According to the SEND (Special Educational Needs and Disabilities) Code of Practice January 2015, a child of compulsory school age or a young person has a learning difficulty if he or she:
- Has a significantly greater difficulty in learning than the majority of others of the same age; or
- Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. SEN Code of Practice (2014, p 15 and 16)
We are committed to providing an appropriate and high quality education to all the children. We believe that all children, including those identified as having special educational needs have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life. High quality teaching, differentiated for individual pupils is the first step in responding to pupils who have or may have SEN.
Children that are judged to have SEN are included on the schools SEN Register as being at School Support level along with their area of need. The four broad areas of need are;
- communication and interaction
- cognition and learning
- social, emotional and mental health difficulties
- sensory and/or physical needs.
Children who have an EHCP (Education Health Care Plan) are also included on the register as having so.
All children with SEN will have SEN Targets which are shared with you three times a year via their Class Teacher. Those children who have an EHCP of are in receipt of High Needs Funding will have Personalised Plans with Outcomes that are shared with you three times a year via the school SENCo.
For any further information or support please speak to me or the Inclusion Coordinator, Mrs Elks.
Rachel Newman (SENCo)
Minster C of E Primary School SEND report 2019-2020
This key document meets the legislative requirements for SEND information reports, which are set out in schedule 1 of the Special Educational Needs and Disabilities (ESND) Regulations 2014 and paragraphs 6.79-6.81 of the SEND Code of Practice.
What types of SEND do we provide for?
At Minster C of E Primary School, we believe that every pupil, regardless of gender, race or disability, has a right to equal access to a broad and balanced curriculum. We consider it essential that the curriculum is presented in a supportive and stimulating atmosphere, which values each child as an individual and encourages them to achieve their full potential. This encompasses the four main areas of SEND.
Communication and interaction
Cognition and learning
Social, mental and emotional health
Sensory and/or physical
Minster C of E Primary School’s SEND Information Report is written with full regard to the United Nations Convention on the Rights of the Child.
How do we identify and assess pupils with SEND?
When children have an identified SEND before they start at school, we work with the people who already know them and use the information already available to identify what their SEND provision will be in our school setting. If our staff think that your child has a SEND we will observe them; we will assess their understanding of what we are doing in school and use tests to pinpoint what is causing difficulty (what is happening and why) and meet with you to discuss further strategies, support and the possible need for assessments.
Who is our special educational needs co-ordinator (SENCO) and how can he/she be contacted?
Mrs. R Newman is the schools SENCO. You can contact Mrs. Newman through the school office on 01843 821384, by email to email@example.com
What is our approach to teaching pupils with SEND?
We believe that every child is an individual and should be valued. Children’s needs should be met through Quality First Teaching and they should be given an equal access to the curriculum. Our aim is to provide individual and small group provision where needed for those children with Special Education Needs and or Disability, whatever those needs may be so, that they can reach their full potential. We feel that their contribution to school life should be valued and we seek to build their self-esteem.
How do we adapt the curriculum and learning environment?
All children receive class teacher input via good and outstanding classroom teaching:
The teacher will have the highest possible expectations for your child and all pupils in their class.
All teaching is based on building on what your child already knows, can do and can understand.
Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child.
All lessons are differentiated to meet the needs of your child and the class.
Grouping of ability, mixed and independent work is used to support all pupils.
Putting in place specific strategies (which may be suggested by the SENCO or staff from outside agencies) to enable your child to access the learning task.
When needed additional provision is put in place to ensure that children close the attainment gap to ensure catch up progress is made.
How do we enable pupils with SEND to engage in activities with other pupils who do not have SEND?
In terms of extra-curricular activities we make sure activities outside the classroom and school trips are available to all.
Risk assessments are carried out for each trip and suitable numbers of adults are made available to accompany the pupils, with 1:1 support if necessary.
Parents and carers are invited to accompany their child on a school trip if this ensures access.
After school clubs are available to all pupils.
Health and safety audits will be conducted as and when appropriate.
How do we consult parents of pupils with SEND and involve them in their child’s education?
Your child’s progress is continually monitored by their class teacher, SENCO and the Leadership Team.
Their progress is continuously monitored through our use of Classroom Monitor.
If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.
At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and they are the results that are published nationally.
Children on the School SEND register will be included on a provision map. This has targets set for your child and will be reviewed every half term.
Children who are classified as school support will have a set target that is reviewed 3x yearly as part of an extended parental consultation.
The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
The Leadership Team and SENCO will also check that your child is making good progress with any individual work and in any group that they take part in.
A range of ways will be used to keep you informed, which may include: o Homework Diary and Reading Journals
o Parents evenings
o Additional meetings as required
How do we consult pupils with SEND and involve them in their education?
Children are involved every day in their own learning. They are involved in the marking of their own and their classmates work. The children are encouraged to talk about their learning in pairs and small groups. ’s targets are discussed with them, in an age appropriate way, so that they can take ownership of them.
We consult children via:
How do we assess and review pupils’ progress towards their outcomes?
We hold learning review meetings termly for each class. The Class Teacher meets with the SLT to discuss progress and the provision that has been put in place. This way we can ensure that the school is meeting your child’s needs.
Each child on the SEND register at ‘School Support’ level has individual targets to support their needs. The Class Teacher will discuss and review these with parents 3x yearly during parents evening and the end of year report. Children with an EHCP or High Needs Funding have a greater range of targets. These are discussed in a plan-do-review cycle with parents and the SENCO and or Mentors. Again this happens 3x a year during parents evening (x2) and an end of year meeting.
How do we support pupils moving between different phases of education?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
• If your child is moving to another school:
o We will contact the school SENCO and ensure that they knows about any special arrangements or support that need to be made for your child. o We will make sure that all records about your child are passed on as soon as possible.
• When moving classes in school:
Information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher. This will include a ‘Pupil Passport’ which include key information.
o All Provision and Learning Maps will be shared with the new teacher.
o Depending on the needs of the child a visit to their new classroom can be provided to help them in their understanding of moving to a new class.
o Books can be made containing photographs of the child’s new teachers, classroom, etc for your child to take home with them over the summer holidays so that they can become familiar with everything whilst they are not in school.
• When joining Minster C of E Primary School during the academic year:
o We will meet with you and your child to discuss their needs and decide how to best transition into our school.
o We will liaise with previous school SENCO to discuss the provision and obtain records from external agencies.
• In Year 6:
o We fully support parents and carers in making decisions about the secondary school they choose for their children and work with them to ensure the smooth transition from KS2 to KS3 is smooth.
o The SENCO and Inclusion Co-Ordinator will attend the Primary Transition Day to discuss the specific needs of your child with the SENCO of their secondary school, and the specialist session for SEND students as appropriate.
o Your child will have opportunities to learn about aspects of transition to support their understanding of the changes ahead.
o Secondary School support workers are invited into school.
o Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.
How do we support pupils with SEND to improve their emotional and social development?
We can offer a variety of support to improve social and emotional development including-
PSHE curriculum/ Circle Time
Social skills groups for identified children
Specialist support for children with ASD
Pastoral support meetings
Individual care plans
Dare to Differ
What expertise and training do our staff have to support pupils with SEN?
We have a fantastic team of teaching staff and TA’s who will strive to plan and implement a differentiated and inclusive curriculum. The SENCO’s job is to support the class teacher in planning for children with SEN.
The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEN. This may include whole school training on SEN issues or to support identified groups of learners in school, such as Attention deficit hyperactivity disorder (ADHD) and dyslexia. We have whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with an SEN. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
A provision menu of support offered is available on the school website.
How will we secure specialist expertise?
Children with specific barriers to learning that cannot be overcome through whole class good and outstanding teaching (Quality First Teaching) and intervention groups:
If your child has been identified as needing more specialist input in addition to good and outstanding class room teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress. This is usually done by filling out a LIFT form (Educational Needs) and attending the LIFT meeting or for pastoral needs referring to the Early Help Team.
Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
If it is agreed that the support of an outside agency is a way forward, you will be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better.
The specialist professional will work with your child to understand their needs and make recommendations, which may include:
Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better.
Support to set targets which will include their specific professional expertise
Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g. a social skills group or visiting the sensory room.
A group or individual work with outside professional
Further assessment with other professionals when and if appropriate
How will we secure equipment and facilities to support pupils with SEND?
Once need has been highlighted we can secure equipment from a variety of places e.g.
OT support on equipment purchases
Dyslexia support materials
Support from our specialist support network e.g. Fiss / Laleham Gap
How do we involve other organisations in meeting the needs of pupils with SEND and supporting their families?
Within our pastoral care team children are discussed regularly at scheduled meetings and ways forward are planned. If required meetings are held with parents in order to keep them informed as to the progress of their child. If parents require further support referrals to Early Help, School Nurse, Young Healthy Minds and Dare to Differ can be made.
How do we evaluate the effectiveness of our SEND provision?
In order to evaluate the effectiveness of provision planned and delivered to children with SEND we carry out the following-
How do we handle complaints from parents of children with SEND about provision made at the school?
Depending on the nature of the concern, you may wish, or be asked to, follow the schools formal complaints procedure. For the school to be able to investigate a complaint, the complaint needs to be made within three months of the incident occurring otherwise it will not be investigated. The prime aim of Minster C of E Primary School’s policy is to resolve a complaint as fairly and speedily as possible. Whilst formal complaints will be dealt with in a sensitive, impartial and confidential manner, malicious complaints may incur appropriate action by the school.
Who can young people and parents contact if they have concerns?
Parent’s first port of call is our mentors who can offer support and advice and if appropriate refer on. The SENCO(s) can also be contacted through the Mentors and school office.
A number of SEND related support services can also be found on the schools website.
What support services are available to parents?
Kent Children and Family Information Service (FIS) provides information on local services available to children, young people and families in Kent. They can assist with:
Registered childcare providers
Help towards childcare costs
Free early education.
Their address is-
Oakwood Park, The Stable Flat Oakwood House, Maidstone ME16 8AE. Their website is-
Information, Advice and Support Team Kent provides information, advice and guidance to parents and carers of children aged 3 to 19 years with special educational needs (SEN).
The service helps parents to make informed decisions about their child’s education.
Parents and Carers will receive guidance on:
How to write to schools
What to say at school meetings
What your child is entitled to at school
Support with filling in education forms and requests for assessment
Speaking to the school when unhappy with the support that’s being given to the child
Applying for primary school
Year 5 secondary transfer
Their address is-
Oxford Rd, Maidstone ME15 8AW.
Their website is-
A wealth of SEND information can also be found on the following website-
The following websites may also provide information on specific SEND-
Where can the LA’s local offer be found? How have we contributed to it?
Please see the web link on our site in the SEND tab.
An information sheet for parents/guardians of children with dyslexia on our practice as a Dyslexia Friendly School.
What is Dyslexia?
Dyslexia is a learning difference, a combination of strengths and weaknesses, which affect the learning process in reading, spelling, writing and sometimes number and calculation. Dyslexic learners may also have accompanying weaknesses in short term memory, sequencing and the speed at which they process information. These are skills that everyone needs if they are to learn effectively in a busy classroom. They are also key skills for life.
Dyslexia is lifelong condition that can present challenges on a daily basis, but support is available to improve reading, writing, memory and organisational skills and help those with dyslexia be successful at school and work.
The Kent Policy is:
“Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the ‘word level’ and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis for a staged process of assessment through teaching.”
(A working definition of Dyslexia, British Psychological Society, 1999 :18)
There is no single type of dyslexia.
Dyslexia covers a wide range of difficulties and it is unique for each individual. Alongside causing difficulty in the skills needed for learning to read, spell and write, it can also cause issues with organisation and memory.
In using the term Dyslexia at Minster CEP School we will have considered the following questions:
Does the pupil demonstrate an accurate /fluent/complete grasp of word, spelling and reading?
Have the appropriate learning opportunities been provided? (Small group Letters and Sounds with opportunities for over learning and reinforcement).
Is there a persistent need despite much additional effort/instruction?
In a Dyslexia friendly school the focus has changed from establishing what is ‘wrong’ with pupils in order to make them ‘better’, to identifying what is right in the classroom in order to enhance the effectiveness of learning.
Early identification is important.
In order for us to identify children as early as possible we follow the process below. Any child who is not making expected progress in their reading and writing will be considered in terms of provision and whether quality first teaching is in place.
All children receive daily input (KS1 & EY) or input three times a week (KS2) for Letters and Sounds (this is dependent on need in the older years). Children are actively encouraged to use this skill in both reading and writing.
Children who display difficulties receive additional support through extra time with a teacher or Teaching Assistant. This may be to support them with the use of flash cards as a way of building up a bank of known high frequency words that can be read and spelt at speed.
Classes are well organised and use a variety of strategies to support all children, in particular children with learning differences. These include;
Appropriate seating, visual cues/aids, visual timetables, use of symbols, VAKing (visual, auditory and Kinaesthetic (doing) ways of teaching/learning), Multisensory approach, mind mapping, alternative recording of work e.g. cartoon strips, diagrams, illustrations, practical equipment, modelling of ideas/techniques and model making, scaffolds/planners, word banks/alphabet, use of coloured backgrounds on Interactive whiteboards/ computers/worksheets, use of different colours to break up/differentiate blocks of writing, avoidance of large amounts of copying especially from the board, chunking of instructions with repetition and time given to allow information to be processed, using buddy/partners to assist reading/ writing, brain breaks and PRAISE AND ENCOURAGEMENT.
ICT games – Word shark, Nessy, internet games e.g. phonic skill games and memory games and typing practice on BBC Dance mat.
Class teacher will refer to SENCO when Phase 1 has been fulfilled.
Inclusion leader will check the following;
Evidence, lack of progress (tracking of reading age/levels)
What has been put in place to assist within the classroom?
Hearing & Vision tests are clear.
The following then need to be complied to form a base line
Computerised assessment using the Lucid CoPS. This is a computer programme that helps us identify the probability of dyslexia.
Reading ability is gained through the PM Benchmark kit.
Letters and Sounds assessments.
How might dyslexia affect how my child feels and views themselves?
An impact of dyslexia is low self-confidence. When you can’t seem to do the things other people find easy it can be frustrating. When you stop trying there is no hope of success.
The first step is to make a child with dyslexia understand that they can succeed with a different approach.
Try not to compare your dyslexic child with their siblings or peers. It is really important to build their self-confidence.
How can I support my child at home?
A person with dyslexia is likely to find it difficult to organise everyday tasks.
Provide checklists. Set routines.
Colour-code their timetable so that lessons can be seen at a glance.
Pack school bags the night before and put them by the front door.
Establish a place where everything must be put away immediately after use.
A person with dyslexia may find reading tiring.
Read little and often.
Share reading so that more of a book can be covered.
If a phonic approach isn’t working try flash cards as a way to build up a bank of known high frequency words. Choose six words to work on. Make three cards of each of the six words. Go through the pile showing each word and grouping them back together. These words can also be used to play pairs memory games.
Encourage your child to re-read books or sections of books so that they become more familiar and can be read at pace.
When stuck on a word say- “What would make sense and start with a __?” This will encourage them to use meaning not just visual information.
When stuck on a word encourage your child to chunk to solve rather than sounding out the whole word. Chunking can be flexible e.g. sand-pit h-ouse st-r-eet
We still teach spelling using a traditional method of ‘Look, say, cover, write, check’ but this may not work for your child. If you do not find this method helpful try the following-
Mispronounce the word the way it is spelled e.g. ‘want’ say ‘w…ant’. This is good for silent letters and for ‘Wed…nes…day’.
Link the word to a picture. A picture is more readily remembered and acts as a visual clue. For example, ‘first’ is often misspelled as ‘ferst’. Draw an ‘i’ winning a race and say ‘I come first’. They will remember the picture of the ‘i’ which is the part of the word which is forgotten.
Mnemonics- This strategy uses a phrase where the first letter of each word spells the one you want to remember. As a mnemonic for ‘does’ say “does Oliver eat spaghetti?”
The first letter of each word spells the word ‘does’.
Drawing a funny picture will reinforce the memory.
Try to start the mnemonic with the word you want to remember.
Whenever you can make learning fun…
Chunk it – small steps, do not over burden with too much, too soon.
Forgotten Already – a more able dyslexic will learn the concept quickly, but will forget just as fast.
Revise constantly – make it stick with lots of repetition and revision. At the beginning and end of each new idea quickly revise.
Make them laugh! – have a sense of humour, make it fun, we learn when we are enjoying ourselves.
Criticism kills – but praise gives power!
Be flexible and innovative – if they do not understand it one way then try to think of another.
Boom! Boom! Boom! – Lots of short activities keep them keen and focused.
Dyslexic’s get tired – they have to concentrate harder so they get tired more quickly.
Everyone learns differently – discover the way your child learns best and use this.
Don’t despair! – Dyslexic’s have good and bad days.
Many dyslexics experience difficulty focusing on reading and writing, for any length of time. Concentration can be developed with small times tasks. (Nessy at home version available). Time various tasks with a stop watch, keep a record of the time taken to show improvement.
Do not put your child under too much pressure to read - it should always be enjoyable – let your child re-read favourite stories as often as they wish.
Do share books/magazines/newspapers etc. with your child – choose a fairly quiet time, try not to have other children too close by, do not expect your child to read when they are tired especially just before bed – read to them at this time.
Join the local library – children should choose own books – CD stories are a brilliant way to develop vocabulary and interest in books.
Create a real purpose for writing e.g. thank you letters, invitations, shopping lists etc.
If your child struggles with homework let your child’s teacher know, if possible use alternatives (discuss this with the class teacher e.g. type homework instead, comic strips, you could scribe for them (please write exactly what your child says do not be tempted to edit along the way!).
We learn by seeing, sounding and doing.
We teach with word pictures (seeing), say aloud (sounding) and writing (doing).
All these need to be done together and at the same time.
If you hear something you are unlikely to remember.
If you hear and see something you are more likely to remember.
If you hear, say, see and do you are most likely to remember.
A small selection of the many site and contacts that are available to you are as follows- www.dyslexia-east-kent.org.uk/ Our local Charity - £20 annual membership (entitles you to be able to borrow books & resources from the DEKS library.
www.bdadyslexia.org.uk/ (British Dyslexia Association)
www.dyslexiaaction.org.uk (Dyslexia Action)
The Harris Foundation for Dyslexia (filter lenses) – Tel: 0845 230 1771
www.eyecanlearn.com Free online games to develop memory skills.
www.nessy.com Free trial or subscription to reading and spelling games designed for dyslexic children.
BBC dance mat. Free online touch typing.
Waterstone’s Guide to Books for Young Dyslexic Readers – produced in association with the Dyslexia Institute.
Bedgebury Foundation- You can apply for financial aid to pay for assessments or access to specialist teachers.
As a school we use dyslexic strategies in every class room as good practice for all children. Dyslexia cannot be cured; but those with dyslexia or dyslexic tendencies can learn strategies to overcome the differences they are faced with.
Think Positively – remind your child they are not the only ones, many of us have to use strategies to overcome problems. There are many positive role models in today’s world and those who have shaped our world into what it is today.
Tom Cruise, Steve Jobs (founder of Apple computers – company responsible for Ipod’s), Walt Disney, Lewis Carroll (author of Alice in Wonderland), Richard Branson (Entrepreneur – Virgin company), Sir Winston Churchill,(former British Prime minster) Eddie Izzard (comedian), Sir Steve Redgrave (Olympic Rower). Orlando Bloom (actor), Kiera Knightley (actor) are just a few they might be able to recognise.