Special Educational Needs (SEN) and Inclusion Policy

The SENCo at Dry Drayton CE (C) Primary School is Mrs. H. Lewis and the named governor responsible for SEN is Mrs. Sylvia Pryer.
They ensue that the Dry Drayton Special Educational Needs policy works within the guidelines and inclusion policies of the Code of Practice (2014), the Local Education Authority and other policies current within the school.

At Dry Drayton CE (C) Primary School, it is the belief that all children have an equal right to a full and rounded education which will enable them to achieve their full potential. We use our best endeavours to secure special educational provision for pupils for whom this is required. This provision is, ‘additional to and different from’ (in the words of the legislation)that which is provided within the differentiated curriculum, and responds to the four areas of need identified in the new Code of Practice(September 2014).

  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory/physical

What are special educational needs?

A child or young person has special educational needs if he or she has a learning
difficulty or disability which calls for special educational provision to be made for him or
her. A learning difficulty or disability is a significantly greater difficulty in learning than
the majority of others of the same age. Special educational provision means
educational or training provision that is additional to, or different from, that made
generally for others of the same age in a mainstream setting in England…. Health care
provision or social care provision which educates or trains a child or young person is to
be treated as special educational provision. Code of Practice 2014

At Dry Drayton CE (C) Primary School we provide an inclusive curriculum appropriate for all our children. We believe that the principle of inclusion extends to society as a whole and is the responsibility of all pupils, parents, governors, staff and the wider community. We recognise that many children may have a special educational need at some time in their school career. The school recognises that the needs of high achieving children should also be catered for and recognised as a ‘special educational need’.

This SEN policy details how, at Dry Drayton, we will do our best to ensure that the
necessary provision is made for any pupil who has special educational needs and that
those needs are known to all who are likely to work with him/her. We will ensure that
teachers are able to identify and provide for those pupils with special educational
needs, allowing them to join in all school activities together with pupils who do not have special educational needs.

Our Aims

To value the rich contribution that difference and diversity makes to our school. In recognising  and responding to the diverse needs of children, we will use a range of flexible responses to meet such needs and accommodate their diversity
To seek the participation of all our children in learning; this leads to the highest possible level of achievement and fulfillment for each individual
To ensure the child’s (according to their age and understanding) and parents’ views are sought and valued
To identify and provide for all children’s learning needs as early as possible, using a range of strategies
To deliver planned and organised support for all children who are experiencing a learning difficulty or have a disability
To ensure all children’s needs are met through the practice, culture, management, and deployment of resources
To work in close partnership with governors, staff, parents and children to create and maintain the best possible provision for all children who have been identified as having a special educational need in accordance with the Code of Practice
To work in cooperation and productive partnerships with the Local Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of all vulnerable learners

Educational Inclusion and Access to the Curriculum

In our school all children are entitled to receive Quality First Teaching and access a broad and balanced curriculum, which is differentiated so they can:

Understand the relevance and purpose of learning activities
Experience levels of understanding and rates of progress that bring feelings of success and achievement

As a staff we understand and acknowledge that children have different educational and behavioural needs and aspirations, require different strategies for learning, acquire and communicate information at different rates, and need a range of different teaching approaches and experiences. Teachers use a range of strategies to meet every child’s needs and use Assessment for Learning (AfL) to inform the next stage of planning. Lessons have clear learning objectives, are appropriately differentiated, and teacher and pupil assessment inform the next stage of learning.

Individual targets, which enable a small steps approach to learning, feature significantly in the provision made by the school. By breaking down the learning into small steps and targets we ensure that children experience success.

Identification, Assessment and Provision

Provision for children with special educational needs is a matter for the whole school.
The governing body, the school’s Headteacher/SENCo and all other members of
staff, particularly class teachers and teaching assistants, have important day-to-day
responsibilities. All teachers are teachers of children with special educational needs.

The school will assess each child’s current levels of attainment on entry in order to
ensure that they build on the patterns of learning and experience already established
during the child’s pre- school years. If the child already has an identified special
educational need, this information may be transferred from other partners in their Early
Years setting and the class teacher and SENCo will use this information to:

• Provide starting points for the development of an appropriate curriculum
• Identify and focus attention on action to support the child within the class
• Use the assessment processes to identify any learning difficulties
• Ensure ongoing observation and assessments provide regular feedback about
the child’s achievements and experiences to form the basis for planning the
next steps of the child’s learning

The identification and assessment of the special educational needs of children whose
first language is not English requires particular care. Where there is uncertainty about
a particular child, a teacher will look carefully at all aspects of the child’s performance
in different subjects to establish whether the problems are due to limitations in their command of English or arises from special educational needs.

The Role of the SENCo (Headteacher)

The SENCo will work closely with the governors to develop the SEN policy and its implementation. The SENCo will develop effective ways to overcome barriers to learning, monitor TAs, and monitor quality of training, and set targets for improvement.

The SENCo is responsible for:

  • Developing and reviewing the school’s SEND policy
  • Coordinating all the support for children with special educational needs or disabilities
  • Overseeing the records kept of all children with SEN co-ordinating and developing school based strategies for the identification and review of children with SEN
  • Ensuring that parents/carers are:
    • Involved in supporting their child’s learning
    • Kept informed about the support their child is getting
    • Involved in reviewing their child’s progress
  • Liaising with the other professionals who may be coming into school to help support a child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
  • Updating the school’s SEND register and making sure that records of pupil’s progress and needs are kept and are available to parents
  • Providing specialist support for teachers and support staff in the school to help children identified with SEND achieve the best progress possible
  • Taking responsibility for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with statements of special educational needs and Education Health and Care plans
  • Monitoring the movement of children within the SEN system in school and providing staff and governors with regular summaries of the impact of the policy on the practice of the school. The SENCo is involved in supporting teachers and in drawing up Personal Support Plans for children. In addition the SENCo and the named governor with responsibility for special needs also hold regular meetings
  • Working with the CB23 Network Inclusion group and disseminating acquired learning back to School staff
  • Liaising with local Secondary schools so that support is provided for Y6 pupils as they prepare to transfer
  • Informing the governing body of how the funding allocated to support special educational needs has been employed and answering any challenges they may raise with well-founded evidence.

Monitoring Children’s Progress

The school’s system for observing and assessing the progress of individual children will
provide information about areas where a child is not progressing satisfactorily. Under
these circumstances, teachers may need to consult the SENCo to consider what else
might be done. This review might lead to the conclusion that the pupil requires help
over and above that which is normally available within the particular class or subject.
The key test of the need for action is that current rates of progress are inadequate.

Adequate or good progress can be identified as that which:

  • Prevents the attainment gap between the child and his peers from widening
  • Closes the attainment gap between the child and his peers
  • Betters the child’s previous rate of progress
  • Ensures access to the full curriculum
  • Demonstrates an improvement in self-help, social or personal skills
  • Demonstrates improvements in the child’s behaviour

In order to help children with special educational needs, Dry Drayton will adopt a
graduated response (Assess, Plan, Do, Review). This may see us using specialist expertise if, as a staff, we feel that our interventions are still not having an impact on the individual. The school will record the steps taken to meet the needs of individual children through the use of provision mapping, Personal Support Plans for children with a
Statement of Special Educational Needs or an Education, Health, Care Plan and intervention tracking sheets for those pupils receiving additional support. The class teachers, Teaching Assistants and the SENCo will have responsibility for ensuring that records are kept and available when needed. If we refer a child for statutory assessment/Education Health and Care Plan, we will provide the LEA with a record of our work with the child to date.

When any concern is initially noticed it is the responsibility of the class teacher to take
steps to address the issue. Parents may be consulted and specific intervention put in
place and monitored for a period of time as appropriate. If no progress is noted after this
time the child may be added to the school SEN register with parental permission.
The class teacher after discussion with the SENCo will then provide interventions that are additional to those provided as part of the school’s differentiated curriculum and the child will be given individual learning targets which will be applied within the classroom. These targets will be monitored by the class teacher and teaching assistants within the class and reviewed formally with the SENCo, parents and pupil.

Personal Support Plans

Strategies employed to enable the child to progress will be recorded within a
Personal Support Plan which will include information about:

  • The short term targets set for the child
  • The teaching strategies to be used
  • The provision to be put in place
  • How the targets will help the child in their learning
  • What they are responsible for
  • How the child can be successful
  • The review date

The child’s views will be sought and taken into account, as will those of the parents, whose support is vital if progress is to be achieved and maintained. Completed mid-point review sheets are stored on the school system and updated regularly by teachers and teaching assistants.

Reasons for a child being added to the SEN register may include the fact that

  • Makes little or no progress, even when teaching approaches are targeted
    particularly in a child’s identified area of weakness
  • Shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum area
  • Presents persistent emotional or behavioural difficulties which are not improved by the behaviour management techniques usually employed in the school
  • Has sensory or physical problems, and continues to make little or no progress, despite the provision of specialist equipment
  • Has communication and / or interaction difficulties, and continues to make little or no progress

Partnership with parents

Partnership plays a key role in enabling children and young people with SEN to
achieve their potential. Parents hold key information and have knowledge and
experience to contribute to the shared view of a child’s needs. All parents of children
with special educational needs will be treated as partners given support to play an
active and valued role in their child’s education.

Children and young people with special educational needs often have a unique
knowledge of their own needs and their views about what sort of help they would like.
They will be encouraged to contribute to the assessment of their needs, the review and
transition process.

This policy can be found on our school’s website along with our Special Educational Needs and Disability Information Report which sets out the responsibilities of the Local Authority, the school and the parents.

At all stages of the special needs process, the school keeps parents fully informed and
involved. We take account of the wishes, feelings and knowledge of parents at all

We encourage parents to make an active contribution to their child’s education
and have regular meetings each term to share the progress of special needs
children with their parents. We inform the parents of any outside intervention, and
share the process of decision-making by providing clear information relating to the
education of their child.

Parents always have access to the SENCo through the school office email address (

The Nature of Intervention

The SENCo and the child’s class teacher will decide on the action needed to help the
child progress in the light of earlier assessments. This may include:

  • Different learning materials or specialist equipment
  • Some group or individual support, which may involve small groups of children being withdrawn to work with a Higher Level Teaching Assistant (HLTA) or Teaching Assistant (TA) (Wave 2)
  • Intervention such as 1:1 teaching for English or mathematics including precision teaching (Wave 3)
  • Extra adult time to devise/administer the nature of the planned intervention and also to monitor its effectiveness
  • Staff development and training to introduce more effective strategies


After initial discussions with the SENCo, the child’s class teacher will be responsible
for working with the child on a daily basis and ensuring delivery of any individualised
programme in the classroom. Parents will continue to be consulted and kept informed
of the action taken to help their child, and of the outcome of any action. Parents will be
able to meet regularly with the class teacher at parent consultation meetings which are held in the Autumn and Spring Terms, to discuss individual learning targets, next steps and progress. Parents will receive an end of year written report in the Summer Term
and termly interim reports from Autumn 2015. The SENCo will support further assessment of the child where necessary, assisting in planning for their future needs in discussion with colleagues and parents.

The use of outside agencies

These services may become involved if a child continues to make little or no progress
despite considerable input and adaptations. They will use the child’s records in order
to establish which strategies have already been employed and which targets have
previously been set.
The external specialist may act in an advisory capacity, or provide additional specialist
assessment or be involved in teaching the child directly. The child’s Individual targets
will set out strategies for supporting the child’s progress. These will be implemented, at
least in part, in the normal classroom setting. The delivery of the interventions
recorded in individual tracking sheets, continues to be the responsibility of the class teacher.

Outside agencies may become involved if the child:

  • Continues to make little or no progress in specific areas over a long period
  • Continues working at National Curriculum levels substantially below that expected of children of a similar age
  • Continues to have difficulty in developing literacy and mathematical skills
  • Has emotional or behavioural difficulties which regularly and substantially
    interfere with the child’s own learning or that of the class group
  • Has sensory or physical needs and requires additional specialist equipment or
    regular advice or visits by a specialist service
  • Has ongoing communication or interaction difficulties that impede the
    development of social relationships and cause substantial barriers to learning
  • Despite having received intervention, the child continues to fall behind the level
    of his/her peers

School Request for an Assessment for an Education Health and Care Plan
(from September 2014)

A request will be made by the school to the LA if the child has demonstrated
significant cause for concern. The LA will be given information about the child’s
progress over time, and will also receive documentation in relation to the child’s special
educational needs and any other action taken to deal with those needs, including any
resources or special arrangements put in place.

The evidence will include:

  • Previous individual education plans and targets for the pupil
  • Records of regular reviews and their outcomes
  • Records of the child’s health and medical history where appropriate
  • National Curriculum attainment levels in literacy and numeracy
  • Education and other assessments, for example from an advisory specialist support teacher or educational psychologist
  • Views of the parents

The parents of any child who is referred for assessment will be kept fully
informed of the progress of the referral. Children with a statement of special
educational needs will be reviewed by the Headteacher/SENCo/class teacher/Teaching assistants, each half term in addition to the statutory annual assessment. When this coincides with transfer to secondary school, the SENCo from the appropriate secondary school will invited to attend and informed of the outcome of the review.


At Dry Drayton our agreed Admissions Policy makes no distinction as to pupils with SEN or not. The aim of the school is to meet the needs of any child of any parent who wishes to register at the school. In the case of pupils with a statement of SEN or Education Health Care Plan (EHCP – from September 2014), the school will work closely with the LA named officer in coming to a decision about the most appropriate provision for the pupil. No pupil can be refused admission solely on grounds that she/he has SEN or that relevant resources are currently unavailable; however we would consult immediately with the LA to provide appropriate resources.

Allocation of resources

The Headteacher is responsible for resourcing the special needs provision within the school, including the provision for children with statements or Education Health Care Plans. The Headteacher informs the governing body of how funding allocated to support special educational needs and the pupil premium has been assigned. The Headteacher and the finance committee meet annually to agree on how to use funds directly related to additional needs and SEN, and how to support the special needs resource requirements of the school.

Transition Arrangements

Prior to children entering school, regular liaison meetings take place with the feeder playgroups and nurseries so that provision for children entering school is already known. If appropriate, a meeting will be set up with an Early Years Specialist Support Teacher and targets/strategies used by the pre school setting will be shared. Parents/carers are often involved in these meetings, as it helps ensure a successful transition.

When children are transferring to a secondary school, liaison meetings are held with the schools’ SENCo and Year Group tutors to pass on any relevant information. These professionals are also invited to Year 6 children’s Annual Reviews in the Autumn or Spring terms, so that they are aware of the provision needed when the child transfers to their school. It is also an opportunity for parents/carers to begin to get to know the secondary school staff.

The Role of the Governing Body

The governing body challenges the school and its members to secure necessary
provision for any pupil identified as having special educational needs. They ask
probing questions to ensure all teachers are aware of the importance of providing for
these children and ensure that funds and resources are used effectively.

The governing body has decided that children with special educational needs will be
admitted to the school in line with the school’s agreed admissions policy.

The Governing Body reviews this policy annually and considers any amendments in
light of the annual review findings. The Head teacher reports the outcome of the review
to the full governing body.

The governors, through their link governor, Mrs. Sylvia Pryer, will evaluate the success of this policy by enquiring how effectively pupils with special educational needs participate in the whole school curriculum and all activities. This will be reviewed annually. The governors will take into consideration

  • The aims of the SEN policy and ensure these are being met
  • The use of funds, including Pupil Premium, intended for pupils with SEN
  • The views of the parents
  • The views of pupils (where appropriate)
  • The views of the Headteacher/SENCo and staff

The governors will also monitor that the interventions for each pupil are reviewed regularly.


Basic Information

SENCo – Mrs. H. Lewis

SEN Governor – Mrs. Sylvia Pryer

Policy written – March 2015 and revised April 2016

Approved by ACC Committee – April 2016

Date for review – September 2016

Relevant policies:

Relationships Management Policy
Behaviour Policy
Anti-Bullying Policy
Disability Policy
Administrations of Medicines Policy
Asthma Policy