SEND Information

Special Educational Needs and Disabilities (SEND)

At Coleridge Primary School, we are committed to providing an inclusive education that enables all pupils, including those with Special Educational Needs and Disabilities (SEND), to achieve their full potential and participate fully in school life.

We recognise that every child is unique and that some pupils may require additional support to help them make progress, develop independence and achieve their personal goals. We work closely with pupils, parents and carers, staff and external professionals to ensure that support is tailored to individual needs.

Identifying and Supporting Pupils with SEND

Pupils may be identified as having SEND when they experience difficulties that require provision which is additional to or different from that ordinarily available for children of the same age.

Our approach follows the graduated approach of:

Assess – Plan – Do – Review

This cyclical process enables us to identify needs early, provide appropriate support, monitor progress and adjust provision where necessary.

Support may include:

• High-quality adaptive teaching within the classroom.
• Small group or individual interventions.
• Additional support from teaching assistants.
• Specialist programmes and advice from external agencies.
• Reasonable adjustments to ensure access to learning and wider school life.
• Support for social, emotional and mental health needs.

Where appropriate, pupils on the SEND register will have a SEND Support Plan. This document is developed in partnership with pupils, parents/carers and staff and outlines the child’s strengths, areas of need, strategies that support learning and agreed outcomes. SEND Support Plans are reviewed regularly to ensure provision remains effective and responsive to changing needs.

The Four Areas of SEND

The SEND Code of Practice identifies four broad areas of need. At Coleridge Primary School, we support pupils across all four areas:

Communication and Interaction

Children and young people with speech, language and communication needs may have difficulty communicating with others. This may include understanding language, expressing themselves or interacting socially. This area also includes pupils with Autism Spectrum Condition (ASC).

Cognition and Learning

Some pupils learn at a slower pace than their peers and may require additional support to develop literacy, numeracy, memory, processing or organisational skills. Specific Learning Difficulties such as dyslexia, dyscalculia and dyspraxia are included within this area.

Social, Emotional and Mental Health (SEMH)

Pupils may experience difficulties that affect their emotional wellbeing, social development or mental health. These needs may impact on learning, relationships and engagement in school. We provide appropriate support and interventions to promote positive wellbeing and successful participation in school life.

Sensory and/or Physical Needs

Some pupils may have a disability or sensory impairment that requires specialist equipment, adaptations or additional support. This includes hearing impairment, visual impairment, multisensory impairment and physical disabilities.

Provision Across the Four Areas of SEND

At Coleridge Primary School, we provide a range of support and interventions to meet the needs of pupils across the four broad areas of need identified in the SEND Code of Practice. Provision is tailored to individual needs and may be delivered through quality-first teaching, targeted interventions or specialist support.

Communication and Interaction

We support pupils who experience difficulties with speech, language, communication and social interaction through a range of evidence-informed interventions and strategies, including:

• High-quality classroom practice that promotes communication and language development.
• Let’s Verbalise interventions to develop expressive and receptive language skills.
• Programmes recommended and monitored by Speech and Language Therapy (SALT) services.
• Attention Autism sessions to develop attention, engagement, communication and social interaction skills.
• NELI (Nuffield Early Language Intervention) for pupils requiring additional support with oral language and vocabulary development.
• Tiny Talkers sessions for Nursery children to promote early communication and language skills.
• Visual supports, communication aids and adapted teaching strategies where appropriate.
• Opportunities to develop social communication and interaction skills within the classroom and wider school environment.

Cognition and Learning

We provide support for pupils who require additional assistance with learning, literacy, numeracy and the development of independent learning skills through:

• High-quality adaptive teaching and scaffolded learning opportunities.
• Read Write Inc. (RWI) interventions delivered in both small groups and on a one-to-one basis.
• Transcription interventions to support writing fluency, handwriting and recording skills.
• Number Sense interventions to develop mathematical understanding and confidence.
• Mastering Number programmes to strengthen early number knowledge and mathematical fluency.
• Multiplication Interventions to develop recall and application of multiplication facts.
• Pre-teaching and post-teaching sessions to prepare pupils for new learning and reinforce key concepts.
• Adapted resources, additional processing time and targeted support where required.

Social, Emotional and Mental Health (SEMH)

We recognise the importance of emotional wellbeing and provide a range of support to help pupils develop resilience, self-regulation and positive relationships, including:

• A whole-school restorative approach to behaviour and relationships.
• Restorative Practice sessions delivered by the Deputy Designated Safeguarding Lead (DDSL) and SEND Higher Level Teaching Assistant (HLTA).
• Individual and small-group support for pupils experiencing social, emotional or mental health difficulties.
• Friendship groups to support pupils who may find social interactions challenging or require additional support in developing social skills.
• Nurturing relationships with trusted adults.
• Support for emotional regulation, self-esteem and wellbeing where required.
• Liaison with external agencies and specialist services when appropriate.

Sensory and/or Physical Needs

We support pupils with sensory and physical needs to access learning and participate fully in school life through:

• Sensory Circuits to support regulation, alertness and readiness for learning.
• Programmes and advice provided through NHS Physiotherapy services.
• Planned sensory breaks for pupils who require movement, sensory regulation or support with concentration and attention.
• Tac-Pac sessions using touch and music to promote communication, sensory engagement, emotional wellbeing and relaxation.
• Adapted resources, equipment and classroom environments where necessary.
• Individual support plans developed in collaboration with families and external professionals.
• Reasonable adjustments to ensure pupils can access all aspects of school life.

Provision is reviewed regularly through the Assess–Plan–Do–Review process to ensure that support remains effective and responsive to each pupil’s individual needs.

Education, Health and Care Plans (EHCPs)

A small number of pupils may have an Education, Health and Care Plan (EHCP). These pupils receive provision tailored to the outcomes identified within their plan. The school works closely with families, the Local Authority and external professionals to ensure agreed provision is delivered and reviewed regularly.

The Role of the SENDCo

The school’s Special Educational Needs and Disabilities Coordinator (SENDCo) is responsible for:

• Coordinating provision for pupils with SEND.
• Supporting staff in meeting pupils’ needs.
• Monitoring the progress of pupils with SEND.
• Liaising with parents and carers.
• Working with external agencies and professionals.
• Coordinating reviews and statutory processes where required.
• Supporting the effective deployment of teaching assistants and support staff.

Whilst the SENDCo provides specialist guidance, every teacher is responsible for the progress and development of all pupils in their class, including those with SEND.

Working in Partnership with Parents and Carers

We value the knowledge, views and experiences of parents and carers and recognise them as key partners in their child’s education. We are committed to maintaining open communication and involving families in decisions regarding support and provision.

Complaints Regarding SEND Provision

We encourage parents and carers to discuss any concerns about SEND provision at the earliest opportunity.

The process for raising concerns is:

1. Speak with your child’s class teacher.
2. Contact the SENDCo.
3. Arrange a meeting with the Headteacher if concerns remain unresolved.
4. Follow the school’s formal complaints procedure.

Throughout the process, the school will seek to maintain positive communication and work collaboratively with families to resolve concerns. Where appropriate, advice may be sought from external agencies or mediation services.

If a complaint relates to an Education, Health and Care Plan (EHCP) or a decision made by the Local Authority, parents/carers may access the Local Authority’s disagreement resolution or mediation services and, where applicable, appeal to the First-tier Tribunal (Special Educational Needs and Disability).

Our Commitment

At Coleridge Primary School, we believe in the potential of every child. We strive to create a supportive, inclusive environment where all pupils feel valued, respected and able to succeed. Through high-quality teaching, effective support and strong partnerships with families, we aim to ensure that every pupil can achieve their best outcomes and prepare successfully for the next stage of their education.