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SEND Information Report

All Saints Primary School SEN Information Report



Are you worried about your child?  Do you wonder how they will cope in a mainstream school environment? At All Saints School we believe that every child has the right to learn.  We hope that the following information will help to answer some of your questions and alleviate some of your concerns.



Contact Details:

Acting Head Teacher: Miss J Strachan

SEND Coordinator (SENDCo): Miss Claire Thurston

Pupil Family Support Worker (PFSW): Mrs Sue Helm

Governor for SEND: Mrs Nicola Miall


1. How does All Saints School know if children need extra help?


We know when a pupil at All Saints CE Primary School needs help if:

  • Concerns are raised by parents or carers, or class teachers
  • Pupils are not making expected progress with their learning
  • Pupils are below or significantly below expected levels for their year group
  • There is a change in the pupil’s behaviour
  • A referral has been made by the GP to Community Paediatrics
  • Children’s progress is closely monitored and regularly reviewed through Pupil Progress Meetings.

Children may be experiencing difficulties in one or more of the following areas:

· Cognition and Learning e.g. Reading, Writing, Maths

· Behaviour, Social and Emotional Development e.g. pastoral issues, Autistic Spectrum Disorder (ASD)

· Communication and Interaction e.g. difficulties with speech or understanding of language

· Physical and Sensory Development e.g. difficulties with hearing or vision, gross or fine motor skills or sensory needs


2. Who do I talk to if I need to find out how my child is doing in school?

  • In the first place always talk to your child’s class teacher, either by making an appointment to meet with them before or after school, or by meeting with them at Parents’ Evenings
  • Your child’s class teacher may involve Miss Thurston, the school SENDCo, for ideas or you can contact her through the main school office
  • If you think your child has an emotional or pastoral difficulty, or any other issue which you think may affect your child’s learning, please make an appointment to meet with Mrs Helm, our Pupil & Family Support Worker. Mrs Helm is very experienced at problem solving, has many contacts she can call upon and is a good listener


3. What will All Saints School be doing to support my child?


  • Support begins in the class room with Quality First Teaching (QFT) first and foremost. The class teacher will plan your child’s learning programme and this will be differentiated to suit individual needs. Your child will be supported within the class room by the Class Teacher and other supporting adults.
  • If the class teacher thinks your child needs more help to make progress with their learning, s/he will be offered extra support through intervention.  Same day intervention has the biggest impact and may only be required on a single occasion or for a short while.  If your child requires a longer period of intervention then a team of experienced staff who will carry out interventions, either one to one or in a small group. These interventions should ideally last for one term, but if further support is needed they may be extended.  We follow the ‘plan, do review’ model where the impact of interventions are tracked and amended as necessary. This ensures that the interventions are targeted, purposeful and have a positive impact on pupils learning so that the school can consider other strategies as necessary.  



4. What are the different types of support available to children who may have difficulties with learning or SEND?


Support begins in the classroom with the class teacher delivering high quality differentiated teaching to all children. If a child does not make expected progress the class teacher will refer the child to the Pupil Support Team, who will then discuss and arrange additional provision to support your child's learning. Your child now becomes an ISpS as s/he will be receiving Identified Specific Support.

Intervention strategies could include:

· 1-1 learning

· Small group tuition

· Provision of different learning materials or specialist resources e.g. Precision Teaching

· Social skills groups

  • Providing opportunities for success by filling in the gaps in learning


If your child is still not making enough progress after the interventions, they will be discussed at one of the In-School Reviews held three times each year in school. While we can support many children in our care with learning problems, there are times when we need to ask for advice from others. These Review meetings are attended by fellow professionals who support the school e.g. Educational Psychologist, Speech and Language Therapist, Behaviour Consultant, as well as school staff. As a parent you will be informed that your child will be discussed at the In School Review and following the meeting will be informed of the outcome.

Examples of previous outcomes have included:

  • Taking part in a social skills group to develop children’s social needs
  • Being offered play therapy to support children’s emotional needs
  • Additional provision put in to place to support learning through QFT, classroom support and/or appropriate interventions
  • A referral to the community paediatrician where further assessment / advice is required


5. What does it mean if my child is identified as having SENs?



If your child is identified as having a Special Educational Need (SEN) they will be identified on the school SEN register as 'SENs'. We have a statutory duty to inform you if this happens and you will receive a letter to inform you that your child has been included on the schools SEN register.

Once a pupil has been identified as needing SEN support, we need to implement a graduated approach called ‘Assess, Plan, Do and Review’ which we already carry out under a more informal basis, as well as through In School Reviews.


SENDCo carries out an assessment of pupil’s needs. A specialist assessment could be requested e.g. for Speech & Language. This may result in a programme of work which would need to be followed in school


The SENDCo and class teacher will decide which interventions and support should be put into place, as well as the expected impact on progress.


Interventions will be implemented by an appropriate member of staff depending on the child’s needs. The class teacher remains responsible for working with the child on a daily basis, even where interventions involve group or one to one teaching


Evaluate the impact and quality of the support. At the end of each intervention the views of the child will be recorded. Next steps will be considered if further support/intervention is needed.


For some children a greater level of support is required. It may be necessary to put a School Based Plan or SEN agreement in to place.  This is an opportunity for parents, staff and pupils to work together towards small achievable targets to support a child's learning. Parents are invited in to review targets and help to set new targets on a regular basis. On rare occasions where pupils have very complex needs or learning difficulties that make it difficult for them to make progress despite a high level of support it may be necessary to apply for an Education and Health Care Plan (EHCP).  This is a plan that supports a child / young person from age 0-25 and ensure education, social and health professionals work collaboratively to meet the specific needs.



6. How will I be involved in discussions about my child’s education?


If you feel your child may not be making the progress you would expect with their learning, you should in the first instance speak to your child’s class teacher either by making an appointment to meet with them before or after school or during your discussion at parents’ evenings.


If an emotional problem or a change in home circumstances could be preventing learning taking place, Mrs Helm, our PFSW is the best person to talk to.


Following on from this initial discussion the class teacher may suggest your child is referred to the school SENDCo, Miss Thurston, who would make informal assessments to try to find out why your child is making slower than expected progress. If the strategies suggested do not resolve the situation, your child may be discussed at the next In School Review and may be referred to an outside agency connected with All Saints School. However, we always aim to meet the needs of the majority of learning issues within school as quickly and as effectively as we can.


7. How are resources allocated to children and matched to their needs?


It is the responsibility of class teachers to ensure all children in their class are provided for on a daily basis, whether for their learning, their physical needs or their emotional needs.

The SEN budget is set annually by the school governing body. All resources, assessments, staffing costs and training costs come out of this budget. Those children with the most serious or complex needs receive more support than those with less complex needs. As a school we record, track and monitor interventions to ensure resources are deployed effectively to maximise impact for pupils.



8. Who are the people providing support, including specialist support for children with SEND in All Saints School?


The majority of support is decided upon after discussion at Pupil Progress Meetings or at an In School Review meeting. One or more of the following may be involved in providing specialist support to your child.

  • The Educational Psychologist, Miss Clare Hawtin, may want to assess to find out where a child is finding it difficult to make progress with their learning, but would make contact with parents before going ahead with an assessment
  • The Speech & Language Therapist, Mrs Bunmi Ogunbanke, would become involved where a child has difficulty pronouncing a particular sound or where their language skills hinder their ability to make progress with their learning because they don’t understand the language in the classroom. School would identify these children through the speech & language assessments which are carried out on all children as they begin school in the Foundation Stage or by a concern expressed by the class teacher. Again we would need to discuss this with parents before a referral is made.
  • Our Play Therapist, Louise Harrild,  works closely with Mrs Helm (PFSW) to support children,  who may be experiencing some distress in their lives through structured play sessions
  • We also have access to a wide variety of other services some of which are listed below:
  •  Attendance Advisory Practitioner (AAP)
  • Medway Young Persons’ Wellbeing Service (Formally Child & Adolescent Mental Health Service (CAMHS))
  •  Child & Adolescent Support Team (CAST)
  •  Educational & Child Psychologist Service (ECP)
  •  Occupational Therapist (OT)
  • Paediatric Service
  •  Physical & Sensory Service (PASS) School Nursing Team
  • Social Care Teams
  •  Speech & Language Therapist (SALT)



9. How are the teachers & teaching assistants in All Saints School helped to work with children with SEND and what training do they receive?


All teachers at All Saints school are qualified to teach children with SEND and do so mainly within the class setting, either individually or in small groups. Miss Thurston our school SENDCo has been awarded national accreditation for Special Educational Needs Coordination. Many of our Teaching Assistants have expertise in specialist areas such as Speech and Language or Occupational Therapy for FIZZY (fine and gross motor skills) and receive regular training or updates to support their knowledge and skills.


10. How will the teaching in the classroom be adapted if my child has SEND?


If your child has SEND there are three stages from which class teaching can be changed or adapted.

The first is Quality First Teaching which is targeted at the child’s area of weakness so that the strategies used will make a difference to improving progress and attainment.

The second is through differentiation for independent tasks or by adapting classroom practice to suit the child’s needs. Some examples are; writing slopes, individual task boards and coloured overlays for reading.

Lastly, if a child is still not making expected progress, they will be given extra support through interventions. (See question 4 above)


10. How is All Saints School accessible to children with SEND?

  • All Saints School consists of a split level site with one part built in the 19th century, while the other part was built in the 1990s    
  • Access to upper floors is available via a lift
  • Toilets are available on each floor with one designated disabled toilet on the ground floor
  • A shower is available through the first aid room
  • Disabled children, with appropriate support can access all areas of the school


11. How will my child be included in activities outside the classroom?

  • Inclusion is a priority whenever we plan school visits or residential trips.  It is important for us that all children are able to enjoy and be exposed to as many different learning opportunities and activities as they can.
  • A risk assessment would  be made prior to a visit or residential
  • School provides many after school activities and clubs which are accessible to all children
  • We accommodate children’s specific needs to enable them to access / participate in any activities sensitively and appropriately


12. What support will there be for my child’s well-being?


In the first instance class teachers are responsible for the pastoral, medical and social care of all the children in their class. However, if further support is needed:

  • Our Pupil & Family Support Worker, Mrs Helm is available for both children and their parents to talk to in confidence
  • Play therapy is offered to children in need of emotional support
  • Regular meetings are held with the attendance officer where children who are regularly absent or late to school are discussed, with ways forward suggested to prevent this continuing
  • A Common Assessment Framework  (CAF) can be put into place to support the well- being of the child and the whole family

Medical needs

  • Staff follow the procedures as set out in the Medication Policy
  • There are nine trained first aiders within the school staff


13. How will All Saints School support your child when they are transferring from another school, leaving to move to their secondary school or moving into a new class at the end of the year?


  • Before our reception children begin their education at All Saints school, parents are invited in to school to meet with class teachers
  • Reception children are invited to school for taster days during Term 6
  • During the first week of Term 1 the two Foundation Stage teachers, together with their support staff, visit the home of every child who has recently started school
  • Children moving to All Saints from other schools are encouraged to visit to familiarise themselves with the school if possible
  • If a child is moving from All Saints to another school their records are passed on, together with a conversation with the next class teacher or SENDCo  if a child has particular needs
  • During Y6 transition discussions are held with visiting staff from secondary schools. Additional visits to new secondary schools can be arranged for our more vulnerable children, as well as taster days, Easter and Summer weeks
  • For those children who are making a transition within school time is built in to the timetable for children to meet new class teachers and spend time in their new class setting. Information about each child is passed on to the next class teacher via planned, timetabled discussions and informal dialogue.


15. As a parent of a child with SEND, what support would I be given from the school and who would I contact for further information?

Within school, support can be given by:

  • Your child’s class teacher
  • The school Pupil & Family Support Worker
  • School SENDCO
  • Senior leaders including the Head Teacher and Deputy Head Teacher
  • the school website with links to the local offer


This information report will be reviewed annually to ensure it remains valid and appropriate

September 2017