Trinity All Saints C of E VA Primary School

Last update: 2021-12-07

Special Educational Needs or Disabilities - SEND

The Policy document can be downloaded from the browser as a PDF


Trinity All Saints C of E Primary School is a fully inclusive school. We aim to ensure that all pupils achieve their potential, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs).  This document is intended to give you information regarding the ways in which we ensure we support our pupils, including those with SEN, in order that they can realise their full potential.  It may not list every skill, resource and technique we employ in order to achieve this, as these are continually developed and used to modify our provision to meet the changing requirements for individual pupils.

Children are identified as having SEN when concerns are raised by parents/carers, teachers or the child; or their progress has slowed or stopped and the interventions, resources etc. put in place do not enable improvement.  Once this occurs, we have specific needs-based plans (IEPs) which help support their development and accelerate progress. Each child’s IEP will be planned by the class teacher.  It will be differentiated accordingly to suit the pupils’ individual needs.  This may include additional support by the teacher or classroom support assistant. Children at this school make good progress and achieve in line with other school nationally with SEN.  Other useful documents such as our SEN and Inclusion Policies are available on the school website.  If you would like any further information about what we have to offer please do not hesitate to contact us directly.


  1.  School entitlement offer to pupils with additional needs


Communication and Interaction Needs:

Autistic Spectrum Disorders


Speech Language and Communication Needs

  • Use of child friendly IEPs – pupils, parents and staff are all involved in the formulation, review and implementation of these documents.  They are shared with all adults who work with the child.
  • Whole school policies are evaluated annually to ensure inclusion and progress for SEND pupils.
  • Staff and Governors undertake continued professional development in relation to SEND and are able to offer support and guidance to ensure school improvement.
  • Staff have received training in areas relating to SEND including:
  • Autism
  • Attachment disorder
  • ADHD
  • Children’s mental health
  • Makaton training
  • Behaviour for Downs Syndrome
  • Reading for Downs Syndrome
  • Numicon
  • Manual handling


  • We have an effective assessment process which identifies barriers to learning and provides appropriate action to reduce negative impact upon pupil success.
  • Support and advice is sought and implemented from external agencies when needed to ensure barriers to success are fully identified and responded to.
  • All staff are effectively deployed to ensure pupil progress, independence and value for money.
  • The SENCo provides advice and guidance to staff and seeks advice herself to support others when appropriate.
  • Access to teaching and learning for SEND pupils is monitored through the school’s self-evaluation processes.
  • Behaviour and anti-bullying policies are evaluated regularly with a focus on the impact on SEND pupils.
  • All school related activities are evaluated in terms of their positive impact upon the learning, success and inclusion of SEND pupils.
  • Teaching resources are routinely evaluated to ensure they are relevant and accessible to all pupils.
  • Small group and individual targeted intervention programmes are delivered to pupils by teachers or support assistants to improve skills in a variety of areas. The interventions are reviewed regularly by all involved to ascertain the effectiveness of the provision and inform future planning.
  • Pupil progress meetings are held every half term to discuss progress of pupils. This shared discussion between teacher and senior management may highlight potential problems in order for further support to be planned.
  • If appropriate specialist equipment may be given to a pupil e.g. writing slopes, pen/pencil grips, easy to use scissors.
  • ICT is used to reduce barriers to learning where possible.
  • Communication with parents is of paramount importance and is highly effective.  Parents are invited to attend parent’s evenings and staff are available at the end of each day if concerns need to be raised.  Appointments can be made to speak in detail to teachers, SENCo or management.


Cognition and Learning Needs:

Moderate Learning Needs


Severe Learning Difficulties


Behavioural, Emotional and Social Development Needs:

Behavioural Needs


Emotional Health and Well-being.


Social Need.

  • The school ethos values all pupils and their diverse abilities are equally celebrated.
  • The school’s behaviour systems are based on a positive approach and follow Restorative Practices, allowing children to take responsibility for their own actions and those of others. It encourages children to make positive decisions about behaviour choices.
  • The behaviour policy identifies reasonable adjustments to ensure the need for exclusion is minimised.
  • Risk assessments effectively ensure that action is taken to increase the safety and inclusion of all pupils in all activities. If it is deemed that an intensive level of 1-1 support is required a parent or carer may be asked to accompany a child during an activity.
  • School provides effective pastoral care for all its pupils and is supportive of their needs.  Members of staff, such as teachers, support assistants, Parental Involvement officer or SENCo are available for pupils who wish to discuss issues and concerns.
  • Access to information and support for parents is provided within school for behavioural, emotional and social needs. If outside agencies are involved suggestions and programmes of study are normally provided that can be used or followed up at home.
  • External support is sought and any advice implemented to support individual pupils needs.
  • The School Council encourages a greater level of pupil involvement in changes to school procedures.
  • Social, moral, spiritual and cultural development is central to all teaching and learning within school
  • Small group targeted programmes are delivered to pupils to improve social skills and emotional resilience.
  • There is a lunch time quiet room for vulnerable children and those who find lunchtime a challenge, where they are supported in quiet activities.
  • We have a supported dining group to support vulnerable children.


Sensory and Physical Needs:

Hearing Impairment


Multi-Sensory Impairment


Physical and Medical Needs

  • Advice and guidance is sought and implemented from the LA Inclusion team to ensure that barriers to success are reduced or removed.
  • ICT is used to increase access to the curriculum where appropriate.

Advice and guidance is sought and implemented to respond to pupils with significant medical needs. Care plans are provided in consultation with the school nurse.

  • Staff receive training to ensure understanding of specific needs. Epipen training has been provided by the school nurse.
  • Staff understand and implement the medicine implementation policy. Medicines may be administered in school but only with signed consent from parent/carers, to ensure safety of both child and staff member.
  • We have a number of trained first aiders.
  • The school works hard to ensure that parents/carers are able to work in partnership with them to support their children.
  • We have a lift in the 2 storey block of the school to ensure easy access.
  • 3 accessible toilets are available for disabled users.
  • Entrances have ramps.
  • There are wide doors to ease wheelchair access.


  1. School offer to pupils who require support that is ‘additional to and different from’ that received by other pupils.

Pupils with English as an additional language (EAL)

As for 1 plus involvement for EAL team.

Children in care

As for 1 plus involvement of social work team/EDULAC team

Refugee and asylum seekers

As for 1 plus involvement of EDULAC

Traveller pupils

As for 1 plus involvement of GRT service

Minority ethnic and faith groups

As for 1 plus involvement of EAL

Pupils with medical needs

As for 1 plus involvement of Health services.


Young carers

As for 1 plus involvement of CAMHS/Young Carers team

Pupils at risk of exclusion

As for 1 plus involvement of ESBD team, Educational Psychologist, Education Welfare team.

Pupils from families under stress

As for 1 plus involvement of CAMHS





EDULAC          Education for Looked After Children

GRT                 Gypsy, Roma and Traveller

EAL                  English as an additional language

SENCo             Special Educational Needs Co-ordinator

CAMHS           Child and Adolescent Mental Health Service