Skip to main content

Special Educational Needs and Disabilities Information

Stockton Primary School SEN Information Report

Stockton Primary School is a small, mainstream primary school for children aged 4 – 11 years old. We are an inclusive school which aims to ensure that all children achieve their potential personally, socially, emotionally and academically in all areas of the curriculum. The school follows these inclusive principles:

 All teachers set suitable learning challenges, enabling learners to experience success and achieve a high academic standard through appropriate differentiation.

 All teachers respond to pupils’ diverse needs by creating effective learning environments: securing their motivation and concentration, providing equality of opportunity through teaching approaches, using appropriate assessment tools and setting motivational targets for learning.

 All teachers identify and strive to overcome potential barriers to learning for all pupils.

This document is intended to provide information regarding the ways all pupils are supported to realise their full potential.

Q1. Who are the best people to talk to at Stockton Primary about my child’s difficulties with learning / Special Educational Needs or Disability (SEND)?

The class teacher is responsible for:

v Monitoring the progress of your child and identifying, planning and delivering any additional support your child may need.

v Liaising with the SENCo (Special Educational Needs Co-ordinator) about any concerns with individual / groups of children.

v Liaising with parents about any concerns with individual / groups of children.

v Ensuring the school’s SEN Policy is adhered to for all pupils in the class.

The SENCo is Clare Viney. She is responsible for:

v Developing and monitoring the school’s SEN Policy.

v Co-ordinating the provision for children with SEND.

v Supporting and advising the staff at Stockton Primary School.

v Liaising with external agencies, e.g. SENDsupported, EPS, SaLT.

v Acting as a link between parents, teachers and external agencies.

v Ensuring parents are involved in supporting their child’s learning.

v Ensuring pupils are involved in target setting and reviewing their learning.

The head teacher is Anne Bedgood. She is responsible for:

v Monitoring and evaluating SEN provision, including the effectiveness of interventions and additional support.

v Managing a range of resources, human and material, to enable appropriate provision for pupils with SEND.

v Keeping the governing body up-to-date with the school’s provision for children with SEND.

The SEN governor is Becky Shaw. She is responsible for:

v Making sure the school is making provision for and supporting any children with SEND.

Q2. How will the school know if my child needs extra help?

v Liaison with pre-school / previous school.

v Concerns raised by parent(s) / carer(s).

v Concerns raised by teachers.

v Information from Foundation Stage Baseline Assessments.

v Information from the Year 1 phonic check.

v Information from termly teacher and standardised assessments and pupil progress meetings.

v Information from end of KS1 teacher assessments.

v Liaison with outside agencies, e.g. SaLT.

v Liaison with medical professionals.

Q3. How will the school let me know if they have concerns about my child?

v Discussion with the class teacher or head teacher.

v Parents’ evenings.

v Reports.

v Discussion with the SENCo.

Q4. What will the school do to support my child?

v Identify the level of support needed, e.g. SEN Support / Monitoring.

v Set ILP targets identifying strategies to be used and success criteria.

v Ensure suitable learning challenges are set.

v Use a variety of learning materials.

v Provide additional resources as needed.

v Set up individual or group interventions.

v Involve external agencies for advice and support, where necessary.

v Review progress regularly.

Q5. How will I know how well my child is achieving?

v Parents’ evenings.

v Termly ILP reviews.

v Reports.

v Annual Reviews for children with an EHCP.

v Meetings with class teacher / SENCo / head teacher.

v Telephone conversations / emails, where necessary.

Q6. How will you help me support my child’s learning?

v Home / school liaison.

v ILP review meetings.

Q7. What specialist services and expertise are available or accessed by the school?

v SENDsupported education consultant.

v Educational Psychologist services.

v Access to Speech and Language Therapy (SaLT).

v Support through the Early Help (EH).

v Access to LA support services, e.g. Integrated Disability Service (IDS).

Q8. How will my child be included in activities outside the classroom, including school trips?

v Pre-planning of educational / residential visits in review meetings for children with SEND.

v Risk assessments.

v Adapting of arrangements to maximise inclusion.

v Appropriate adult support on educational or residential visits.

v Specific arrangements to be put in place by trip providers to accommodate pupils with SEND.

Q9. How accessible is the school environment?

v Ramp to provide full access to school.

v Visual directions around school.

v Adaptations in classrooms to support the individual needs of children, e.g. enlarged print, coloured overlays, wobble cushions, pencil grips.

Q10. How will my child be supported in transition, either to the next class, or secondary school?

v Class transition information sheet with medical / SEND information included.

v Where needed, individual transition meetings are arranged between the SENCo, current teacher, new teacher and parent(s) / carer(s).

v Transition booklets with photos of new teacher / classroom etc. for the child to take home over the holiday.

v Southam College is the most common secondary choice for our pupils. The SENCo and class teacher liaise on transition from Year 6 to Year 7 and provide extra visits for vulnerable children.

v Contact with the SENCo of any other destination school.

Q11. How are the decisions made about how much / what support my child will receive?

v All pupils are treated as individuals.

v If there is an EHCP in place, discussions will take place at the Annual Review.

v Ongoing discussions between the child, parent(s) / carer(s), class teacher(s) and the SENCo.

v Information from SEND progress data.

v Recommendations from external agencies, e.g. SENDsupported, EPs.

v Recommendations re: reasonable adjustments for pupils with specific disabilities.

v Pupils may be removed from the SEN Register if they make sufficient and sustained progress.

Q12. Where can I find out about other services that might be available to support our family and child(ren) with SEND?

v Information about Warwickshire’s local offer of SEND support is available at www., along with additional information about services, policies and ways in which children and young adults within South Warwickshire can be supported to ensure their needs are successfully met, e.g. SENDIAS, FIS.

Reviewed: March 2019 (Anne Bedgood (HT) and Clare Viney (SENCo))