Start a conversation
You do not need to wait for a diagnosis. We can discuss concerns, listen to your child and begin appropriate support in school.
Every child matters
Special Educational Needs & Disabilities
We want every child to feel safe, understood and able to flourish. This page explains how we identify needs, work with families and put the right support in place.
SENDCo
Claire Taylor
Pastoral Support Manager
Andrew Cunliffe
SEND Governor
Jo Dowker
Your first step
Concerned about your child?
You know your child best. If you are concerned about their learning, communication, development, attention, emotions or physical or sensory needs, please speak to their class teacher first.
Work with our SENDCo
Your class teacher can involve Claire Taylor, our SENDCo, for further observation, assessment, planning and specialist advice.
Bring useful information
Share examples from home, previous reports, health advice and the strategies that already help your child.
Keep talking with us
We have an open-door approach. Your knowledge, your child’s views and regular review conversations are central to each decision.
A clear pathway
From concern to the right support
Share what you have noticed
Speak with your child’s class teacher first. Tell us what is going well, what feels difficult and whether the same patterns appear at home.
Observe and understand
The teacher and SENDCo bring together classroom observations, your child’s voice, progress information and appropriate assessments to understand their strengths and barriers.
Plan support together
We agree practical strategies and support. This may include adapted classroom teaching, focused group work, individual help or an Individual Pupil Profile.
Review and seek specialist advice
We review progress with you each term. If difficulties continue, the SENDCo may discuss a referral to an appropriate education, health or specialist service with you.
Important to know
School identifies needs and puts support in place, but does not make a formal medical diagnosis. Where an assessment may be helpful, we will explain the appropriate referral route and work with you and the relevant professionals.
Understanding needs
Dyslexia and ADHD
Labels never define a child. We look at the whole child, recognise their strengths and make adjustments based on need, whether or not a formal diagnosis is in place.
Dyslexia
Dyslexia mainly affects reading, spelling and the processing of written language. A child may also show strengths in creativity, reasoning, practical learning and verbal discussion.
What you may notice
- Persistent difficulty connecting sounds and letters
- Slow or effortful reading and spelling
- Difficulty remembering sequences or verbal instructions
- A difference between spoken understanding and written work
How school can help
- Structured phonics and repeated practice
- Clear, chunked instructions and extra processing time
- Visual prompts, word banks and accessible reading materials
- Alternative ways to record and demonstrate learning
Path towards a formal diagnosis
Begin with the class teacher and SENDCo. We will review evidence over time and may use school-based screening or seek advice from specialist teachers. A formal diagnostic assessment is completed by a suitably qualified specialist; we can help parents understand the available route and supporting evidence.
ADHD
ADHD can affect attention, activity levels and impulse control. Children may find organisation, transitions, emotional regulation or sustaining focus difficult, while also bringing energy, curiosity and creative thinking.
What you may notice
- Difficulty sustaining attention or following several steps
- Frequent movement or a strong need for activity
- Acting quickly before thinking through a situation
- Difficulty with organisation, waiting or emotional regulation
How school can help
- Predictable routines and instructions broken into small steps
- Movement breaks, suitable seating and reduced distractions
- Visual timetables, prompts and support with organisation
- Positive reinforcement and calm support for regulation
Path towards a formal diagnosis
Speak to the class teacher and SENDCo so observations from home and school can be brought together. ADHD is formally assessed by an appropriate health specialist, not by school. With your agreement, the SENDCo can explain local referral routes and contribute school evidence requested by health professionals.
In school
Support and provision
The class teacher remains responsible for every child’s education, supported by the SENDCo, Teaching Assistants, our pastoral team and specialist services where needed.
- High-quality teaching adapted to each child’s strengths and needs
- Small-group or one-to-one teaching where appropriate
- Teaching Assistant support in class or beyond the classroom
- Visual prompts, word maps, practical resources and specialist equipment
- Alternative ways to access learning, including appropriate technology
- Support for communication, emotional wellbeing and positive behaviour
- Suitable arrangements for assessments, visits, clubs and residential trips
Plans and reviews
How support is recorded
Individual Pupil Profile
When appropriate, the class teacher and SENDCo agree clear targets and strategies with the child and family. The profile is reviewed each term.
SEN register
A child may join the register when evidence shows an underlying special educational need and progress remains limited despite appropriate support.
Education, Health and Care Plan
Children with profound or lifelong needs may need an EHC needs assessment. An agreed EHCP is reviewed formally every year.
The whole child
Participation, wellbeing and change
Wellbeing
Pastoral and small-group support can help children develop confidence, communication and positive relationships.
Medical needs
We work with families and health professionals on a Health Care Plan when support is needed in school.
Transitions
We share information carefully and plan extra support when children join us, change class or move to secondary school.
Specialist services
Where appropriate, we work with educational psychology, specialist teachers, speech and language, health and family services.
Included in the full life of school
Children with SEND are supported to take part in lessons, playtimes, clubs, visits and residential experiences wherever possible. We consider each child’s needs with parents, complete appropriate risk assessments and plan staffing, training and reasonable adjustments.
Working together
Parents are partners
We value families’ knowledge and children’s own views. Progress is shared through parent meetings, annual reports and informal conversations. Decisions about the kind and amount of support are made together and reviewed against your child’s progress.
If something is not right
Questions or concerns
Please raise concerns with the class teacher or SENDCo so we can work towards a solution. Formal complaints follow the school’s Complaints Policy, and families may also request independent disagreement-resolution support.
Our policy commitments
Safe, inclusive and accountable
Equal access
Admissions follow the school policy and statutory duties. We challenge discrimination and make reasonable adjustments so pupils can access learning and school life.
Skilled staff
SEND knowledge is kept current through staff training, specialist advice and regular review. Governors oversee provision, resources and statutory responsibilities.
Privacy and safety
SEND records are stored securely and shared only with staff or a new school when needed to support the child. Safeguarding responsibilities apply throughout.
Belonging
Bullying, harassment and intimidation are not tolerated. Every pupil has the right to feel happy, safe, respected and included in our school community.
More detailed information
Read our statutory SEND information
The SEND Information Report explains our provision in full. The policy sets out the school’s formal responsibilities and procedures for 2025–2026.
Policy written September 2025 · Due for review September 2026