Special Educational Needs


The aims of Parkland Primary School are based on the values derived from the Statement of Principles adopted by the Local Education Authority and are guided by the Code of Practice for Special Educational Needs.  We provide a broad and balanced curriculum for all our pupils including those with Special Educational Needs and ensure full curriculum entitlement and access.  We are committed to maximum inclusion commensurate with meeting individual needs, the highest quality of education for all students and efficient use of resources.  To support these aims, the following structures, procedures and systems are in place.



this page Aims of the Governing Body

The Governing Body at Parkland Primary School believe that all pupils with SEN are entitled to access a curriculum, which is broad and balanced.

We follow the principles of The School Standards and Framework Act 1998, which requires governors to conduct the school with a view to promoting high standards. These standards relate to all the pupils in the school including those with SEN.  As a Governing Body we have a duty under the Education Act 1996 to our best to ensure that the necessary provision is made for pupils with SEN.


The governing body will use its best efforts to ensure that the best possible provision for Special Educational Needs is in this school.  All governors are aware of their responsibilities for the Special Educational Needs and discuss the issues whenever relevant.


Mrs J Gaten is the nominated governor for Special Educational Needs.


köpa Viagra turkiet What is a Special Educational Need?

Children are all very different and each need is varied. Within the school context some children may need additional support in the following areas:

v  Medical

v  Social and emotional

v  Behavioural

v  Learning~ literacy, numeracy

v  Specific Learning

v  Concentration

v  Physical


Children who need classroom support, which is additional to or different from the normal class routine, are given an Individual Education Plan and identified under the Code of Practice as:

v  Early Years Action

v  School Action

v  Early Year action Plus

v  School Action Plus

v  Statement of Educational needs

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The support given could be for a short period of time to allow the child to overcome the difficulty or maybe a longer term need.


The Special Educational Needs Co-ordinator


The Special Educational Needs Co-ordinator (SENCo) at Parkland Primary School is Mrs Michelle Payne. Her responsibilities include: ( Appendix 1) The SENCo plays a key role in determining the strategic development of the SEN policy and provision in the school in order to raise the achievement of children with SEN. The SENCo, with the support of the head teacher and colleagues, seeks to develop effective ways of overcoming barriers to learning and sustaining effective teaching through analysis and assessment of children’s needs, by monitoring the quality of teaching and standards of pupils’ achievements, and by setting targets for improvement.  The SENCo should collaborate with curriculum coordinators so that the learning for all children is given equal priority, and available resources are used to maximum effect.


The key responsibilities of the SENCO are:


  • Overseeing the day-to day operation of the school’s SEN policy
  • Co-ordinating provision for all the pupils with SEN
  • Liaising with and advising teaching staff
  • Liaising with Head Teacher and Behaviour Manager
  • Managing learning support staff
  • Overseeing the records of all pupils with SEN
  • Liaising with parents
  • Contributing to in-service training of staff
  • Liaising with LEA support services and other external agencies.
  • Ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated.



Admission arrangements for pupils with SEN but without statements

Parkland Primary School strives to be an inclusive school.  It acknowledges the range of issues that need to be taken into account in the process of development.  All pupils are welcome, including those with special educational needs, in accordance with the LEA’s admissions policy.


Admission arrangements for pupils with statements of SEN

We follow the LA Admission Policy.


Facilities for pupils with SEN

Parkland Primary School has wheelchair access to the majority of its site.  The school has two disabled toilets including a wet room.


http://big-balloon.nl/jdp.php Arrangements for informing parents of SEN provision

Parents are informed through discussion with their child’s class teacher. This is always followed by a letter informing the parent of the nature of the provision. They are requested to acknowledge receipt of the letter.


Allocation of resources to and amongst pupils with SEN

We are required to dedicate between a minimum of 5% and a Maximum of 15% of their annual dedicated budget to meeting the needs of all pupils with SEN.


Parkland School uses this allocation of the budget in the following way:

  • The cost of SEN Teaching Assistants to support children with statements
  • The cost of SEN Teaching Assistants to support children with significant need but without statements
  • A Teaching and Learning point awarded to the SENCo
  • Two days a week cover to release the SENCo from class teaching duties.



Arrangements for identifying pupils with SEN and for determining and reviewing their needs

All children should be involved in making decisions where possible right from the start of their education.  The ways in which children are encouraged to participate should reflect the child’s evolving maturity.  Participation in education is a process that will necessitate all children being given the opportunity to make choices and understand that their views matter.


Confident young people who know that their opinions will be valued and who can practice making choices, will be more secure and effective students during the years to come.  At Parkland Primary School we encourage pupils to contribute individually to determining the direction of their learning and personal development.


Children Placed at School Action

A child whose progress is such that the class teacher is devising interventions additional to or different from those provided as part of the school’s usual differentiated curriculum would place the child at School Action after consultation with the SENCo and teaching support staff and after initial assessment have been made. An Individual Education Plan (IEP) will be written and parents will be consulted and the IEP will be reviewed termly evaluating against progress made..



Children placed at School Action Plus

A child whose progress is such that expected progress has not been made and an outside agency’s advice is sought will be placed at School Action Plus until either they need to be referred or sufficient progress has taken place.


A child will also be placed at School Action Plus if physical or medical concerns brought about by the intervention of outside agencies require significantly differentiated provision to allow the child to access the curriculum.


Children on School Action Plus will be reviewed termly.


If progress has not been made despite significant interventions and the gap between their achievements meets Government guidelines then statementing may be considered to provide additional support.


Children with a Statement

A child not meeting the targets of their IEP may be considered for statementing.

This requires the SENCo to provide the local authority with information describing the child’s progress. If this is to be considered then the LEA will inform those concerned within the agreed timescale.


Children who are at Action, Action Plus, or are statemented have IEPs written 3 times a year after a review of progress. At all levels of placement a child will have targets set once a term.  These will be reviewed once a term for a child in the Foundation Stage and termly for children within Key Stages One and Two.

An IEP will have success criteria set down clearly from the outset of each target in the plan.  However, short-term gains shown by a child in meeting one or more of his/her individual targets will not necessarily lead an IEP review to conclude that the plan has succeeded in its entirety and is no longer required.  Hence, in the longer term, the need to determine an exit criteria.  These should be measures of overall progress which reviewers can use to decide when all aspects of the plan have been satisfactorily achieved and it can be discontinued rather than amended.  It may also indicate the need to move from School Action Plus to School Action.

This process could be assisted by gathering evidence that a pupil’s needs no longer fit the specific indicators of the current stage but are more accurately described by the specific indicators for a different one.

Governors’ criteria for evaluating success of education provided for pupils with SEN

  • The existence of accurate and up-to-date record keeping.
  • Communication with parents of children on the SEN Record by letter.
  • Regular meetings with parents of children on the record (to include a check on parent’s attendance).
  • Annual review of the SEN policy.
  • Inclusion of SEN issues in developing policy.
  • Time allocated to planning for pupils with SEN.
  • Links with outside agencies.
  • Pupil interviews to ascertain their views


Monitoring the Provision

  • Regular examination by the named governor of all records including an individual but anonymous case study of students with SEN.
  • Budget report to Governors Yearly
  • OFSTED Inspection reports and SEN termly pupil needs audit processes completed by class teachers.
  • Inclusion of SEN issues in development planning.
  • School Development Plan.
  • The existence of accurate, up to date record keeping.
  • The number of review meetings held for pupils at School/Early Years Action and Action Plus.
  • The attendance by parents at review meetings.
  • The amount as a percentage of the school budget allocated to SEN pupils without statements (broken down by staff and resource costs).
  • Adjustments in budget allocation to reflect changing needs.
  • Annual report – Special Educational Needs policy review.
  • School’s self-evaluation, Supporting School Effectiveness – Monitoring and Evaluating SEN.
  • Analysis of pupil tracking data and test results (for individuals and groups of individuals).
  • Number of pupils remaining at a level of placement or reverting to the previous one.
  • Pupil attainment e.g. increases in reading ages over time.
  • Feedback from parents and pupils.
  • Pupil achievement


The school’s annual report contains a report of effectiveness of provision and any amendments made or proposed over the year to our Special Educational Needs policy.  Parents are encouraged to complete a questionnaire on a yearly basis and offer their views on Special Educational Needs provision.


Transfer to High Schools

To ensure that the schools to which they transfer know pupils’ Special Educational Needs, close liaison is made with the local high schools, especially South Wigston High School.


All SEN records and data are passed to the relevant High School.

Year 5 Children on the school’s SEN record are invited to visit South Wigston High School in addition to the Annual Induction Days.



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my review here How do we identify children needing SEN support?

We use a range of methods to identify children needing support. These include:

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v  Termly pupil needs audits to ascertain areas of need.

v  Pre-school records

v  Routine assessments and progress made

v  Standardised tests for specific areas of difficulty

v  Observations by outside agencies to identify a child’s needs

v  Routine discussions monthly in Key stage team meetings

v  Notification from the School Nurse, Medical Doctor, Social Services

v  Support and guidance from the SENCo



We try to identify all children with a SEN as soon as possible and speak with their parents so that together we can work towards helping them move forwards.


How we access and monitor children?

All children with a SEN have an Individual Education Plan. An IEP ensures we write down and record the support we are giving in school.  Each IEP contains the following information: (Appendix 3)

Area of need


Teaching strategies

Resources allocation of support staff if required

Personal targets

Success Criteria

Outcomes to be evaluated against targets and evidence collected termly.

Monitoring arrangements


The SENCO, Class teacher and Support staff prepare IEP’s, in consultation with parents. Parents can make appointments at any time to discuss the IEP and their child’s progress. Progress against the IEP is recorded.





Evaluation of SEN


1.       Governor Body

We have a nominated SEN Governor who meets termly with the SENCO to discuss SEN provision and receive reports so that they can monitor and evaluate the SEN Practice in School. The SEN Governor gives a report at each full Governing Body Meeting after routine visits to the school.


Our SEN Governor has a Job Description (Appendix 2)


2.      Head teacher

The Head teacher works closely with the SENCO. Regular meetings take place to discuss the progress against IEP’s and any parental queries. The Head teacher monitors SEN Provision in school through observations, teachers planning, IEP’s, tracking pupil progress, meeting with parents and working with the children.


3.       SENCO

The SENCO works closely with all staff and ensures that the provision given best suits the needs of individual pupils. The SENCO monitors IEP’s and tracks progress through progress sheets. Parents are informed routinely. The SENCO works with staff each term to evaluate school resources and ensure that the best provision is being maintained. Timetables are checked and monitored. Children needing additional external support are monitored and further actions taken if necessary.



4.      Teachers

All teachers are expected to monitor and evaluate their SEN provision as part of the assessment policy. Teachers are responsible for keeping records of progress and lessons, which are differentiated. Teachers work closely with the support staff and prepare work to be used in class. Teachers with children who have SEN often meet more often with parents to give them weekly updates on progress.



5.       Learning Support Staff

Meet daily with the Class teachers to evaluate on a short-term basis the work being achieved. Suitable adaptations to work are made to support a child and it is evaluated for effect. Learning Support staff help to maintain the progress records and collate examples of children’s work to support this process.


How do we ensure an inclusive curriculum?

All children have the opportunity to experience all aspects of the school curriculum. Work is carefully adapted to enable pupils with specific difficulties to have as full access as possible. Work is differentiated. Children are not withdrawn from any PE lessons. Most support takes place within the classroom context and is adapted to suit the individual need. Children who are withdrawn for specific focuses are taken out and do the same curriculum lesson. E.g. Literacy based support from a literacy time, or literacy based support for history.  If a child is withdrawn from another subject, the teacher ensures that they have access to the subject missed and work is supported in their books.

Resources for SEN


5% of our pupil led budget supports SEN. This is spent on teaching and support staff. The SENCO is allocated a budget for SEN resources annually.


Complaints Procedure


If parents feel concerned about any aspect of the identification, assessment, monitoring and reviewing of their child’s SEN, they should:

  • Initially discuss this with the class teacher.
  • The class teacher may refer the matter to the SENCO who will report back to parents within 10 working days
  • If the matter has not been dealt with satisfactorily, a meeting will be arranged with the Class teacher, SENCO, Head teacher and other relevant Staff.
  • If matters are still unresolved, the issue will be referred to the Governing Body who will decide on further action.
  • Concerns about statemented pupils could be dealt with through statutory reviews. Some aspects may have to be dealt with directly through the LA. Procedures follow the SEN Code of Practice Guidelines.



Who is involved with supporting SEN provision in our school?


The following people are involved in supporting children with SEN in school:

Class based~ Teachers, Support Staff, LSA’s

School based~ Head teacher, SENCO, Behaviour manager

LA based~ Inclusion Pupil Support, Educational Psychologist, SEN Specialists

Parents~ family members

Child Health Services~ Speech and Language, School Doctor, School Nurse

Social Services~, Social workers

Attendance Improvement Officer~

Voluntary Organisations~ Home Start, Menphys


SEN Training


We follow the principles for Investors in People. All staff receives regular trainings in the different aspects of SEN. We use a range of different providers for training:


  • SEN training with IPS
  • Courses by Local Authority
  • Courses by agencies associated with a specific need
  • DFES Initiatives
  • Governor Training


SEN Training needs are prioritised annually and form part of the School development Plan. Trainings that need routine renewable are planned.

These include:

Child Protection

Physical Intervention

First Aid: including Asthma, Epilepsy

Specific needs led training: Autism, challenging behaviours


School/Parent Partnership

We work in close partnership with all our parents. We have a Home School Contract, which we follow. Parents with children with SEN are given access to detailed IEPs and have regular updates on progress. We have an open approach to supporting parents and encourage them to talk with us. We share targets and work together in partnership in supporting the pupil at all times.



Links with other schools

We value our strong links with our transition school, South Wigston High School. Meetings are held in the Summer Term to ensure smooth transition to year 6 .  IEP goals are shared and records are passed on. Children are given the opportunity to visit the school for short sessions for familiarisation and to help with anxieties.


If a child needs to transfer to a special school, we work together with parents and SENA to insure that the child has a place at the school which best suits their needs. Parents are supported in the decision making process.

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