Special Educational Needs

Link : SEND Policy

Special Educational Needs and Disabilities Provision for Children at Wallington Primary Academy

What is SEN?

All children, regardless of their needs, are supported to make the best possible progress. We aim to be as inclusive as possible. A special educational need is defined by the 2014 code of practice in the following way;

Communicating and interacting

Cognition and learning

Social, emotional and mental health difficulties

Sensory and/or physical needs

If your child’s first language is not English, does that mean they have a learning difficulty?

The law says that children and young people do not have learning difficulties just because their first language is not English, although, of course, some of these children and young people may have learning difficulties as well.

How common is SEN?

Many children and young people will have SEN of some kind at some time during their education. With additional support many children progress and will not require long term intervention. However, there are some children and young people will need extra help for more or all of their time in education and training.

What are the levels of SEN?

Your child will usually only be placed on the SEN Register (known as a profile) if they are accessing additional help in school which is above what is offered to the majority of children.

SEN support

If your child has an identified SEN (as detailed in the code of practice) they will be able to access help – called SEN support – from school. This support may involve access to professionals such as the Educational Psychologist as well as identified and specifically targeted intervention activities within school.


An Education, Health and Care Plan (EHCP) replaces the old document ‘Statement’.

An EHCP is a legal document that describes the child or young person’s special educational needs and associated health and social care needs, sets out the provision and support they must receive and names a school or other placement. An EHCP will also outline the child or young person’s goals and ambitions in life and describe the outcomes sought for the child or young person. It can be requested from the local authority by the child’s parents, the school or a healthcare professional.

If my child has SEN does this mean that they require an EHCP?

No. In fact, only a small percentage of children with SEN have EHCPs. About 20% of children in schools nationally are said to have SEN whereas only 2-3% of all children have an EHCP. This means that around 85-90% of children with SEN do not have an EHCP. An EHCP is only issued if the child’s needs cannot be met within the resources normally available to mainstream schools in the area and if the school cannot reasonably be expected to provide the support. The vast majority of children with SEN will have their needs met at the school-based levels of support.

Who can I speak to about my child’s SEND needs?

Class Teacher – is the first point of contact. They monitor the progress of each child and liaise with key staff about interventions needed.

Phase Leader/Early Years Foundation Stage Coordinator– deals with concerns which cannot be dealt with by the class teacher.

Assistant Head (Inclusion) and SENDCO – Mrs Bennett

Family Support Worker – Miss Williams

Head of School – Mrs Wright

The Governor responsible for Special Educational Needs and Disabilities – Andrew Lorimer

Assess, Plan, Do, Review for SEND

In addition to the planning, assessment and tracking of progress which takes place in school for all children, the following is in place for those with SEND;

Termly reviews of IEP targets are made by the class teacher and new targets set with the SENDCO.

Parents have the opportunity to meet with SENDCO during parent’s evening meetings each term to discuss progress and any concerns they may have. Children with EHCP’s have an annual review, where progress is discussed and targets set for the coming year.

Additional support may be provided after discussions with key staff, parents/carers, pupil and where relevant, external agencies.

Test Arrangements

  • Year 6 pupils may be assessed to determine whether individuals qualify for additional time during the tests.
  • Some pupils may access tests in a smaller environment and have support for reading tests or writing for pupils may be requested, as appropriate and to comply with test guidelines.
  • School adheres to current access arrangements for Key Stage 1 and 2 statutory tests
  • Class teachers will inform parents/carers whether their child qualifies for additional support or time to access tests.

Accessibility to the Premises and Facilities

  • The building and playground are accessible to wheelchair users.
  • Disabled toilet.
  • Ramp access to classrooms
  • Awareness of sensory issues.
  • Reasonable adjustments are made by staff to ensure children with disabilities can access all lessons. This may also include providing specialist equipment for children with EHCP’s which can be requested for consideration of additional funding through the SEN panel. Children without an EHCP may access additional resources through the school SEN budget. This would need to be discussed with the SENCO and Head Teacher.
  • Trips will be planned taking into account the needs of children with disabilities.
  • Transition preparation is considered and adapted to the needs of individuals whether it is transition from one class to another, between key stages or to another school.

The School Local Offer

To view the school’s local offer click here 

Sutton Local Offer

Sutton Local Offer information can be found here

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