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Special Educational Needs and Disability Policy - New Brighton Primary School

Special Educational Needs and Disability Policy

Date: Spring 2016

Written by: Kate Weaver and Amanda Hoare


New Brighton Primary School is committed to providing an appropriate and high quality education to all the children living in our   local area. We believe that  all children, including those identified as having special educational needs have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.

We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.

New Brighton Primary School is committed to inclusion. Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all learners. We aim to engender a sense of community  and  belonging, and to offer new opportunities to learners who may have experienced previous difficulties.

This does not mean that we will treat all learners in the same way, but that we  will respond to learners in ways which take account of their varied life experiences and needs, making adjustments to enable them to access a relevant curriculum.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.  We pay particular attention to the provision for and the achievement of different groups of learners:

  • girls and boys
  • minority ethnic and faith groups, travellers, asylum seekers and refugees.
  • learners who need support to learn English as an additional language (EAL)
  • learners with special educational needs
  • learners who are differently abled
  • those who are able and talented
  • those who are looked after by the local authority
  • others such as those who are sick; those who are young carers; those who are in families under stress
  • any learners who are at risk of disaffection and exclusion

This policy describes the way we meet the need of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development.

We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We  are particularly aware of the needs of our younger pupils, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many pupils, at some time in their school career, may experience difficulties which affect their learning, and we recognise that these may be long or short term.

At New Brighton Primary School we aim to identify these needs as they arise and

provide teaching and learning contexts which enable every child to achieve to his or her full potential.

New Brighton Primary School sees the inclusion of children identified as having special educational needs as an equal opportunities issue, and we will also aim to model inclusion in our staffing policies, relationships with parents/carers and the community. We are trying to move from an SEN approach that locates a problem with the child to looking at what additional provision we need to make for specific children.

The development and monitoring of the school’s work on Inclusion will be undertaken by the Inclusion Managers who meet with the Headteacher on a termly basis.

The Inclusion Manager is Jane Brennan. She is an active member of the SLT and reports regularly to the group on this area.

The SEN Governor is Mrs Lin Cook.


To ensure the SEN and Disability Act and relevant Codes of Practice and guidance are implemented effectively across the school.

To ensure equality of opportunity for and to eliminate prejudice and discrimination against, children with special educational needs.

To identify needs as they arise and to provide support as early as possible, continually monitoring the progress of all pupils,

To provide full access to the curriculum through differentiated planning by class teachers, inclusion managers, and support staff as appropriate.

To provide specific input, matched to individual needs, in addition to differentiated classroom provision, for those pupils recorded as having SEN at SENs1 or SENs2 and also for pupils recorded as Higher Attaining Pupils HAPs.

To ensure that pupils with SEN are perceived positively by all members of the school community, and that SEN and inclusive provision is positively valued and accessed by staff and parents/carers.

To ensure that we are able to meet the needs of as wide a range as possible of children who choose to become part of our school community.

To enable children to move on from us well equipped in the basic skills of literacy, numeracy and social independence to meet the demands of secondary school life and learning.

To involve parents/carers at every stage in plans to meet their child’s  additional needs.

To involve the children themselves in planning and in any decision making that affects them.

Inclusion Principles

Staff at New Brighton Primary School value pupils of different abilities and support inclusion.  Within the school, staff and pupils will be constantly involved in the  best ways to support all pupils’ needs. There is flexibility in the approaches in order to find the best placement for each child. Within each class, teaching and learning styles and organisation is flexible to ensure effective learning. Groupings support children identified with additional needs as part of this process. Where appropriate, links with partner special schools are made and children are included into mainstream school on full or part-time basis. Liaison and planning between both schools takes place to ensure continuity and to match the needs. Review meetings also take place, as above, to ensure that the most appropriate provision is being made for the child.


Children with additional educational needs are considered for admission to the school on the same basis as for children without additional educational needs. However, it is important that parents are fully informed to ensure they make the right choice of educational provision to ensure their child reaches their full potential.  Admission will be agreed by the Headteacher and Local Authority, unless the attendance of the individual pupil at New Brighton Primary would be incompatible with the provision of efficient education for the children with whom they would be educated or the efficient use of resources.   Pupils are allocated  to

each Foundation Stage class by friendship group, age and gender to ensure that there is parity between each class. Children identified, prior to joining our school, as having additional needs will also be matched to each class to ensure a balance  of both provision and opportunity. Admission to F2 is on a full-time basis. These arrangements can be flexible to cater for individual needs. Prior  to starting  school, parents/carers of children with a Statement of SEN or Statement pending will be invited to discuss the provision that can be made to meet their identified needs.

Arrangements for coordinating SEN provision

The Inclusion Managers will meet with each band leader/ class teacher each term to discuss additional needs concerns and to review IEPs and related interventions.

At other times, the Inclusion Managers will be alerted to newly arising concerns through the additional needs concern form (appendix i).

The Inclusion Managers will discuss issues arising from these forms with the class teacher within one week of receiving the form.

Where necessary, reviews will be held more frequently than twice a year for some children.

Targets arising from meetings and reviews will be used to inform and support whole class approaches to inclusion, e.g. differentiation, varied teaching  styles.

The Inclusion Managers, together with the Headteacher, monitor the quality  and effectiveness of provision for pupils with SEN through classroom observation.

SEN support is primarily delivered by class teachers through differentiated teaching methods. Additional support is provided by the trained teaching assistants (TAs) throughout the school. This is funded from the school’s annual budget. The support timetable is reviewed each term, by the Inclusion  Managers in line with current pupil needs, educational initiatives such as literacy and numeracy strategies, and the budget. Additional support beyond 5 units is funded through individual allocations from the LA.

Specialised Provision

There are 2 special educational needs bases at New Brighton Primary School. These bases are for children with Language difficulties within Foundation Stage and KS1 and children with Moderate Learning Difficulties in KS2.  Access to these  specialist units is controlled by the LA.

Identification and Assessment Arrangements, Monitoring and Review Procedures

The school’s system for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing satisfactorily and who may have additional needs.  This will include:

  • Baseline assessment results
  • Progress measured against the band objectives
  • Numeracy strategies and EYFS profiles
  • Progress measured against the p level descriptors and pivots.
  • Rising Stars half termly assessments
  • Observations of behavioural, emotional and social development
  • An existing of SEN
  • An Educational Health Care Plan
  • Assessments by a specialist service such as educational psychology, identifying additional needs
  • Another school or LA which has identified or has provided for additional needs

Based on the school’s observations and assessment data and following a discussion between the class teacher, the relevant Inclusion Manager and parent, the child may be recorded as needing either:

  1. Targeted support within the class
  2. Additional support through SENs 1 provision
  3. Additional support through SENs 2 provision

Differentiated Curriculum Provision

In order to make progress a child may only require differentiation of the plans for the whole class. The differentiation may involve modifying learning objectives, teaching styles and access strategies.

Under these circumstances, a child’s needs will be provided for within the whole class planning frameworks and individual target setting. Differentiation will be recorded in the daily planning by the class teacher.

Monitoring of progress will be carried out by the class teacher and relevant Band Leader and this will be used to inform future differentiation within whole class planning.

The child’s progress will be reviewed at the same intervals as for the rest of the class and a decision made about whether the child is making satisfactory progress at this level of intervention.

The school uses the definitions of adequate progress as suggested in the revised Code of Practice.

Where a period of differentiated curriculum support has not resulted in the child making adequate progress OR where the nature or level of a child’s needs are unlikely to be met by such an approach, provision at the SEN level may need to be made.

SEN provision would be indicated where there is evidence that:

  • There has been little or no progress made with existing interventions
  • Additional support is required to develop literacy or numeracy skills
  • Additional support is required for emotional, behavioural or social development
  • Additional support is required for sensory or physical impairments
  • Additional support is required for communication or interaction needs.

There are likely to be two groups of children recorded at SEN:

  • Children who have needs similar to other children with additional needs within the class, e.g. lack of phonic knowledge or phonological skills, spelling.
  • Children whom we consider to have more severe or longer term needs that are likely to result in an application for further professional advice.

Where needs are similar, it is appropriate to support these children within a group, focussing on the common needs. However, there should be scope within the  School Action plan for each child to have an individual target/s.

Both groups of children will have provision for their common needs in a small  group as well as some individualised support for their more unique needs.  Provision will run concurrently with differentiated curriculum support.

The group may be taught by the class teacher and also supported by a TA.

The responsibility for planning for these children remains with the class teacher, in consultation with the relevant Inclusion Manager.

A child receiving support at SENs 1 will have a form which identifies the additional provision they receive. A copy of this will be given to parents. The class teacher and Inclusion Manager also hold copies. Parents will be kept informed of progress. Individual Education Plans will not be written for children at SENs 1.

The Inclusion Managers will look at the monitoring information on a half-termly basis and make adjustments to the provision for the child, if appropriate.

As part of the review process, the Inclusion Managers and school colleagues, in consultation with the parents/carers, may conclude that despite receiving an individualised programme and/or concentrated support for a considerable period, the child continues to have significant needs which are not being met by current interventions. Where this is the case a decision may be made to make provision at the SENs 2 level.

Special Educational Needs Support

Provision at this level always includes the involvement of specialist services. A variety of support can be offered by these services, such as advice to the school about targets and strategies, specialised assessment or some direct work with the child. The specialist services will always contribute to the planning, monitoring  and reviewing of the child’s progress.

A child receiving support at SENs 2 will have an Individual Education Plan which will be reviewed on a termly basis. Provision will run concurrently with targeted curriculum support. Should there still be difficulties the child will be given an individual additional support plan.

School request for a Statutory Assessment

For a child who is not making adequate progress, despite a period of support at School Action Plus, and in agreement with the parents/carers, the school may request the LA to make a statutory assessment in order to determine whether it is necessary to make an Education Health Care Plan.

The school is required to submit evidence, including two additional support plans, to the LA whose regular Special Needs Advisory Panel (SNAP) makes a judgment about whether or not the child’s needs can continue to be met from the resources normally available to the school. This judgment will be made using the LA’s  current criteria for making a statutory assessment.

Planning, provision, monitoring and review processes continue as before while awaiting the outcome of the request.

Educational Health Care Plan

A child who had an Education Health Care Plan will continue to have arrangements as for SENs 2, and additional support that is provided using the  funds made available through the Statement.

There will be an Annual Review, chaired by the Inclusion Managers, to review the appropriateness of the provision and to recommend to the LA whether any changes need to be made, either to the EHCP or to the funding arrangements for the child.

SEN and Inclusion In-Service Training

The Inclusion Managers attend regular cluster meetings to update and revise developments in Special Needs Education and Inclusion. Meeting additional needs and Inclusion issues are targeted each year through the school’s long-term goals and Teacher and TA Performance Management. In-Service training and individual professional development is matched to these targets. In-house additional needs and Inclusion training is provided through staff meetings facilitated by the  Inclusion Managers. All staff has access to professional development opportunities and are able to apply for SEN/Inclusion training where a need is identified either  at an individual pupil or whole class level. Support staff are encouraged to extend their own professional development and the Senior Leadership Team will ensure bespoke training where this is appropriate.

Outside agencies

  • The Educational Psychologist visits the school regularly (according to timetable), following discussion with the Inclusion Managers as to the purpose of each visit.
  • Teachers from the Special Educational Support Service (SESS) work in school to support children, both with and without Statements, who have vision or hearing impairment. The specialist teachers work directly with children where this is indicated on a Statement. Class teachers plan alongside these specialist teachers who also attend and contribute to IEP reviews.
  • SENAAT (Special Educational Needs Advisory and Assessment Team) is also used to assess/ review children with learning difficulties and make recommendations.

The Inclusion Managers liaise frequently with a number of other outside agencies, for example:

  • Social Services
  • Education Welfare Service
  • School Nurse
  • Community Paediatrician
  • Speech Therapy
  • Physiotherapy
  • Occupational Therapy

Parents/carers are informed if any outside agency is involved.

Partnership with parents/carers

Staff and parents/carers will work together to support pupils identified as having additional needs. Parents/carers will be involved at all stages of the education planning process. An appointment will be made by the class teacher to meet all parents/ carers whose children are being recorded as having additional needs. The

relevant Inclusion Manager will attend this meeting if the school or the parent thinks this is appropriate.  At review meetings with parents/carers we try to  always make sure that the child’s strengths as well as weaknesses are discussed. Where we make suggestions as to how parents/carers can help at home, these are specific and achievable and that all parents/carers go away from the meeting clear about the action to be taken and the way in which outcomes will be monitored and reviewed.

IEP targets will include targets to work towards at home with teacher supported resources, and parents/carers are always invited to contribute their views to the review process. All IEPs and reviews will be copied and sent to parents/carers  after meetings. Ideas and materials for supporting learning at home will be discussed with parents/carers and distributed on request. Parents/carers’  evenings provide regular opportunities to discuss concerns and progress. Parents/ carers are able to make other appointments on request. Regular communication between school and home will ensure that concerns are promptly acted on. Where this has not happened, however, parents/carers are able to make a complaint by contacting the Headteacher or, if this fails to resolve the issues, the governing body. Our complaints procedures, available from the school office, sets out the steps in making a complaint in more detail. For additional information about dealing with complaints, please see section 21 (Dealing With Complaints).

Links with other schools/transfer arrangements

F2 staff will meet with staff from settings other than our own Nursery provision prior to pupils starting school. Concerns about particular needs will be brought to the attention of the Inclusion Manager after this meeting. Where necessary the Inclusion Manager for FS / KS1 will arrange a further meeting to ensure effective support is provided.

Class teachers of children joining from other schools will receive information from the previous school as soon as this is received. If there is an SEN issue the Inclusion Managers will telephone to further discuss the child’s needs. Children transferring from New Brighton Primary School to new schools will have their yellow SEN file, giving details of particular needs and additional provision made by the school. The Inclusion Managers will discuss these children with other schools on request.

Health and Social Services, Education Welfare Services and any Voluntary Organisations

  • The school regularly consults health service professionals. Concerns are initially brought to the attention of the school nurse by the Inclusion Manager, and referrals will be made as appropriate.
  • Education Welfare Service will be accessed in liaison with the Attendance Clerk. Class teachers will alert the Inclusion Managers if there is a concern they would like discussed.
  • There are many voluntary organisations supporting SEN. The Inclusion Managers maintain an up to date list.  Parents/carers will be given details of

these  groups  on  request  or    as  appropriate. Information  sent  from organisations will be available at the front office.


New Brighton Primary School is a single site school, with Foundation Stage, Key Stage 1 and Key Stage 2 departments. The school is built on two levels with stairs from ground floor or first floor. Entrance to the building is through the main entrance. Unfortunately this does not provide wheelchair access, which is available via the KS1 Hall entrance. Lifts have been fitted so that children with physical difficulties can access all levels in the school building. The only room which is does not have wheelchair access is the Tranquility Room.

There are currently no shower facilities and there is one accessible toilet for children in Y3/4 and in Foundation Stage. All refurbished toilets have been fitted with handrails to assist pupils with physical difficulties.

We have made sure that there are good lighting and safety arrangements. Our classrooms provide good acoustic conditions so that the effects of hearing difficulties are minimised (part-carpeting, curtains, quiet areas). Children  requiring equipment due to impairment will be assessed in order to gain the support that they require. Details of our plans and targets on improving environmental access are contained in the Access Plan.

Access to learning and the curriculum

The school will ensure that all children have access to a balanced and broadly based curriculum, and that the National Curriculum programmes of study are flexible enough to meet every child’s needs. (No child will be excluded from any learning activity due to their impairment or learning difficulty, unless it is clearly  of benefit to that individual and leads towards inclusion. Learning opportunities will be engaging, rewarding and effectively differentiated and the teaching styles will be diverse. Staff will work in a way to avoid the isolation of the children they are supporting, and will encourage peer tutoring and collaborative learning. Schemes of work and policies for each area of the curriculum are in place and are differentiated to include appropriate learning outcomes for all pupils. Differentiation takes a variety of forms within teacher planning. Learning intentions are always made explicit and then activities may be adapted, or  planned separately as appropriate. Alternative methods of responding or recording may also be planned for where this is appropriate. Children with sensory or mobility impairments or a specific learning difficulty will access the curriculum through specialist resources such as ICT where this is appropriate. The school will ensure that extra curricular activities are barrier free and do not exclude any pupils. Details of our plans for increasing access to the curriculum with targets are contained in our Accessibility Plan.

Disability access and arrangements

The PSHCE curriculum includes issues of disability, difference and valuing diversity. Resources are regularly reviewed to ensure they include books that reflect the range of special educational needs issues and come from a disability equality perspective, and priority is given to the ordering of books with positive images and a positive portrayal of disabled people as they become available.

New Brighton Primary School encourages the inclusion of all children in the School Council and other consultation groups. We also have Circle Time throughout the school.

We include children in their target setting and encourage and support them to take an active part in their annual reviews, through preparation, making the  information and meeting itself accessible and unintimidating.

New Brighton Primary School recognises that there will be a number of disabled parents/carers of children within the school, and we work to try to ensure they are fully included in parents/carers activities. We also make sure that we hold parents/carers meetings in the Hall that is accessible.

When a child starts at the school we ask the parents/carers about their access needs and then send notes/newsletters home in the required format e.g. audio tape, large print etc. For identified parents/carers we ensure that we have regular telephone contact, as this is their preferred method of communication.

New Brighton Primary School tries to make all trips inclusive by planning in advance and using accessible places. We aim to take all year six children to a residential camp, and provide additional support for individual children as required.

Evaluating SEN Policy

Every year, we analyse the data we have on the percentage of our pupils with very low attainment at the end of their key stage, compared to the percentage in similar schools. We also analyse data on behaviour: major behaviour incidents and exclusions (including lunchtime exclusions) on a monthly basis. We  use  this analysis to help us plan ahead. At the same time, we set new targets for the year ahead, aiming to:

  • Secure year band objectives for that
  • A reduction in behaviour incidents and exclusions

We report progress against these targets to the governing body.

The Inclusion Managers provide information to the governing body as to the numbers of pupils receiving special educational provision through SENs 1, SENs 2, EHCPs and Statements as well as any pupils for whom a Statutory Assessment has

been requested. The number of pupils transferring to or from each type of provision will be noted.

The Head will report on any whole school developments in relation to inclusion and will ensure that governors are kept up to date with any legislative or local policy changes.

The Inclusion Managers meet with the SEN Governor to discuss Inclusion  and current SEN concerns. The SEN Governor will lead governor monitoring of the SEN policy through sampling, observations and other procedures to be agreed annually.

Whole school monitoring and evaluation procedures will include sampling of work and observations. Outcomes pertinent to SEN provision and planning will be taken forward by the whole staff and used to build upon successful practice.

Dealing with complaints

If a parent wishes to complain about the provision or the policy, they should, in the first instance, raise it with the Inclusion Managers, who will try to resolve the situation.

If the issue can not be resolved within 10 working days, the parent can submit a formal complaint to the Headteacher in writing or any other accessible format.  The Headteacher will reply within 10 working days.

Any issues that remain unresolved at this stage will be managed according to the school’s Complaints Policy.