class teachers, with the support of the SENCO will take the responsibility for overseeing the implementation of the plan. This will ensure that the additional support offered is linked closely to the general curriculum offer and maximise the opportunities to reinforce and consolidate key skills within the context of the class.

    This will be particularly important when the intervention takes place outside of the classroom.   There will be regular liaison and feedback with staff delivering interventions so that any required refinement of the support can be managed promptly.  This will ensure continuity in learning for the child.

    The SENCO will keep records of the progress made through interventions and will track the cost of these.



    The impact of any additional support offered will be reviewed at least termly. Parents will be invited to attend along with pupils when this is appropriate. 

    Depending on the level and complexity of need this review may be included in the general school cycle of parental consultation meetings.

    Where the pupils’ needs are more complex and they receive support from a range of specialist agencies a separate review meeting will be arranged so that all key parties can contribute. 

    At the review the following will be considered:

    • Impact of each element of the intervention towards the identified outcomes.
    • Pupils’ response to the support and view of their progress where this is applicable.
    • Views of parents and specialist agencies.
    • Next steps with refinement and adjustments to the support offered as required.


    Where progress has been limited, further analysis and assessments will be made to ensure the provision offered matches the nature and level of needs. Where adaptations are required the SENCO and class teacher will discuss these and make adjustments to the provisions.  If may be decided that further investigation is required by the school SENCO in identifying specific difficulties whereby in-school assessments will be used. 

    If not already involved and with the agreement of parents, the SENCO will make a referral to an external specialist agency. A CAF may also be raised by the SENCO or School Welfare Officer, especially where an assessment for an EHCP is requested.

    All forms of intervention begin with an entry assessment and end with an exit assessment allowing for direct comparison, thus enabling the SENCO to measure the impact of interventions on the progress of children undertaking the intervention.

    A Full list of external agencies the school uses to support the progress and welfare of pupils with SEN is included in Appendix 3 of the School’s SEND Disability Policy 2016

  • Support from external agencies up-skilling staff.
  • Bespoke training e.g. Makaton, Speech and Language, Dyslexia, Memory Retention work, Lego Therapy Training, Special Friends training etc. by sourcing appropriate to meet the needs of our children.
  • Continuous in-house training e.g. up-skilling new and experienced staff through visits to other schools, staff meetings and designated inset days.
  • Support from other experienced SENCO’s to improve practices in school.
  • Specialist TA’s/HLTA’s leading specific areas of SEND Training to up-skill other TA’s.
  • Through Performance Management of both Teachers and Teaching Assistants we identify CPD requirements of all staff.
  • Through employing specialist staff to work with our SEND children.
  • We value parent partnerships and they are at the heart of decision making in regards to SEND children.
  • Links/referrals with external agencies if required.
  • In-house: Class teacher/TA Support, Behaviour Support Groups, SEAL Materials along with other individualised programmes as and when required.
  • Use of EHA/TAF meetings and individualised support plans.
  • Running Lego Therapy and ‘Special Friends’ programmes, along with Mindfulness programmes to support child with emotional, social and mental health issues.

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