S.E.N.D. - Cinnamon Brow CE Primary School S.E.N.D. - Cinnamon Brow CE Primary School

Cinnamon Brow C.E. Primary School

Policy for SEND


Mission Statement

Educating today’s child for tomorrow’s world

We believe that each child is an individual with the right to an education which meets his or her needs.



  • To enable each child to be the best they can
  • To provide a safe, secure and stimulating learning environment
  • To develop in our children high self-esteem and independence
  • To promote a rich curriculum which is not only broad and balanced but challenging and exciting, and which reflects the needs of the school community
  • To provide high quality learning experiences in all areas of school life
  • To ensure schools works in partnership with all members of the schools wider community
  • To foster in our children lively and creative thinking
  • To promote equality and opportunity and respect, including recognising differences in a non-judgemental manner
  • To foster in all an understanding and commitment to life long learning


Overarching Statement

In accordance with our Mission Statement, school values and school aims we pledge to:

  • Respect the equal human rights of all our pupils and to educate them about equality
  • Respect the equal rights of our staff and other members of the school community
  • Comply with relevant legislation and implement school plans in relation to race equality, disability, equality and gender equality.


We are committed to ensuring that:


  • Children’s special educational needs are picked up early
  • Support is put in place quickly.
  • Staff have the knowledge, understanding and skills to provide the right support for children who have SEND.




At Cinnamon Brow C.E. Primary School we aim to provide a broad and balanced curriculum for all children who at any time may need to access special educational provision with regard to their academic, emotional or physical abilities.


Our school is warm, welcoming and open to all pupils and the ethos reflects a commitment to inclusion and equal opportunities. We are concerned with developing inclusive values, shared between all members of the school community. Systems have been implemented for early identification of barriers to learning and participation and we aim to minimise those barriers and maximise resources to support learning and involvement.


Children have special educational needs (SEN) if they have a learning difficulty that calls for special educational provision to be made for them.

 A child has a learning difficulty if he/she:

  • Has a significantly greater difficulty in learning than the majority of children of the same age. This may be for a variety of reasons.
  • Has been identified as having a specific learning difficulty such as dyslexia, dyspraxia etc.
  • Has a disability that prevents or hinders the child from making use of educational facilities of a kind that are generally provided for children of the same age.



Principles for inclusion including SEND pupils, EAL pupils and Able Pupils

All children will have equality of opportunity to achieve their potential in all subjects. All children will be expected to participate in the full curriculum. In planning and teaching subjects, teachers will have due regard for the following principles:

  • Every teacher is responsible and accountable for all pupils in their class, wherever or with whoever the pupils are working.
  • Setting suitable learning challenges
  • Responding to pupils diverse learning needs and learning styles
  • Overcoming potential barriers to learning and assessment for individual and groups of pupils
  • Ensuring challenge and extension when and where appropriate
  • Providing children with high levels of pastoral care and support



We aim to ensure that a child with special educational needs should have his/her needs met by:

  • Promoting early identification and assessment of children’s needs
  • Enabling pupils with SEND to receive opportunities to develop their full potential in all areas of the curriculum
  • Provide a consistent framework of support to teaching staff, to enable them to respond quickly and appropriately to children’s needs
  • Working in partnership with parents, valuing their knowledge, views and experience in relation to their children’s needs
  • Valuing children’s individual achievements and promoting their self esteem
  • Liaising with appropriate support agencies such as Inclusion Teachers, Educational Psychologist, health and social services   etc.
  • Providing teachers and teaching assistants with support, expertise, resources and training, in order to assist them in planning and providing a relevant and differentiated curriculum for all pupils
  • Monitoring and reviewing provision on a regular basis and looking at the impact of provision on raising standards


Co-ordinating SEND & Inclusion


The governing body will, in co-operation with the head teacher:

  • Determine the school’s policy and approach to provision for children with SEND
  • Establish the appropriate staffing and funding arrangements
  • Maintain a general oversight of the school’s work
  • Ensure that the needs of SEND children are made known to all who are likely to teach them
  • Ensure that a pupil with special educational needs joins in all activities of the school, taking into account:
  • That it is reasonable, practical and compatible with the child’s learning needs
  • The effect on the efficient education of the other pupils
  • The efficient use of resources to support teaching and learning
  • Nominate a named governor for SEND
  • Monitor the school’s work on behalf of children with special educational needs


The Inclusion Team

Several staff in the school have designated responsibility for aspects of inclusion:

Mrs P Pimblett (Head Teacher)

Mrs L Locke (Inclusion Leader)

Miss A Ainsworth (Deputy Head)

Cath Smaller (SEND Governor)



  • Work closely with teachers and teaching assistants to help determine the strategic development of the SEND policy and provision within the whole context of our school improvement plan
  • Support the Headteacher in the day to day operation of the school’s SEND policy and help coordinate the provision for SEND pupils
  • Liaise with parents and other professionals in respect of children with SEND and ensure that relevant background information about individual children with SEND is collected, recorded and updated



Class Teachers

All class teachers have responsibility for:

  • Planning for and teaching the range of pupils within their class effectively across the curriculum areas
  • Identifying a child with SEND
  • Keeping parents informed of their child’s progress, any concerns, and action to be taken
  • Attending meetings with parents, as and when appropriate
  • Informing colleagues and those concerned with the child of any information imparted by parents/guardians pertaining to the child’s progress
  • Liaising with the Inclusion Leader, teaching assistants, (TAs), pupils and parents in writing individual learning plans for key children (ILPs)
  • Liaising with TAs and managing TAs to make best use of the resources available in class to support SEND pupils
  • Allocating TA time (if appropriate) above the normal classroom provision, to provide for children with SEN in their class.


Teaching Assistants

TAs have the responsibility for:

  • Assisting the class teacher in the implementation of lesson plans
  • Assisting the class teacher in the implementation of ILPs and programmes from external professionals
  • Supporting the effective delivery of a differentiated/personalised curriculum



We believe that the partnership between school and parents is important in enabling children with SEND to achieve their potential. Parents hold key information and have a critical role to play in their child’s education. Parents are encouraged to become involved and account is taken of their wishes, feelings and perspectives on their child’s development.


  • The school has a positive attitude towards parents and will acknowledge and draw on parental knowledge and expertise in relation to their child.
  • The school will tell parents when they first identify that a child has SEND and will explain the purpose of any intervention or programme of action.
  • The school ensures that parents understand procedures and have knowledge of their child’s entitlement within the SEND framework.
  • The school recognises the personal and emotional investment of parents and tries to be aware of their feelings.
  • The school respects the differing needs of parents themselves such as a disability or communication barriers.
  • The school respects the validity of differing perspectives and seeks constructive ways of reconciling different viewpoints.
  • The school gives parents access to information, advice and support during assessment and any related decision-making processes about special educational provision.


Parents have a responsibility to:

  • Inform the school about who has parental responsibility for a child
  • To communicate regularly with the school and alert us to any concerns they have about their child’s learning or provision.


Children’s and Young People’s Services

(See also CYPS Code of Practice)


The CYPS has responsibility to:

  • Delegate appropriate additional funds to enable schools to meet SEND
  • Administer formal assessment procedures
  • Arrange for the parents of any child in their area with SEND to be provided with advice and information about matters relating to those needs
  • Take appropriate steps to make parent partnership services known to parents, head teachers, school and others they consider appropriate.



“Children, who are capable of forming views, have a right to receive and make known information, to express their opinion, and to have that opinion taken into account in any matters affecting them. The views of the children should be given due weight according to the age, maturity and capability of the child.”

(The United Nations Convention on the Rights of the Child)


Children at our school should feel confident that they will be listened to and that their view will be valued. Pupils with SEND will (where possible):

  • Participate in the decision making processes that occur in their education, including the setting of learning targets
  • Contribute to ILPs and carry out reviews
  • Be encouraged to share in the recording process and in monitoring and evaluating their own performance through Assertive Mentoring.


The school recognises the need to give children a voice and encourage them to make decisions without overburdening them with decision making procedures (where they have insufficient experience and knowledge to make appropriate judgements without additional support).



Support Agencies

The school works in co-operation with support agencies in making provision for children with SEND. Many children have a range of difficulties that require a concerted approach from the school; healthcare professionals; social care services departments; specialist support services and other providers. The school aims to work with these agencies to provide an integrated service. Termly planning and review meetings provide a forum for school staff and other agencies to co-ordinate their support for individual pupils with SEND.



Professional Development

The training needs of staff are planned in relation to the implementation of the performance management framework and whole school priorities associated with SEND.



Admission Arrangements

Our admission policy does not discriminate against any pupils with special needs or others who are at risk of social exclusion. We liaise with other agencies to become aware at the earliest opportunity of relevant information regarding individual pupils so that appropriate provision can be made. The school is accessible for people who are wheelchair users and has toilet facilities for the disabled. Placement in The Clover is decided by the local authority not by the school.


Identification, Assessment and Provision


Identification and Assessment

Our links with local nurseries and the Early Years Outreach Worker enables us to liaise regarding children who may transfer with SEND. Other relevant documentation (via the speech and language therapy departments, educational psychologists etc.) may also aid early identification prior to school entry.


The records of children transferring from other primary schools will be carefully checked to aid identification. Once children are admitted, the following identification arrangements apply:

  • The class teacher will identify any concerns using classroom observation and informal assessment
  • Parents voicing a concern may highlight a particular need
  • Outside agencies may bring a problem to the school’s notice
  • A baseline assessment using the Foundation Stage Profile from point of entry into reception is undertaken. This can indicate areas of concern and alert teachers to children who have particular difficulties, some of whom might have special needs
  • Achievement compared to year group expectations
  • Evidence from ongoing and termly assessment


At Cinnamon Brow C.E. Primary School we recognise the importance of early identification, assessment and provision for any child who may have special educational needs. Assessment is not regarded as a single event but as a continuing process.



Provision for children with SEND

In order to help children who have special educational needs, the school adopts a graduated response that encompasses an array of strategies. We recognise that there is a continuum of special educational needs and where necessary, bring increasing specialist expertise to bear on the difficulties that a child may be experiencing.



School Action

Triggers for intervention

  • Evidence that a child has made 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 English or mathematics skills which result in poor attainment in some curriculum areas
  • Presents persistent emotional or mental health needs which are not supported by the behaviour management technique that is 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 interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum



The school invests in teaching assistants who support classes. The class teacher is responsible for providing interventions and targeting support.


  • Teachers will ensure that individuals and groups are identified in planning (where necessary) through differentiation of task.
  • Learning will be personalised to the needs of the child, providing support or extra challenge where necessary.
  • When undertaking termly reviews of targets in English and Mathematics, teachers will consider intervention/support strategies and groupings for these pupils



School Support

Triggers for intervention

Evidence shows that, despite an individualised programme and support, the child:

  • Continues to make little or no progress
  • Continues working at levels substantially below that expected of pupils of a similar age
  • Continues to have difficulty in developing English and mathematical skills
  • Has educational and/or emotional/mental health needs which substantially and regularly interfere with their own learning or that of the class, despite having an individualised behaviour management programme
  • Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits, providing direct intervention to the pupil or advice to the staff by specialist service
  • Has on-going communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning



At School Support stage:

  • The school will refer a child to the relevant external support service(s).
  • The child will have an individual ILP written by the class teacher in partnership with support services
  • Support services may provide specialist assessment and will advise and support teachers on setting targets for learning, learning strategies, resources and training if needed for the teacher or class TA
  • In some cases, children may work with specialist teachers, TAs or health care professionals
  • The Inclusion Leader will review support and endeavour to use SIS funding to target resources to provide for the needs of the child and fulfil the requirements of the ILP to meet individual targets


Statutory Assessment

Triggers for requesting statutory assessment

Statutory assessment will be requested by the school where a child has demonstrated significant cause for concern. This is usually after strategies have been in place and programmes implemented without success over a sustained period of time with educational psychologist involvement. Parents are fully involved in discussions leading up to the school’s decision to request statutory assessment. The educational authority will seek evidence from the school that any strategy or programme implemented for the child in question has been relevant and has continued for a reasonable amount of time without success.



The funding and provision for the child will be determined by the statement of SEN. The school has a statutory duty to ensure that the provision is made and to monitor and review progress.

SEND children are fully integrated into the mainstream classroom with the support of the class teacher and teaching assistant.

Children with SEND receive, according to their needs, support in some or all of the following ways:

  • In class support by the class teacher, working in small groups or individually according to their needs
  • Being provided with a differentiated curriculum
  • Small group or individual work with teaching assistants following an individual/group programme of work. This could be in class or withdrawn support
  • When appropriate, work with external specialist staff.



Individual learning plans will be written for children on School Support and for those children with statements of special educational needs. These will record what is additional to and different from the year groups differentiated curriculum plans. The ILP will focus on 3 or 4 individual specific, measurable, achievable, relevant targets (SMART). This ILP will be discussed with the child and the parents, and will be reviewed twice a year.


Success Criteria

The success criteria for the SEND policy are:

  • Children are correctly identified at different stages as outlined in the Code of Practice
  • A register is maintained of children with SEND with stages identified
  • A record is kept of all relevant documentation relating to each child on the register
  • Children who are causing concern are identified and monitored
  • ILPs are drawn up together with outside agencies at School Support stage
  • Children are meeting targets drawn up in their ILP
  • Early school based intervention and good deployment of resources result in fewer children moving to School Support/ Educational Health & Care Plan
  • A record is kept of meetings with parents and outside agencies
  • School has used the full allocation of visits from the Educational Psychologist and Inclusion Teachers for Learning
  • Where outside agencies have been involved, reports have been received
  • School will use advice from companies such as Chrysallis to advise on suitable support for children



When children move schools, the school will transfer records. Our school has close links with feeder High Schools and holds transition meetings to support children’s move to Key stage 3. In addition, transition for children in The Clover to key stage 2 provisions will be carefully planned and will involve meetings with KS2 staff and a number of supported visits to their new provision. Within school, addition support will be given to children as necessary when changing year groups.


Monitoring and Evaluation

The monitoring and evaluation of SEND provision is conducted as part of the school system for monitoring the quality of classroom provision and continuity and progression of the curriculum.