Shawclough Community Primary School Special Educational Needs Policy

Manager: Charlotte Balogh


Abbreviations used in the policy:

SEN- Special Educational Needs

SENCO - Special Educational Needs Co-ordinator


A copy of this policy is available to all parents who request one and will be available on the school website.


All children to:

1. Feel happy, secure and included

2. Have access to a broad balanced and relevant curriculum.

3. Make good progress

4. Achieve the very best of which they are capable

5. Demonstrate personal development and growth

6. Make effective independent decisions.


All staff to

7. Be well equipped to identify and meet needs

8. Identify children's needs early

9. Plan effective interventions

10. Evaluate and revise interventions regularly


All parents to:

11. Be kept informed.



1.Feel happy, secure and included
•Provide a secure and caring environment.
•Use positive and supportive language.
•Use praise to celebrate achievement.
•Set suitable learning objectives.
•Celebrate achievements with parent
•Children given a sense of belonging whatever their social ethnic or cultural background.

•Wherever possible children with physical difficulties to experience a broad and balanced curriculum.

2. Have access to a broad balanced and relevant curriculum.
•Differentiated planning and personalise this for individuals
•Ability groupings within units.

•Provide appropriate support through additional adults, resources and interventions.

3. Make good progress
•Use appropriate teaching styles to meet the needs of the children.
•Encourage parents to be involved.
•Celebrate achievements.

•Set suitable learning objectives.

4. Achieve the very best of which they are capable
•Use effective assessments and monitoring
•Provide high quality learning opportunities and materials.
•Use positive and supportive language.
•Intervene early
•Make effective use of outside agencies
•Liaise with parents/carers.

•Use additional adults effectively

5. Demonstrate personal development and growth
•Use praise and positive language to reinforce all aspects of personal development e.g. eating with a knife and fork, sharing with a friend.
•Celebrate achievements.

•Use the Th.Inc room when appropriate.

6. Make effective independent decisions.
•All children to be given the opportunity to make there own choices.

•Increase children's responsibilities in school.


7.Be well equipped to identify and meet needs
•Liaise with parents/carers, (given extra time during parents evening, extra time/meetings to be given at the discretion of the teacher.)
•Staff have access to guidance files containing information/advice to aid with identification of particular difficulties.

•Effective communication with SENCO and outside agencies.

8. Identify children's needs early
•Nursery staff to gain early information from parents on home visits.

•Identify areas of weakness at an early stage using the Nursery Profile scores.

9. Plan effective interventions
•All planned interventions to be known to all staff working with the child.
•Parents/carers to be seen as partners working alongside staff.
•Good communication between SENCO, staff, parents and outside agencies.

•Where appropriate children to discuss their future targets and celebrate their own achievements.

10. Evaluate and revise interventions regularly
•Interventions reviewed on a termly basis. Future planning to be based on this information.
•Progress shared and discussed with parents.

•Children involved where appropriate in discussion and evaluating their progress.


11.Parents/carers to be kept informed.
•Class teachers to keep parents/carers fully involved from the initial concern.
•Information to be shared on a sensitive way.

•To jointly celebrate success however small.


When a child is identifies as having SEN the class teacher and SENCO will:
•Ensure parents/carers are kept informed from the start of any SEN provision.
•Use the curricular assessment process to allow the child to show what they know, understand and can do and celebrate their strengths, as well as to identify any learning difficulties.
•Involve parents in developing and implementing a joint learning approach at home and in school.

•Put in place suitable differentiation/interventions.

When a class teacher or the SENCO identifies a child with SEN the class teacher should provide interventions that are additional to or different from those provided as part of the school's usual differentiated curriculum.


Placing children on the School's register of Special Educational Needs.

•Children whose prior attainment is low enough to cause serious concern will be recorded on the special needs register as 'Cause for Concern'. Their needs will be met through differentiated planning and progress closely monitored.
•Where provision is made for them which is additional to and different from that which is made for all pupils, they will be registered at SEN SUPPORT which will be divided into to two bands:

INTERVENTION BAND 1 or INTERVENTION BAND 2 and will be placed on a Provision Map which will record and review the interventions in place to support that child.


Deciding to place a child at INTERVENTION BAND 1

•Makes 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 literacy or mathematical skills which result in poor attainment in some curriculum areas.
•Presents persistent emotional or behavioural difficulties which are not met by behavioural management techniques usually employed in the school.
•Has sensory or physical problems, and continues to make little or no progress despite the provision of a differentiated curriculum.

•Has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.


If after suitable provision has been made and reviewed, adequate progress is not observed the child will be moved to INTERVENTION BAND 2

Where schools seek the help of external support services, those services will need to see the child's records in order to establish which strategies have already been employed and what progress is any has been made. They can then advise on new and appropriate strategies and interventions.

Interventions at BAND 2 will be much more specific to the child's individual needs.

Outside specialists for example, educational psychologists may be used to carry out assessments and observations to aid with  identifying appropriate and suitable interventions.


All interventions in place to meet the needs of the child will be recorded on a provision map along with the names of the outside agencies involved. These interventions will be reviewed on a termly basis.


All children will have access to outside agencies should they need them. Children do not need to be on the SEN register to receive outside agency support.


What is adequate progress for children with SEN?
•Closes the attainment gap between the child and their year group.
•Prevents the attainment gap growing wider.
•Is similar to that of children starting from the same attainment baseline, but less than that of the majority of children.
•Matches or betters the child's previous rate of progress.
•Ensures access to the full curriculum.
•Demonstrates an improvement in self-help, social or personal skills.
•Demonstrates improvements in the child's behaviour.

•Demonstrates that a higher level of independence is achieved


Shawclough's graduated response


ALL children

Access to a variety of teaching styles/resources.

Quality first teaching.


Small group interventions which are additional to and different from those provided at a universal level.


Individual programmes aimed at a child's specific need.


This policy will be reviewed throughout the year. The SENCO will focus on two aims of the policy per term and provide evidence that the school is meeting these aims effectively.