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This page is part of the Local Offer for Halton. Under the Children and Families Act 2014, Local Authorities are required to publish, and keep under review, information about services that they expect to be available for children and young people with disabilities and special educational needs aged 0-25. This is called the Local Offer. The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for professionals in understanding the range of services and provision in the local area.

Outcomes?  Engagement with parents / voice of young people?

General School Details:
School Name:

Weston Point Community Primary School


School website address:Westonpointprimary.co.uk
Type of school:

Primary with behavioural and emotional difficulties resource base


Description of school:

7 classes – reception through to year 6, mixed ability, behavioural and emotional difficulties resource base. The school has a large playing field, woodland, specific age related play areas, tyre park and pre-school.


Number on roll:



% of children at the school with SEND:25%
Date of last Ofsted:

January 2013                                    


Awards that the school holds:Ofsted – Outstanding
Partner school to Edge Hill University
Healthy Schools Award

Accessibility information about the school:Ramps are fitted to all school entrances apart from two
Expertise and training of school based staff about SEN. (CPD details)

All staff – Team teach. Elkin and Black Sheep. 1st Class Maths. Speech and Language trained. AD/HD. French. Early Intervention Strategies. Attachment, behavioural/emotional and social difficulties. Curriculum 2014. Autistic spectrum disorder. Restorative justice. Common Assessment framework. Reading recovery


Documentation available: Are the following documents available on the schools website?SEN policy
Safeguarding Policy
Behaviour Policy
Equality & Diversity
Pupil Premium Information
Complaints procedure
Range of Provision and inclusion information:

How we identify special educational learning needs as a school and how we involve pupils and their parents in planning to meet them.



  • When pupils have identified SEND before they start here, we work with the people who already know them and use the information they already have available to identify what their SEN will be in our school setting
  • If you tell us you think your child has SEN we will discuss this with you and investigate. We will share with you what we find out and agree next steps with you as to how we can all help your child.
  • If your child does not appear to making the same level of progress as other children of their age we will undertake assessment in school and by using other professionals to identify possible barriers to their learning i.e educational psychologist,speech and language. Parents and carers will be involved at all stages.
  • We are child and family centred so you will be involved in all decision making about your child's support.
  • When we assess SEN we discuss if understanding and behaviour are the same at school and at home; we take this into account and work with you so that we are all helping your child in the same way.
  • We will write individual education plans (IEP) or individual behaviour plans (IBP) with pupils and parents / carers.

    We use homework to repeat and practise activities that are new and present an achievable challenge.

What extra support we bring in to help us meet SEN: specialist services, external expertise & how we work together.
  • We have support from specialist teachers and support staff for accessing the curriculum and additional input for specific needs e.g. speech, language and communication, visual and hearing impairment, behaviour related difficulties, autism spectrum conditions, moderate / severe learning difficulties.
  • We get support from local authority services and local special schools who provide outreach.
  • We get support from occupational therapy and physiotherapy for pupils who require this input and specific resources.
  • We get support from specialist and professional agencies to train our staff; advise on strategies and programmes and we will make referrals for assessment if we believe they need a period of therapy.
  • We will hold multi-professional meetings with parents and the pupil where necessary to review the child's progress. At these meetings the following types of discussions will take place; what will be put into place in school to make teaching and learning more effective, agree targets for pupils achievement, agree how we will work together and what we each will do, agree a review date to explore how well the pupil is doing and whether we are making a difference and what we will do next. This information is recorded to ensure accountability.

How we provide access to a supportive environment; ICT facilities / equipment/resources/ facilities etc.
        • Specialist equipment to support the curriculum
        • Individual work spaces
        • Access to ICT resources such as desktop computers laptop, visualiser
        • Prompt and reminder cards for organisation
        • Symbols and visual prompts
        • Visual timetables

What strategies / programmes /resources are available to support speech & language and communication including social skills?
  • Intervention from speech and language therapist
  • Delivery of personal speech and language programme
  • Support from classroom assistant within class
  • Support from SENCO/specialist TA for small group or individual
  • Range of language resources and programme materials

Strategies to support the development of literacy (reading / writing)
  • Small group support in class for guided reading / writing
  • Individual daily reading with to teaching assistant / teacher
  • reading schemes for 'struggling' readers
  • Withdrawal into target groups for intervention programmes aimed at developing reading / writing skills
  • Delivery of a planned SpLD programme by a skilled teaching assistant
  • Phonics groups

Strategies to support the development of numeracy
  • Small group support in class through guided teaching
  • Withdrawal in a small group for 'catch up' maths activities using specific programmes such as 1st Class Numbe
  • Withdrawal by teaching assistant for 1:1 support
  • Use of specialist maths resources online for reinforcement

How we adapt the curriculum and modify teaching approaches to meet SEN and facilitate access.
    • Personalised and differentiated curriculum
    • Small group support in class from classroom assistant or teacher
    • 1:1 support in the classroom from a  teaching assistant to facilitate access through support or modified resources
    • Specialist equipment
    • Individual plans (educational, behaviour, pastoral)
    • Time spent in a year group more appropriate to the needs of the child
    • School / year group provision mapping
    • Strategies put into place as provided by professionals / specialist services / outreach


How we track and assess pupil progress towards the outcomes that we have targeted for pupils (including how we involve pupils and their parents / carers).

What we do when provision or interventions need to be extended or increased.

    • Observation
    • Target setting
    • Individual education plan targets and review
    • Individual provision map
    • Individual pastoral support plans
    • CAF
    • External professionals undertaking assessment
    • Regular review of targets with child / parents
    • Pivats

Strategies / support to develop independent learning
  • Use of individual timetables and checklists
  • 'Chunking' of activities
  • Individual success criteria
  • Visual prompts
  • 'PSHCE' / personal development targets
  • Reward System
  • Classroom management systems

Support / supervision at unstructured times of the day including personal care arrangements
  • Named midday supervisor at lunchtimes
  • Teacher supervised
  • Individual pastoral support plans which specify break and lunchtime provision
  • Playtime buddy system / circle of friends
  • Auxiliary staff employed responsible for personal care for named pupils
Extended school provision available; before and after school, holidays etc
  • We offer a breakfast and after school club.
  • We offer a range of lunchtime and after school activity / sports clubs for pupils of different ages,
Strategies used to reduce anxiety, promote emotional wellbeing and develop self esteem including mentoring.
    • Planned support from teaching assistant
    • Meet and greet at start of day
    • Parental contact daily through home-school book
    • Parental contact session when necessary
    • Referral to CAMHS/Woodview
    • Nurture groups in place
    • Individual pastoral support plan
    • Identified mentor
    • Silver seal
    • Circle of Friends
    • Social stories
    • Social scenarios
    • PHSE activities
    • Mental snacks
    • Worry cards
    • School dog
    • walk in woods
    • outdoor play area

What strategies can be put in place to support behaviour management?
  • Use of the schools behaviour policy
  • Individual behaviour plans in place
  • Social skills / behaviour group using social skills programme
  • Daily behaviour record
  • Time-out support
  • Reward system
  • Support and intervention from outreach behaviour specialist
  • Individual pastoral support plan
  • Strategies in place for unstructured times of the day e.g. alternative location for break time
  • Referral to PBS (Positive Behaviour Support Team)
  • Key worker identified
  • De-escalation strategies
  • School dog
  • Restorative justice
  • Team teach de-esculation straregies

How we support pupils in their transition into our school and when they leave us.
    • Transition co-ordinator in school
    • Regular meetings with parents
    • Transition plans for individual children
    • Risk assessments completed
    • Close links with Halton transition lead
    • Work with parent partnership
    • Social stories and visual prompts for pupils
    • Work through PSHCE on managing and preparing for change
    • Programme of visits
    • Longer term links with secondary schools to increase familiarity

Access to strategies, resources, programmes, therapists to support occupational therapy / physiotherapy needs and medical needs.
    • Intervention from physiotherapy / occupational therapy team
    • Assessment and individual programmes
    • Specialist resources
    • Delivery of planned intervention programme by skilled member of school staff.
    • Close liaison with medical staff where required
    • Staff training for managing particular medical needs


Extra support for parents and carers and pupils offered by the school / how parents are involved in their child's education.
  • Pupils views are very important to us and we employ a designated pupil advocate.
  • Each child has an identified key worker who they meet with and know to go to if they require support / advice.
  • The school will signpost appropriate groups and organisations to you which are relevant for your families needs.
  • The school works closely with the local authorities CART team,PCAMHS,WOODVIEW and will support families through a CAF/ family support/inconstant team/ social services / behavioural support team


How additional funding for SEN is used within the school with individual pupils.


  • Schools receive funding for all pupils including those with special educational needs and disabilities and they meet pupils needs through this (including additional support and equipment)
  • If the assessment of a pupils needs identifies something that is significantly different to what is usually available, there will be additional funding allocated or applied for.


Examples of how pupil premium is used within the school.


  • Specific interventions in numeracy, literacy and social/emotional development
  • Notebooks / Whiteboards / Smart tvs
  • Additional staffing
  • Restorative justice


SENCO name / contact


Christopher Mellor

01928 574593


Headteacher name / contact


Noreen Curphey

01928 574593


Completed by:


Howard Flanders​https://localoffer.haltonchildrenstrust.co.uk/schools/​










COMPLIANCE  Weston Point Primary School Special Educational Needs and Disabilities (SEND) policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (January 2015) and has been written with reference to the following guidance and documents:

 • Equality Act 2010: advice for schools DfE Feb 2013

  • SEND Code of Practice 0 – 25 (January 2015)

 • Schools SEN Information Report Regulations (2014)

 • Statutory Guidance on Supporting pupils at school with medical conditions April 2014

 • The National Curriculum in England Key Stage 1 and 2 framework document Sept 2013  • Safeguarding Policy  • Teachers Standards 2012  •

This policy was created by the school's SENCO with the SEN Governor in liaison with the SLT, all staff and parents of pupils with SEND - refer to co-producing policy in the spirit of current reform. 


 Howard Flanders the SENCo is the person responsible for managing our settings response to the provision we make for children and young people with SEN.

Howard Flanders , the SENCo is a member of the SLT:

 The SENCo provides professional guidance to colleagues and works closely with staff, parents and outside agencies. Every teacher is a teacher of every child or young person including those with SEND.



This SEND policy details how Weston Point Community Primary School will do its best to ensure that the necessary provision is made for any pupil who has special educational needs and those needs are made known to all who teach them. We will use our best endeavours to ensure that teachers in the school are able to identify and provide for those pupils who have special educational needs to allow pupils with special educational needs join in the activities of the school together with pupils who do not have special educational needs. 

 At Weston Point Community  Primary School, we aim to raise the aspirations and expectations for all pupils with SEND, and provide a focus on outcomes for children and young people and not just hours of provision/support. We recognise that the teacher in the classroom will make the biggest difference to children with additional educational needs, and that teachers can be well supported by additional interventions and programmes in groups or as individuals led by teaching assistants and other adults.

 The staff and governors of Weston Point Community Primary School will endeavour to ensure that all SEND students reach their full potential, are fully included within the school community and are able to make successful transfers between educational establishments. This policy aims to support all members of staff in providing positive whole school approaches towards the learning, progress and achievement of SEND students. All teachers are teachers of SEND students. Teaching and supporting such students is, therefore, a whole school responsibility requiring a whole school response. 

 Meeting the needs of SEND students requires partnership working between all those involved - LA, school, parents/carers, students, children's services and all other agencies.


1. To identify and provide for pupils who have special educational needs and additional needs

 2. To work within the guidance provide in the SEND Code of Practice, 2015

 3. To operate a "whole pupil, whole school" approach to the management and provision of support for special educational needs

 4. To provide a Special Educational Needs Co-ordinator (SENCo) who will work with the SEND Policy

 5. To provide support and advice for all staff working with special educational needs pupils

  6. Ensure that the funding provided for SEND is used to deliver the necessary provision for any pupil who has SEND 

7. Ensure all parents/carers and pupils are part of the identification and provision mapping process.  8. Ensure that parents/carers have knowledge about the SEND provision that the school makes, is able to make their views known about how their child is educated and have access to information, support and advice regarding their child's SEND. 

9. Ensure that teachers in the school are aware of the importance of identifying, and providing for those pupils who have SEND

10. Ensure that a pupil with SEND joins in the activities of the school together with pupils who do not have SEND

 11. Have a written SEND policy containing the information as set out in the Special educational needs and disability code of practice 0-25 years January 2015, the school prospectus, including the name of the person responsible for coordinating SEND provision. 






 Students have special educational needs if they have a difficulty which calls for special education provision to be made for them e.g. which is in addition to or different from areas differentiated curriculum plans. Weston Point Community Primary School regards students as having a SEND if they:

 • Have a significantly greater difficulty in learning than the majority of students of the same age;

 • Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided 

 The SEN Code of Practice refers to 4 areas of need:

 • Communication and Interaction

 • Cognition and Learning

• Social, Emotional and Mental Health Difficulties

 • Sensory and/or Physical

 These four broad areas give an overview of the range of needs that can be planned for. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. At Weston Point Community Primary School, we identify the needs of pupils by considering the needs of the whole child, which will include not just the special educational needs of the child.

 Children identified as benefitting from additional support or interventions are monitored against the targets set and their progress is analysed termly against national expectations. Pre and post intervention checks are carried out to ensure the impact is effective. We follow the 'assess, plan, do, review' model and ensure that parents/carers and children are involved in each step.

 Other factors which may also impact on progress and attainment include:

 • Disability (the Code of Practice outlines the "reasonable adjustment" duty for all settings and schools provided under current Disability Equality legislation – these alone do not constitute SEND)  • Attendance and Punctuality 

• Health and Welfare

 • EAL

 • Being in receipt of Pupil Premium Grant

 • Being a Looked After Child

 • Being a child of Serviceman/woman




A Graduated Approach to SEN Support

 • Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.

 • High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND. Additional intervention and support cannot compensate for a lack of good quality teaching.

 At Weston Point Community Primary School, the SLT regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers' understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEND most frequently encountered.

In order to decide whether to make special educational provision, the teacher and SENCo consider all of the information gathered from within the school about the pupil's progress, alongside national data and expectations of progress. This should include high quality and accurate formative assessment, using effective tools and early assessment materials. For higher levels of need, we draw on more specialised assessments from external agencies and professionals. We work closely with the following to support our children's needs: all Therapy services including Physiotherapy, Occupational Therapy and Speech and Language Therapy. Specialist services including the Autism Team, behaviour consultant, CAMHS and the Educational Psychology services. 

 To decide whether to place pupils on the register, we take steps as a school in applying the ASSESS – PLAN - DO – REVIEW cycle. 

Children identified as benefitting from additional support or interventions are monitored against the targets set termly and their progress is analysed termly against these targets and, where appropriate, national expectations.  The class teacher and the SENCo are responsible for starting and maintaining a Pupil Profile for the child. These are living records which tell us exactly what needs have been identified and how to remove key barriers to learning effectively. There is a core expectation that the teacher holds the responsibility for evidencing progress according to the outcomes described in the plan. Support is provided by the SENCo, where necessary. Pre and post intervention checks are carried out to ensure the impact is effective. We follow the 'assess, plan, do, review' model and ensure that parents/carers and children are involved in each step. Level of provision is decided by the class teacher, SENCO and SLT. If additional advice and support is needed from outside agencies, such as Educational Psychologist, etc, the SENCo and teacher will meet with the parents to discuss this and gain the relevant permission. Outside agencies are then contacted through the SENCo and referral documentation completed. All further arrangements are negotiated between SENCo, class teacher, parents and the agency representative. In very few cases, if a young person continues to demonstrate significant cause for concern despite interventions carried out and recommendations from outside agencies detailed in the Pupil Profile, a request may be made to the LA for Statutory Assessment. This will decide the nature of the provision necessary to meet the young person's SEN/D. If this cannot reasonably be met by the school, then the LA may provide extra resources. In exceptional circumstances, a child may be referred straight to Statutory Assessment

 The school will provide written evidence through the completed Pupil Profile to the LA detailing:  • the school's action through identifying additional needs  • records of regular reviews and their outcomes  • the pupil's health including the pupil's medical history where relevant  • National Curriculum level attainments in literacy and mathematics  • educational and other assessments, for example from a specialist support teacher or an educational psychologist  • views of the parents and of the pupil  • involvement of other professionals for example involvement by the education welfare service. 


• Parents/carers are actively encouraged to be partners in their child's education through; informal discussions with the class teacher, SENCO, telephone contact, home/school diaries, Pupil Profile discussions, progress reviews and yearly written reports. Element 1  Core education funding  Mainstream per pupil funding (AWPU)  School budget  Element 2  Additional support funding  13 hours for additional support required by a pupil with high needs  School notional SEN budget  Element 3 Top up funding  Top up funding from the commissioning local authority to meet the needs of pupils with high needs in addition to element 1 and 2  Local Authority central budget 






  As the Pupil Profiles are reviewed termly, if a child has made sufficient progress in their particular need that they no longer require a Pupil Profile, the class teacher and SENCo will discuss this and decide if the child is ready to come off the SEN register.

 SECTION 6: SUPPORTING PUPILS AND FAMILIES  Our SEND information report can be found on the school website. If you have specific questions about the Halton Local Offer please look at the HBC website.  The School admits children with SEND where their learning difficulty or disability can be catered for within the mainstream setting.  In addition to seven children in the Resource base who have been identified by The LA  as children who require soecialist provision .We have due regard for the practice advocated in the Code of Practice, in that schools:  · Must consider applications from parents of children who have SEND but do not have an EHC plan on the basis of the school's published admission criteria as part of normal admissions procedures  · Must not refuse to admit a child who has SEND but does not have an EHC plan because they do not feel able to cater for those needs  · Must not refuse to admit a child on the grounds that they do not have an EHC plan  (SEND Code of Practice: 0 - 25 years, section 1.27) 

 SECTION 7: SUPPORTING PUPILS AT SCHOOL WITH MEDICAL CONDITIONS  • The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.  • Our arrangements in school to support pupils with medical conditions can be found in detail in the school's Policy for Supporting Pupils with Medical Conditions.  • Some may also have special educational needs (SEND) and may have enhanced provision, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed. 

 SECTION 8: MONITORING AND EVALUATION OF SEND  At Weston Point School, the SLT regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers' understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. Evaluation and monitoring arrangements promote an active process of continual review and improvement of provision for all pupils




SECTION 9: TRAINING AND RESOURCES  • In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. These may be identified by the SLT or SENCo, or may be requested by individual staff. • All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENCO to explain the systems and structures in place around the school's SEND provision and practice and to discuss the needs of individual pupils.  • All of our teachers have undertaken further professional development. This includes, Dyslexia Friendly Classroom training, Speech and Language training  ,Asthma and Allergy.  • Our teaching assistants also have a range of expertise including programmes such as: Reading Recovery, maths, dyslexia support, and behaviour support. This is not an exclusive list and on-going professional development is key to ensuring all staff remain updated and skilled.  • The school's SENCO regularly attends the LAs SENCO network meetings in order to keep up to date with local and national updates in SEND. 


SECTION 10: ROLES AND RESPONSIBILITIES  • Governors have responsibility for the strategic overview of and the implementation of the SEN Policy. The day-to-day management and organisation of SEN at Weston Point Primary School is the responsibility of the Head teacher and SENCo. Governors will make sure that they are fully involved and will undertake review and monitoring of the school's SEN Policy. All governors, especially the SEN Governor will ensure that they are up to date and knowledgeable about the school's SEN provision. • Role of SEN Teaching Assistants is managed by the Headteacher and deputy head.  •N Curphey, Headteacher  and Howard Flanders have  specific Safeguarding responsibility  • We have 12 qualified first aiders on staff to manage the medical needs of all children.

 The Governing Body  has a statutory duty towards pupils with SEND and will follow the guidance as set out in the Code of Practice 2015. Information about the implementation of the governing body's policy for pupils with SEND is summarized in the school's contribution to the Local Authority's Local Offer which can be accessed via the school website.  This information is updated annually. This policy document is also available via the website.  The Governing Body responsibilities to pupils with SEND include:  • Ensuring provision of a high standard is made for SEND pupils;  • Ensuring that pupils with SEND are fully involved in school activities;  • Having regard to the Code of Practice when carrying out these responsibilities;  • Being involved in developing and subsequently reviewing the SEND policy. 


The Headteacher  The Headteacher has responsibility for:  • Management of all aspects of the school including SEND provision;  • Keeping the Governing Body fully informed about SEND within the school;  • Working closely with the SENCo; and  • Ensuring that the school has clear and flexible strategies for working with parents/carers, and that these strategies encourage involvement in their child's education. 




The Special Educational Needs Coordinator SENCo

The SENCo has a fundamental role to play in the process of providing for the child's needs. It is his responsibility to ensure that the School's Policy is put into practice, the agreed systematic process for the identification, assessment and provision for SEN/D is employed correctly and to monitor and evaluate the School's provision. • Specific responsibilities include  • Coordinate the day to day provision for SEN children  • Review the SEND and intervention registers regularly. • Regularly monitor/update the provision map to enable identification of support provided throughout the school  • Liaise with and give advice to fellow teachers  • Oversee records of children with SEND  • Liaise with parents  • Make a contribution to INSET  • Liaise with external agencies, Local Authority support services, health and social services and voluntary bodies 


Class Teachers

 A whole school approach is fundamental to our Policy for children with SEND. Our staff work together to develop and review our procedures for identifying, assessing and making provision for pupils with SEND. Class Teachers will be involved in close liaison with parents and carers, and when targets on the Individual Education Plan, child centred support plan or Individual Behaviour Plan, sections of the Pupil Profile are class based, the teacher will lead discussions, with the SENCo as support. It is important to remember that even for children with full time teaching assistant support, the class teacher has ultimate responsibility for that child's learning and progress. The Code of Practice clearly acknowledges the importance allocated to the teacher, whose responsibilities include: 


• To identify children who are experiencing difficulty in making adequate progress;  • To differentiate within the classroom and to provide appropriate opportunities and resources;  • To monitor and record the progress of the child as an ongoing process;  • Developing Individual Education Plans for SEND pupils in collaboration with the SENCo, where necessary;  • To inform parents of areas of concern and to seek support from parents; and  • At the early stage of identification, to liaise with the SENCo to ensure appropriate provision is available for the child. 

 Teaching Assistants 

Teaching Assistants have a crucial role to play in SEND provision within School. They will deliver programmes of work, generally in literacy, mathematics or speech, language and communication to groups of children who require additional support. The children may be taught within the class setting or withdrawn for certain activities. Class teachers should always involve Teaching Assistants in the planning process. Teaching Assistants should be informed of learning objectives for each activity, the needs of individual children in the group and their targets as identified on their Individual Education Plans. It is the responsibility of the Teaching Assistant to provide oral feedback to the class teacher on the progress of individual children. 


 Partnership with parents plays a vital role in enabling all children to achieve their potential. The school acknowledges that parents hold key information and have knowledge and experience to contribute to the shared view of the child's needs and the best ways of supporting them. They also provide a valuable source of support for their child's learning at home. All parents of



children with special needs will be treated as partners and encouraged to play an active role in their child's education.  • Parents can contact the SENCo directly and are encouraged to do so  • Parents are encouraged to give their support and comments to the Plan, Do, Review cycle  • Parents are encouraged to give support at home whenever possible with the emphasis on raising self-esteem 

 SECTION 11: STORING AND MANAGING INFORMATION  All confidential SEND records are stored within the school in a locked cupboard. They follow the child to their transferring school. Details of how long documents are stored for can be found in the school's 'Length of Storage Time' policy

 SECTION 12: ACCESSIBILITY  Details about accessibility can be found in the School's Accessibility Plan.

 The building is  not fully accessible although our accessibility plan ensures that we are working to ensure where possible  access is Improved There is a disabled toilet.  We ensure, wherever possible, that equipment used is accessible to all children regardless of their needs.  Extra-curricular activities are accessible for children with special educational needs and/or disabilities.  Parents can contact any member of staff via the school office, the school website or by email. The details of specific SEN contacts are on the school website.

 SECTION 13 : DEALING WITH COMPLAINTS  In the event of a complaint in respect of provision for a child with SEND, parents should first approach the class teacher or the SENCo. If this does not resolve the issue, it can be referred to the head teacher who will investigate and meet again with the parent within an agreed time frame. If an agreement cannot be reached the matter will be referred to the Governing Body who will respond to the issue within an agreed time scale. See School Complaints Policy for further details.



SECTION 15: REVIEWING THE POLICY  The SEN policy will be reviewed annually


 Chair of Governors 




 Headteacher   N Curphey



 SENCo   Howard Flanders


Agreed by Governors 27th February 2017​