SEND (Special Educational Needs and Disabilities)

Special Educational Needs (SEND)


Extract from: A guide for parents (2014).

Children and young people with SEN all have learning difficulties or disabilities that make it harder for them to learn than most children and young people of the same age. These children and young people may need extra or different help from that given to others. If your child's first language is not English, does that mean they have a learning difficulty? The law says that children and young people do not have learning difficulties just because their first language is not English, although, of course, some of these children and young people may have learning difficulties as well. Many children and young people will have SEN of some kind at some time during their education.

Early years providers (for example, nurseries or childminders), mainstream schools, colleges and other organisations can help most children and young people succeed with some changes to their practice or additional support. But some children and young people will need extra help for some or all of their time in education and training. Children and young people with SEN may need extra help because of a range of needs. Paragraphs 6.27 - 6.35 of the 0-25 SEND Code of Practice set out four areas of SEN:

Communicating and interacting - for example, where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others

Cognition and learning - for example, where children and young people learn at a slower pace than others their age, have difficulty in understanding parts of the curriculum, have difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning performance such as in literacy or numeracy.

Social, emotional and mental health difficulties - for example, where children and young people have difficulty in managing their relationships with other people, are 8 withdrawn, or if they behave in ways that may hinder their and other children's learning, or that have an impact on their health and wellbeing

Sensory and/or physical needs - for example, children and young people with visual and/or hearing impairments, or a physical need that means they must have additional ongoing support and equipment Some children and young people may have SEN that covers more than one of these areas.

A disability is described in law (the Equality Act 2010) as 'a physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day-to-day activities.' This includes, for example, sensory impairments such as those that affect sight and hearing, and long-term health conditions such as asthma, diabetes or epilepsy.

The Equality Act requires that early years providers, schools, colleges, other educational settings and local authorities:

  1.  must not directly or indirectly discriminate against, harass or victimise disabled children and young people
  2.  must make reasonable adjustments including the provision of auxiliary aid services (for example, tactile signage or induction loops), so that disabled children and young people are not disadvantaged compared with other children and young people.

This duty is what is known as 'anticipatory' people also need to think in advance about what disabled children and young people might need.

How are parents involved in our school? 

Our school has an open-door policy to parents ensuring we are always approachable so parents feel involved in the education of their child. 

In addition, our school aims to regularly involve parents in the education of their child through a variety of different ways including:

  • Regular meetings with SENCo, class teacher and support staff
  • Target setting at parents' evenings, so parents can see what their child is working on next
  • Regular school newsletters to inform parents of what will be going on during the term
  • Facebook and Class Dojo that provides weekly updates for all parents from Nursery to Year 4.
  • Home reading records
  • Information on the school website
  • Parents' evenings
  • Class workshops/ training for parents
  • Parent drop-ins/ themed activities and events
  • Further information on parents' groups.

For further information on Special Educational Needs: please contact Mrs Pam Coils (SENCO), Mrs Woodburn (governor) or Mrs Ritson head teacher. 

What does the assessment process involve?

In school we use a variety of different ways to assess whether a child or young person has special educational needs. Some of these ways include:

  • Observations
  • School based test results
  • Information from parents and carers
  • Information from the child or young person
  • Specialised assessments carried out by members of the support services
  • Information from previous schools or settings
  • Results from end of key stage assessments
  • Discussions with adults who work with the child or young person

Once a child or young person is identified as having a special educational need, a graduated approach to support is taken.  The child or young person's needs will first be assessed, then support will be planned, carried out and then reviewed.  At the review any necessary changes will be made. 

Monitoring SEND pupils' progress

All pupils in school have individual targets that are regularly reviewed. This helps the school to monitor the impact of interventions that we are using within school. The progress each child is making is discussed at pupil progress meetings with the class teacher and head teacher and then we will communicate this information to parents during parents' meetings. 

What is The Local Offer?

The Local Offer is a Local Authority's publication of all the provision they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plan. 

The Local Offer has two key purposes:

  1. To provide clear, comprehensive, accessible and up to date information about the available provision and how to access it &
  2. To make provision more responsive to local needs and aspirations by directly involving disabled children and those with SEN and their parents, and disabled young people and those with SEN, and service providers in its development and review.

Section 30 of the Children and Families Act 2014, which came into force on 1 September 2014, defines and prescribes the content of a Local Offer.

Local Authorities in England must publish information about:

  1. The education, health and care provision & other training provision it expects to be available in its area at the time of publication for children and young people who have special educational needs or a disability.
  2. The provision it expects to be available outside its area at that time for
    1. Children and young people for whom it is responsible &
    2. Children and young people in its area who have a disability
  3. Arrangements for travel to and from schools and post-16 institutions and places at which relevant early years education is provided;
  4. Provision to assist in preparing children and young people for adulthood and independent living relating to:
    1. Finding employment
    2. Obtaining accommodation
    3. Participation in society

The local offer should also set out how to access specialist services, how to complain or appeal and plans for transition to adulthood.

Please find below a link to the Local Offer, we have also included our policies at the bottom of the page. 

Local Offer NCC

Contacts for the SEND support services can also be found by accessing the following link:


If you have any further questions, please contact the school office on 01665 711369 and ask for Mrs Coils (SEND Coordinator) .