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SEND Information Report June2017

  • What types of SEND do we provide for?

All Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and /or disabilities and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities (SEND) being met in a mainstream setting wherever possible.


The four areas of SEND need are:

Communication and Interaction.

• Cognition and Learning.

• Social, Emotional and Mental Health Difficulties.

• Sensory and/or Physical.


  • How do we identify and assess pupils with SEND?

All pupils are rigorously tracked in Class One by using a tracking system in conjunction with Development Matters this is a statutory Framework used with the Early Years Foundation Stage. Throughout the rest of school we rigorously track our children in English, Maths and Reading. If there are concerns about progress or if any child needs extra support then this is identified early and acted upon.




  1. Dunham on Trent Church of England Primary School has a clear and structured approach to identifying and responding to Special Educational Needs. As a school, we recognise the importance of identifying pupils’ additional needs and we strive to identify these at the earliest point possible, with consequent follow-up of effective provision to improve long-term outcomes. Staff make regular assessment of progress for all pupils. These seek to identify those pupils making less than expected progress related to age and individual circumstance.

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 pupil’s previous rate of progress

  • Fails to close the attainment gap between the pupil and their peers

  • Widens the attainment gap


It can also include measure of progress in areas other than attainment, such as behavioural, emotional and social skills.

The SENCO has a referral system for staff to highlight concerns. Referrals will be investigated through analysis of assessment data, discussions with relevant parties and observations. Where necessary a further referral will be made to request additional outside agency support.

Dunham on Trent Church of England Primary School has a proactive approach to assessing Special Educational Needs and wider issues relating to Mental Health difficulties and behavioural, social and emotional disorders.



Once a pupil has been identified as requiring additional support, parents/carers will be notified of the intervention and support in place. When a pupil is placed on or removed from the SEN register, parents/carers will be notified.

All pupils who are placed on the SEN register will have their progress and provision closely

monitored through termly Structured Conversation meetings.



All teachers will remain responsible for working with pupils on a daily basis, with support and guidance from the relevant outside agencies and SENCO to ensure inclusive education for all.



The effectiveness of support and intervention is regularly reviewed through on going assessment, termly Pupil Progress Meetings and termly Structured Conversations. Where a pupil continues to make less than expected progress, despite evidence based support though the use of PIVATS, observations and targets, the school will consider involving specialist agencies through the Springboard process of referral. This will be discussed with parents/carers who are required to provide their consent for discussion and their consent for involvement prior to any referral being made.

When a child is placed on the SEN register, parents/carers will be invited to attend the termly

Structured Conversation meetings so that they may have the opportunity to discuss their son/daughter’s progress. These meetings are facilitated by the child’s class teacher and teaching assistant, if they have one. In addition, the SENCO will endeavour to attend and relevant outside agencies will be invited to contribute.


Discussions take place in the ‘team around the child meetings’, which is where every child that is not at Age Related Expectation (ARE) is discussed. If your child is new to our school then progress will be discussed with the previous school.


If you think your child has special needs and this has not already been identified by the school, then an appointment can be made to see the class teacher, SENDCo or Head Teacher and your child’s needs can then be discussed.



  1. have the right to request an Education Health Care Needs Assessment if they believe that, despite the relevant and purposeful action taken to identify, assess and meet the needs of their child, they have still not made expected progress. who would like to request an Education Health Care Needs Assessment should contact the SENCO to discuss this further.


The following people have the specific right to ask the Local Authority to conduct an Education

Health Care Needs Assessment for a young person aged between 0-25:

  • The young person’s parent/s.

  • The young person over the age of 16 but below the age of 25, and

  • A person acting on behalf of a school or post 16 institution (preferably with the knowledge of the parents and young person).


  • How do we assess and review pupil’s progress towards their outcomes?

Pupils progress is regularly assessed by the teachers through observation, marking, reviews and assessments. Assessment by testing occurs at the end of the academic year. Pupil profile meetings are held every 6 weeks between the teacher, the assessment co-ordinator and the Head Teacher, where every child’s progress and attainment is reviewed.

If your child is in Year 1 or above, a more sensitive assessment tool can be used, which shows their attainment in more detail: P Scales/PIVATs. These assessments show smaller steps in attainment for pupils with SEND.

As well as using PIVTS all Y1 pupils complete a Phonic Skills Check. Some children will complete this check for a second time in Y2.

Once the children reach the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.

Some children may have an IEP, where the class teacher will set personal targets, pertaining to your child these targets are reviewed and further targets made.

The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review, with all adults involved with the child’s education.

The SENDCo will also check that your child is making good progress though regularly reviewing their SEND folder and evidence of learning.


  • Who is our special educational needs co-ordinator and how can she be contacted? Who is the person responsible for children with SEN?

Every teacher has the responsibility for children with SEN in their class.

The SEN coordinator is the person responsible in ensuring this support meets the needs of the children and provides support and advice to teachers and parents where required.

Our SEN co-ordinator is Mrs Sally Brownlow.

Mrs Brownlow can be contacted by telephone via the school office 01777 228383 or via email



  • What is our approach to teaching pupils with SEND?

At Dunham on Trent Church of England Primary School we strive to support all children to enable them to enjoy their learning and reach their full potential. We promote a ‘whole school approach’ to teaching and learning which involves staff adopting a model of high quality inclusive practice.

This aims to:

  • provide a broad and balanced curriculum, offering children a range of experiences which are relevant to their present and future interests and needs

  • maximise each child’s opportunities to experience success and achievement and to develop a positive self-image

  • to remove barriers to learning by understanding the needs of all pupils


  • How do we adapt the curriculum and learning environment?

The school is easily accessible for children with a disability. We have access to the school through a lowered step and have onsite parking available if needed.

The Teacher Standards (2012) and SEND Code of Practice: 0-25 Years (2014) require all teachers to ensure all pupils in their class access learning and that they make adaptations to the curriculum, learning environment and opportunities in school to ensure this is achieved.


Some ways in which we provide a highly inclusive curriculum and learning environment are:

  • Ensuring staff have opportunities for relevant continued professional development relating to SEND

  • Teachers planning with differentiated and personalised learning opportunities that allow access and success but ensure challenge

  • Providing visual timetables, writing frames and using mind maps

  • Responding to outside agency advice and providing specialised resources where required, for example sloped writing boards

  • Responding to the views of children with SEND and their parents/carers

  • Focused teaching opportunities within a smaller group or one-to-one



  • How do we consult parents of pupils with SEND and involve them in their education?

The school has a variety of ways to allow parents/carers and to share their views and concerns. Teachers endeavour to be available at the end of the school day, if parents/carers wish to discuss their child. Alternately, a Home-School link book can be provided. In addition, the school holds parent consultations 2 times a year alongside termly SEN reviews.



  • How do we consult with pupils with SEND and involve them in their education?

At Dunham on Trent Church of England Primary School it is our aim to ensure that all children receive provision which maximises their enjoyment and achievement.

We believe it is crucial to consult with all children, including those with SEND, in order to seek their views about how we can best meet their individual needs. We use the following strategies in order to do this effectively.

  • SENDCo is always available to meet regularly with SEND pupils if they wish to discuss their feelings and perceptions in relation to their learning and how school can provide further support
  • Have regular meetings and discussions with parents, listening to their views, concerns and suggestions about how we can further support and develop their child’s learning.
  • Discuss with parents and children any interests and passions of their child outside of school and how we can utilise this to inspire learning in school
  • Monitor the types of activities and experiences that most engage each child so these can be developed further and be used inform future planning
  • Involve SEND children with planning their own targets and encouraging them to share what they would like to learn and participate with
  • Extend any resources that they show a preference for
  • Ensure that children with SEND are happy, motivated and make progress throughout their time in school



  • How do we support pupils’ transition between different phases of education?

  1. recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible. This can include transition to and from the school; Key Stages and between Year groups. With this in mind we encourage the children to talk to us about any worries they may have about moving to a new class or school. During the end of the Summer Term we have a ‘Transition ek’ where the children staying at Dunham on Trent Church of England Primary School spend 3 mornings with their new teacher, in their new classroom with their class mates. Children coming into Class 1, which is the Early Years Foundation Stage are encouraged to come into school from the Easter Term onwards spending either the morning or afternoon within the school environment. Transition to various local Secondary Schools is carefully planned, with the SENCO’s from primary and secondary school working in close partnership to share key information. The year 6 children who are moving to Tuxford Secondary School spend the week there participating in various activities and spend time getting to know the school, the staff and their routines.



  • How do we support pupils with SEND to improve their emotional and social development?

At Dunham on Trent Church of England Primary School we recognise that pupils with SEND may well have an Emotional and Social Development need that will require support in school.

  • The Emotional Health and well-being of all our pupils is very important to us.

  • We have a robust Safeguarding Policy in place; we follow National & Local Authority

  • Guidelines.

  • We have access to Family & Pastoral Support Workers who supports children via 1:1 Counselling

and/ or nurture group sessions. Additional referrals to other agencies are completed as necessary

  • We have robust Behaviour and Anti Bullying Policies

  • All our staff and governors are fully committed to monitor the Emotional Health and well-being of all

our pupils; this may be for example, via pupil questionnaires or the school suggestion box.

  • We are a “Listening School” with robust Anti Bullying procedures in place.

  • We have trained Playground Leaders who support their peers during lunchtimes and playtimes.

  • We related to our school vision, values and ethos not just for those children who are SEND but all our children.


School Vision

We aim for ‘Profound Personal Development’ for all our community. This aim is grounded in Christian faith and in the Church of England vision;

‘I came so that everyone would have life, and have it in its fullest.’ John 10:10

This verse is the root of everything at Dunham-on-Trent CofE Primary School. It underpins our vision, informs school development and shapes our curriculum.

To achieve our aim and ‘have life in its fullest’ we

Learn together; Achieve together

We work to the benefit of all, and expect the most from each other.

We aim to be a school where:

We develop individuals who are respectful, considerate and caring;

We aspire to be the best we can be;

We share a passion for learning;

We are independent resilient learners who embrace challenge


School Values

Our values contribute to both the vision and ethos of our school. Whilst these values are Christian in their origin, they are values that those of any faith or no faith can ascribe to. These values flow through all aspects of our school life, they help inform decisions and policies, shape our curriculum and equip our learners with values for life.

Our values are:


  • What expertise and training do our staff have to support pupils with SEN?

School staff have been trained to provide a variety of specialist support. Where a training need is identified and the expertise not present, the school is committed to ensuring that training gap is promptly addressed.



  • How will we secure specialist expertise? How will we secure equipment and facilities to support pupils with SEND?

This is accessed through our family of schools and the Springboard meetings we hold each term regarding SEND. The school has access to several external agencies that can provide additional support. Where a need has been identified by the parents and/or by the school, the SEN co-ordinator will seek advice and support from the appropriate agency in order to meet the needs of the child.

There are three factors to consider when looking at securing funding for a SEND child

1. Core Education Funding:
The AWPU (Age Weighted Pupil Unit) – This is dependant on the total number of pupils in a school. Each pupil (both with and without SEN) is provided with a certain amount of funding to meet their educational needs. There is no set amount per pupil but there is now a general belief that this is the equivalent of £4,000 per pupil.

2. Additional Support Funding (ASF):
On top of the core education funding, schools are given an additional amount of funding to meet the special educational provision of pupils with SEN. This funding comes from a particular funding stream called either the designated schools grant or schools block. This funding forms part of a school’s ‘notional SEN budget’.

Currently, the government suggests that a school should use their notional SEN budget to fund up to £6,000 worth of special educational provision for a pupil with SEN. This is an average figure, as not all pupils with SEN require special educational provision beyond the amount of £6,000. It should heavily depend on the individual needs of each pupil with SEN. Additional support funding is used for pupils requiring special educational provision, including, for example, the commissioning of external experts such as therapists to attend a school and provide support.

3. Top-up Funding:
If a school requires funding that goes beyond the maximum £6,000 to provide a pupil’s special educational provision, then depending on the assessed needs of the pupil concerned, the LA will provide the required funding from the LA’s high needs block.


  • How do we involve other organisations in meeting the needs of pupils with SEND and supporting their families?

Dunham on Trent Church of England Primary School works in conjunction with Think Children to improve the emotional resilience of young children. Think Children is an effective, highly-valued local charity supporting vulnerable children aged 4-11 years old with emerging social, emotional or behavioural issues.

As a charity it is able to provide an early intervention service at the onset of the problem with low-key, non-stigmatising one to one support for children who fall below the threshold for statutory intervention and for whom often there is often little or no other help available.

Quotes from service users:-

"All pupils..have displayed significant improvements in behaviour, self-esteem, confidence and well-being. Parents, carers and school staff have made positive comments about the impact of the work and were very grateful that the children were able to have the opportunity to access such high quality therapy".

"Think Children gives my child the chance to talk to an adult in confidence who isn't a friend, relative, or teacher. Perhaps helping her feel more comfortable to discuss things she may not otherwise want to talk about."

For more information on Think Children please visit their website


The Family Service

The Family Service - support children, young people and their families

We work with children and young people over the age of five and their families to help resolve significant problems and provide support. This may include:

  • problems with attendance or behaviour at school

  • problems with behaviour in the home

  • problems with drugs or alcohol

  • difficulties finding work, training or re-entering education having left school

  • going missing from home or school

  • support to homeless 16-18 year olds, or those at risk of homelessness

  • support to young carers

  • support to kinship carers.

    In appropriate cases this service will offer families a case manager who will get to know the strengths and needs of family and will coordinate support. If they are unable to provide a case manager then the unit will contact and support staff in schools, health centres and other settings to provide families with the help needed.

    We also provide a range of one to one interventions for young people, such as anger management, classroom behaviour, child sexual exploitation risk awareness, online safety and healthy relationships, and a wide range of parenting programmes for parents and carers.

    For families with children under the age of five support will be offered by your local children centre.

    For further information or if you feel you need support to deal with some of these issues contact the Early Help Unit by:

    Telephone: 0115 804 1248 or email:

    Child and Adolescent Mental Health Services/ CAMHS?

    CAMHS are the NHS services that assesses and treat young people with emotional, behavioural or mental health difficulties.

    CAMHS support covers depression, problems with food, self-harm, abuse, violence or anger, bipolar, schizophrenia and anxiety, to name a few.

    There are local NHS CAMHS services around the UK, with teams made up of nurses, therapists, pyschologists, support workers and social workers, as well as other professionals.

    As a school, Dunham on Trent Church of England Primary School is able to refer you or your child for support this can also be done through your doctor.


  • How do we evaluate the effectiveness of our SEN provision?

An annual progress report is produced by the SENDCO for the Headteacher and governing body. Included in this report is an evaluation of SEND provision. The SEND Governor, Mrs L Betts, acts as a critical friend to Mrs S Brownlow and aids the SENDCo in monitoring the effectiveness of the SEND provision in school during termly meetings.

SEND provision and pupils with SEND performance form and an integral part of The School Development Plan. In this document, both provision and progress of specific groups of children are extensively evaluated so that clear targets for the next academic year can be set.

The Local Authority also carries out its own monitoring inspections, usually as part of a 3 yearly cycle. OFSTED will also thoroughly evaluate the effectiveness of our SEN provision when the school is inspected.


  • Who can young people and parents contact if they have concerns?

How do we handle complaints from parents of children with SEND about provision made at the school?

If you are not happy with the SEN provision at the school or have concerns about your child’s learning or well being, please contact the class Teacher, SEN co-ordinator or the Head Teacher, to share your concerns. If you wish to make a complaint about the school, please direct your grievance to the school’s chair of governors. A complaint form is available from the school office or online at



  • What support services are available to parents?

The school enjoys good working relationships with a wide range of people who provide services to children with SEND and their families, particularly when a child is demonstrating further cause for concern or their learning need is more complex and persistent. The external specialists may:

  • Act in an advisory capacity
  • Extend expertise of school staff
  • Provide additional assessment
  • Support a child directly
  • Suggest statutory assessment is advisable
  • Consult with all parties involved with the child

Agencies that the school currently works with include:


  • Where can information about the Local Authority’s Local Offer for children with SEN and their family be found?

Information about the Local Authority’s Local Offer can be found at