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All Devon Local Authority (LA) maintained schools have the same duties with regards to special educational needs and disabilities, and are expected to provide support for children who have additional needs. Pupils with Special Educational Needs are supported by the LA to ensure that they 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 being met in a mainstream setting wherever possible.

SENCo is Gill Cooper – available  Wednesdays, Thursdays and Fridays

Head of School – Aerfen Mills

SEND Governor – Catherine Way

The School SEN Information Report
Our SEN Information Report is part of the Devon Local Offer for learners with Special Educational Needs and Disabilities (SEND.)

A new duty in the SEN Code of Practice is being placed on Local Authorities from September 2014 and this is being referred to as the ‘Local Offer’.  This means that Local authorities must publish, in one place, information about provision they expect to be available in their area for children and young people from 0 to 25 who have SEN.

We are committed to narrowing the attainment gap between SEND and non-SEND pupils at Colyton Primary School. We recognise and embrace the fact that every child is different, and, therefore, the educational needs of every child is different. At Colyton Primary School we value the involvement of all members of our school community. We would welcome your feedback and future involvement in the review of our offer, so please do contact us.

All governing bodies of maintained schools have a legal duty to publish information on their website about the implementation of the governing body’s policy for pupils with SEN. This information must be updated annually.

Colyton Primary School is a mainstream primary school. We believe that every pupil should be able to participate in all aspects of school life. Educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.


How can I let the school know that I am concerned about my child’s progress in school and who are the best people to talk to about my child’s difficulties with learning/Special Educational Needs or Disability (SEND)?

Your main point of contact at school should always be your child’s class teacher. The class teacher will be able to discuss your concerns. If you need to speak with other staff members, such as the Special Educational Needs Coordinator (SENCo), then the class teacher will be able to help you to arrange this or you can email the SENCo – at any time.

The Class Teacher is responsible for:

  • Monitoring the progress of pupils and identifying, planning and delivering any additional help that your child may need.
  • Writing Plans (My Plan/ IEP), based on accessible targets and sharing and reviewing these with parents once each term and planning for the next term.
  • Personalised teaching and learning for your child as identified on the school’s provision map.
  • Following the school’s SEN Policy in their classroom.

The SENCo is responsible for:

  • Overseeing the day-to-day operation of the SEND policy
  • Co-ordinating provision for SEND pupils and reporting on progress
  • Advising on the graduated approach to providing SEN support – Assess, Plan, Do, Review
  • Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • Monitoring relevant SEN CPD for all staff
  • Overseeing the records of all children with special educational needs and ensuring they are up to date
  • Liaising with parents/carers of children with special educational needs
  • Contributing to the in-service training of staff • Being a point of contact with external agencies, especially the local authority and its support services
  • Liaising with early years providers, other schools, educational psychologists, health and social care professionals and independent or voluntary bodies
  • Liaising with potential next providers of education to ensure a pupil and their parents/carers are informed about options and a smooth transition is planned
  • Monitoring the impact of interventions provided for pupils with SEND
  • To lead on the development of high quality SEND provision as an integral part of the school improvement plan
  • Working with the Headteacher and the school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements

The Head of School, Aerfen Mills, is responsible for overseeing the role of the SENCo and ensuring that provision is in place for SEND pupils.

The Head of the Federation, Michael Rolls, is responsible for overseeing the SEND budget and ensuring that the necessary provision is in place.

Our SEND Governor is Catherine Way.

How does the school know if children need extra help?

Class Teachers, support staff, parents/carers and the learner themselves are able to identify a learning difficulty. The SENCo will also support with the identification of barriers to learning.

Pupils have special educational needs if they have a learning difficulty or disability which calls for special education provision to be made for them namely provision which is additional to or different from that normally available in a differentiated curriculum. Any School regards pupils as having a Special Educational Need if they:

  • Have a significantly greater difficulty in learning than the majority of pupils of the same age, or;
  • Have a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

Having a language or form of language that is different from the language in which they will be taught is not regarded at having a learning difficulty.

If a learner is identified as having SEN, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning. There are four broad areas of Special Educational Needs and Disabilities (SEND), decided by the Department for Education:

Communication and interaction (please click image to enlarge)

Cognition and learning (please click image to enlarge)

Social, mental and emotional health (please click image to enlarge)

Sensory and/or physical needs (please click image to enlarge)

If a pupil has SEND, then their needs will fit into one or more of these categories.

Depending on the level of need the child may be recorded in school as:

  • Wave 1- SEN Concern
  • Wave 2- SEN Support)
  • Wave 3- EHCP (Education, Health and Care Plan)

Please see our Criteria for Identification of Additional Needs

Communication and Interaction (please click image to enlarge)

Cognition and Learning (please click image to enlarge)

Social, Mental and Emotional Health (please click image to enlarge)

Sensory and/or Physical Needs (please click image to enlarge)

We also use a range of assessment tools at Colyton Primary School. Class teachers monitor the attainment and progress of all pupils. They are required to provide high quality teaching that is differentiated to meet the needs of pupils. If a pupil is making inadequate progress, additional support will be provided under the direction of the class teacher.

Where pupils continue to make inadequate progress despite support and high quality teaching, the class teacher will work with the school’s Special Educational Needs Coordinator (SENCo) to assess if a pupil has a significant learning difficulty and agree appropriate support.

If the child is placed on the school’s SEN Register following discussion with parents/carers.

Pupil’s needs may change over time and provision will therefore reflect this.  The aim of any additional provision is for the pupil to achieve age expectations, so once they reach this threshold they may be removed from the school SEN register.  If they fall behind again at any point, then they may be added to the register again.

In some cases, we may seek advice from an external professional such as a specialist teacher or educational psychologist. This will always involve discussion and consent from the pupil’s parents/carers.

What support is offered for children with SEND at Colyton Primary School?

Colyton Primary School has a range of support in place to ensure that the curriculum is accessible to all pupils and they have the opportunity to reach their potential. Please click on the provision documents below to explore the provision that is put in place for each level of need.

Areas of SEND and Provision

  1. Communication and Interaction
  2. Cognition and Learning
  3. Social, Emotional and Mental Health Difficulties
  4. Sensory and Physical Needs

The first strategy we use to meet pupils needs is high quality teaching (Quality First Teaching) which takes account of pupils’ differing needs. We aim to provide a tailored and personalised approach for individuals with complex needs and we make appropriate use of the resources in our delegated budget to support children with additional needs.

Your child may be involved in specific group work interventions which may be run by a teacher or a teaching assistant (TA).

You child may participate in interventions run by outside agencies, e.g. Speech and Language therapy. This means a pupil has been identified by the SENCO/class teacher as needing some extra specialist support in school from a professional outside the school.

We will always ask for your consent to refer your child to a specialist professional. The specialist will work with your child and then make recommendations to the school as to ways to support the pupil.

If a child has learning needs which are severe, complex and lifelong they may need specific individual support. This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.

If the school has any concerns about my child’s learning or progress how will you inform me?

If we believe your child may have a Special Educational Need, we will arrange a meeting to discuss this with you in more detail. We will discuss any concerns you may have. The next step will be to put a plan in place to provide any additional support your child may need. If it is felt necessary, we may make referrals to outside agencies, but we will seek your consent and involve and support you throughout this process.

How is extra support and funding allocated to pupils and how do they progress in their learning?

Funding for SEN in mainstream schools is mainly delegated to the schools’ budget. Schools are expected to provide support to their pupils with SEN from their SEN budget. The DAF process has been developed as part of the early help strategy in addition to encompassing the various levels of support up to, and beyond, requesting additional resources (DAF3). Preceding this however, it is expected that the resources available in schools have been exhausted. The Headteacher oversees the deployment of resources for Special Educational Needs and Disabilities, in consultation with the Executive Head and school governors on the basis of needs in the school.

The Headteacher and the SENCO are also involved in deciding what resources/training and support is needed. If a pupil requires additional resources this is identified on their Individual Plan. Plans are reviewed regularly and changes are made as needed, according to the needs of the children and resources are deployed effectively. The school will need to be able to demonstrate how it has spent SEND funding to date and whether this funding has met the outcomes for the child.

Personal Budgets are available to pupils with an Education, Health and social Care Plan (EHCP) or pupils who are currently under-going a needs assessment for an EHCP.

Who provides support in school for pupils with SEND?

In school the following people are involved in supporting SEND pupils:

  • Class Teachers
  • Teaching Assistants offering support through intervention groups or 1:1 support. intervention.

Local Authority Provision is delivered to school when needed, as follows:

  • Educational Psychology Service
  • Parent Partnership Service
  • Speech and Language Therapy
  • Behaviour Support Team

Health Provision is delivered when necessary, as follows:

  • Additional Speech and Language Therapy input to provide a higher level of service to the school.
  • School Nurse
  • Occupational Therapy
  • Physiotherapy
  • Child and Adolescent Mental Health Services (CAMHs)

What training do the teachers that work with SEND pupils have and how are they supported?

The SENCO’s role is to support the class teacher in planning for children with SEN. The SENCo also audits training needs and co-ordinates whole school training and CPD. The SENCo may carry out joint planning with the class teacher. Individual teachers and support staff may attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from the Behaviour Support Team. SEND training is an on-going rolling programme of professional development for our staff, throughout the school year and staff are given the necessary training in order to support them to carry out their role successfully.

How is the decision made about the type of support and how much support my child will receive?

Within the school’s ability, we ensure that all pupils with SEND have their needs met with the funds available. We aim to provide the support that is needed for all children. We recognise that we require varying levels of support in school in order to achieve age related expectations.

The SENCO consults with class teachers, the Senior Leadership Team, as well as with support staff, to discuss the pupils’ needs and what support would be appropriate. Parents are made aware of any extra provision that is in place for their child via the class teacher or SENCo.

Colyton Primary School receives funding directly to the Federation from the Local Authority to support the needs of learners with SEN. The school also receives funding from the Local Authority which is distributed as ‘top up’ (Element 3) funding for learners who require support that exceeds that available to the school.

How will we measure and monitor the progress of your child in school and how do we evaluate the effectiveness of our provision for SEND pupils?

We use a range of assessment tools at Colyton Primary School.

  • School Pupil Tracker Online
  • Speech Link
  • Classroom Observations
  • Speech and Language Service
  • Other link agencies

Your child’s progress will be continually monitored by his/her class teacher. If your child is in Reception or above, a more sensitive assessment tool can be used, which shows their attainment in more detail – breaking learning down into smaller steps.

At 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.

We have different levels of monitoring and provision planning in school.

Based on your child’s needs, they may have an Individual Plan based on targets set by their class teacher, in collaboration with the pupil and parents. Progress against these targets will be reviewed regularly with you at Parents’ Evenings. If we feel that further support is needed, or if your child has regular and frequent support from outside agencies, we may begin the Devon Assessment Framework Process. The first stage in this process is to complete the DAF 1. The SENCo will initiate a meeting to complete the DAF 1. The next stage is to hold a Team Around the Child (TAC) meeting, to complete a DAF 2a My Plan, again, organised by the SENCo. This plan includes pupil and parent views about what support they believe is needed and then a list of actions that will be carried out to help support the pupil. The My Plan will be reviewed at a second meeting within a year.

The progress of children with a statement of SEN/EHC Plan will also be formally reviewed at an Annual Review with all adults involved with the child’s education and health or social care.

Within Colyton Primary School we have clear systems in place for evaluating quality of provision by reviewing staff expertise through classroom observations, linking to appraisal/performance management systems. We evaluate the quality of provision through rigorous analysis of pupil progress, including work analysis and pupil observations. We regularly review and evaluate the impact of SEN provision on the progress, attainment and well-being of SEND pupils. Teachers and TAs keep SEND folders. We review attendance and exclusion data for SEND pupils and track the progress of different pupil groups and cohort.

We have a well-designed and comprehensive school improvement plan that accounts for specific development of SEND provision and addresses any areas of weakness. Parents are informed of their child’s progress at Parents’ Evenings, but also throughout the year, if teachers have concerns.

What support do we provide for you as a parent or carer of a child with SEND?

  • The class teacher is available to discuss your child’s progress or any concerns you may have and to share any straetgies that work well in school.
  • The SENCO is available, by appointment, to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Individual Plans will be reviewed with your involvement every term.

Is Colyton Primary School accessible to children with SEND?

  • The school site has a main building which provides wheel chair access.
  • The main school building can be accessed from the playground.
  • There is an accessible toilet.
  • We ensure wherever possible that equipment used is accessible to all children regardless of their needs.
  • After-school provision is accessible to all children, including those with SEN.
  • Extra-curricular activities are accessible for children with SEN. The Axe Beacon Federation is compliant with the Equality Act 2010 and Accessibility legislation.

How will my child access activities outside the school classroom, including school trips?

All pupils are entitled to be included in all parts of the school curriculum, including school trips. We are committed to making reasonable adjustments to ensure participation for all, and will provide the necessary support to ensure that all pupils are included in activities.

We carry out a risk assessment prior to any off-site activity to ensure everyone’s health and safety will not be compromised.  If needed, we will get specialist advice. We will plan alternative activities if it is decided that participation is not safe.

The Equality Act 210 definition of disability is:

“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.”
Section 1(1) Disability Discrimination Act 1995

This definition of disability in the Equality Act includes children with long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but some children may be covered by both SEN and disability legislation, because there is a significant overlap between disabled children and those with SEN.

How will we support your child when they are joining this school, moving on to another class or leaving this school?

Transition is a part of life for all pupils and planning for transition is a part of our provision for all pupils with SEN. This can be having a new teacher or the transition to a new class in school or moving on to another school. We will work with children, families and other providers to ensure positive transitions occur.
Pre-school settings to School:

Early years teachers visit settings and or maintain professional dialogue throughout the year. Identified Early Years Action children will have enhanced transition documentation. Children with an EHCP will have additional visits and TAC meetings with all parties. Plans will be made in the year before transition.

Year to Year:

All children who are changing teachers will complete a one page profile, written as the children’s voice to let teachers know their likes, dislikes and how they learn best. Those children who are SEN Support will have a Transition meeting to develop a transition plan .All schools will have a half or whole day class “moving up” day. Any necessary physical or resourcing arrangements will be prepared in advance.

Primary Secondary

Transition to Secondary school is very unique and individual to each child and each setting.

All secondary maintained schools that we are linked to send year group leaders to visit children who are about to transition. The SENCo and Class Teacher will carry out a transition meeting with secondary schools and ensure that information regarding SEN pupils is transferred in a confidential manner.

How will we support your child's emotional and social development?

All staff at school are aware that children may experience a wide range of social and emotional difficulties which manifest in many ways and we have processes to support these needs. We annually review our SEND, anti-bullying and behaviour policies. Where appropriate, we seek further advice from advisory services and outside agencies about removing barriers to learning linked to emotional, mental and social development.

We provide Thrive. This follows the principles of listening to children, showing empathy, making children feel important and being playful.

Playground support is provided during lunchtimes and break times for children who struggle with social situations or unstructured social time.

If unwell, a child’s parent/carer will be contacted and asked to make arrangements for collecting them as soon as possible.

In a medical emergency, the designated First Aiders will attend urgently, or may call for an ambulance if the pupil requires hospitalisation. Members of staff are trained annually on administering Epi-Pens for anaphylactic shock and pupils who have severe allergies or other significant health/medical needs are flagged-up to all staff throughout the school year. For a more detailed overview of these arrangements see the schools’ Medical Conditions Policy.

How can my child contribute their views?

The views of our children are very important to us and are highly valued.

We use a variety of methods for seeking children’s views which include our active school council, where pupils are elected each year to represent their peers.  The school council is consulted on whole school plans and are able to express their views to SMT. If your child has a DAF 2a “My Plan”, an EHCP or Statement of SEND, their views will be sought before any review meetings.