SEND Policy

Special Educational Needs and Disabilities Policy

From:     September 2017     Review date: July 2018

Key Information

School SENCO (Special Needs Co-ordinator):  Mrs Helen Sozeri

Mrs Sozeri holds the National Award for SEN Coordination (Postgraduate Certificate in SEN).

Mission statement

At D’Eyncourt Primary School we are proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. Every teacher is a teacher of all children in their care, including those with SEND.

Our broad, balanced, creative curriculum and enrichment activities provide opportunities for everyone to achieve and succeed.

We celebrate our achievements, gifts and cultural diversity, irrespective of individual differences within the protected categories of the Equality Act of 2010.

Together we take pride in making a positive contribution to our school and the wider community.



  1. Aims and objectives
  2. Responsibility for the coordination of SEN provision
  3. Arrangements for coordinating SEN provision
  4. Admission arrangements
  5. Specialist SEN provision
  6. Facilities for pupils with SEN
  7. Allocation of resources for pupils with SEN
  8. Identification of pupils’ needs
  9. Access to the curriculum, information and associated services
  10. Inclusion of pupils with SEN
  11. Evaluating the success of provision
  12. Complaints procedure
  13. In service training (CPD)
  14. Links to support services
  15. Working in partnership with parents
  16. Links with other agencies and voluntary organisations


Definitions of special educational needs (SEN) taken from section 20 of the Children and Families Act, 2014.

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

  1. a) have a significantly greater difficulty in learning than the majority of others of the same age; or
  2. b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

A child under compulsory school age has special educational needs if they fall within the definition at (a) or

(b) above or would do so if special educational provision was not made for them.

The Special Educational Needs (SEN) Code of Practice: for 0 to 25 years identifies four broad areas of Special Educational Needs;

  1. Communication and Interaction
  2. Cognition and learning
  3. Social, mental and emotional health
  4. Sensory and/or physical disability

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

More details about the SEN Code of Practice can be found on the Department

for Education’s website:

Statements of Special Educational Needs, for those children with the most complex needs, have now been replaced with a new Education, Health and Care (EHC) Plan. These plans are being supported by an Education, Health and Care Plan Pathway. Information about Wolverhampton’s Local Offer for SEND can be found on the following website:


The SEND Local Offer is a resource which is designed to support children and young people with special educational needs and/or disabilities and their families. It describes the services and provision that are available both to those families in Wolverhampton that have an Education, Health and Care Plan and those who do not have a plan, but still experience some form of special educational need. The SEND Local Offer includes information about public services across education, health and social care, as well as those provided by the private, voluntary and community sectors.

  1. Aims and objectives


We aim to provide every child with access to a broad and balanced education. This includes the National Curriculum in line with the Special Educational Needs Code of Practice, 2014.

We constantly strive to raise the aspirations of and the expectations for all pupils with SEND, with a clear focus on outcomes.


  • To seek to identify the needs of pupils with SEND as early as possible.

This is most effectively done by gathering information from parents, education, health and care services and early years settings prior to the child’s entry into the school.

  • To closely monitor the progress of all pupils in order to aid the identification of pupils with SEN. Continuous monitoring of those pupils with SEN by their teachers will help to ensure that they are able to reach their full potential.
  • To make appropriate provision to overcome all barriers to learning and ensure pupils with SEN have full access to the National Curriculum.

This will be co-ordinated by the SENCo and Headteacher and will be carefully monitored and regularly reviewed in order to ensure that individual targets are being met and all pupils’ needs are catered for.

  • To work with parents to gain a better understanding of their child, and involve them in all stages of their child’s education.

This includes fully involving them in the target setting and review process, supporting them in terms of understanding SEN procedures and practices and providing regular feedback on their child’s progress.

  • To work with and in support of outside agencies when the pupils’ needs cannot be met by the school alone.

D’Eyncourt works with a variety of outside agencies in order to secure appropriate provision for our pupils. Some of these services include the Educational Psychology Service, Speech and Language Therapy, Occupational Therapy, Children and Adult Mental Health Service (CAMHS), area SENCOS and counsellors.

  • To create a school environment where pupils can contribute to their own learning.

This means encouraging relationships with adults in school where pupils feel safe to voice their opinions of their own needs, and carefully monitoring the progress of all pupils at regular intervals. Pupil participation is encouraged through school by wider opportunities such as school council, residential visits, school plays, sports teams and play leaders in the playground.


  1. Responsibility for the coordination of SEND provision
  • The person responsible for overseeing the provision for children with SEN is Mrs Danielle Darby , (Acting Headteacher).
  • The person co-ordinating the day to day provision of education for pupils with SEN is Mrs Helen Sozeri (SENCO).
  1. Arrangements for coordinating SEN provision

The SENCO will hold details of all SEN records for individual pupils.

All staff can access the SEN Policy, a copy of the full SEN Register, guidance on identification of SEN in the Code of Practice, information on individual pupils’ special educational needs, including individual and group pupil planners and the provision map.

The SENCO is available to provide advice and support to all staff and will seek to identify and address staff training needs together with the headteacher.


  1. Admission arrangements

Please refer to the information contained in our school prospectus.

The admission arrangements for all pupils are in accordance with national legislation, including the Equality Act 2010.This includes children with any level of SEN; those with Education, Health and Care Plans and those without.

  1. Specialist SEND provision

We are committed to whole school inclusion. In our school we support children with a range of special educational needs. We will seek specialist SEN provision and training from SEN services where necessary.


  1. Facilities for pupils with SEN

The school complies with all relevant accessibility requirements, please see the school

accessibility plan for more details.


  1. Allocation of resources for pupils with SEN

All pupils with SEND will have access to funding Element 1 (core pupil allocation) plus Element 2 (notional SEN budget of up to to £6,000).

Some pupils with SEND may access additional funding. For those with the most complex needs, additional funding may be granted by the local authority.


  1. Identification of pupils needs

Identification: See definition of Special Educational Needs at start of policy.

D’Eyncourt adopts a graduated approach to SEN support.

Quality First Teaching

  1. a) Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators will be monitored.
  2. b) Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of need and possible difficulties.
  3. c) The child’s teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied.
  4. d) The SENCO will be consulted as needed for support and advice and may wish to observe the pupil in class.


  1. f) If a pupil has recently been removed from the SEND register they may also fall into this

category as continued monitoring will be necessary.

  1. g) Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.


SEN Support

Where it is determined that a pupil does have SEND, parents will be formally advised of this and the decision will be added to the SEN register. The aim of formally identifying a pupil with SEND is to help school ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four part process:  Assess, Plan, Do, Review.

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

Assess: This involves clearly analysing the pupil’s needs using the class teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the pupil is progressing.

This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents.


Plan: Planning will involve consultation between the teacher, SENCO and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home.

All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.


Do: The class or set teachers remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class teacher. They will work closely with teaching assistants and to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the pupil’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENCO.

Review: Reviews of a child’s progress will be made regularly. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and where necessary their parents. The class teacher, in conjunction with the SENCO will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil.


Referral for an Education Health and Care Plan

If a child has lifelong or significant difficulties they may undergo a Statutory Assessment Process which is usually requested by the school but can be requested by a parent. This will occur where the complexity of the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.

The decision to make a referral for an Education, Health and Care Plan will be taken at a progress review.

The application for an Education, Health and Care Plans will combine information from a variety of sources including: parents, teachers, SENCO, Social Care Health professionals or other outside agencies.

Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or not the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.


For further details on EHC Plans can be obtained by contacting the The Information, Advice and Support Service for special educational needs and disability (formerly known as the Parent Partnership Service):

01902 556945




Education, Health and Care Plans (EHC Plan)


Following Statutory Assessment, an EHC Plan will be provided by Wolverhampton City Council if it is decided that the child’s needs are not being met by the support that is ordinarily available. The school and the child’s parents will be involved developing and producing the plan.

Parents have the right to appeal against the content of the EHC Plan. They may also appeal against the school named in the Plan if it differs from their preferred choice.

Once the EHC Plan has been completed and agreed, it will be kept as part of the pupil’s formal record and reviewed at least annually by staff, parents and the pupil. The annual review enables provision for the pupil to be evaluated and, where appropriate, for changes to be put in place, for example, reducing or increasing levels of support.


  1. Access to the curriculum, information and associated services

Pupils with SEN will be given access to the curriculum through the specialist SEN provision provided by the school as is necessary, as far as possible, taking into account the wishes of their parents and the needs of the individual.

Every effort will be made to educate pupils with SEN alongside their peers in a mainstream classroom setting. Where this is not possible, the SENCO will consult with the child’s parents for other flexible arrangements to be made.

Regular training and learning opportunities for staff on the subject of SEN and SEN teaching are provided in school. Staff members are kept up to date with teaching methods which will aid the progress of all pupils including those with SEN.

In class provision and support are deployed effectively to ensure the curriculum is differentiated where necessary. We make sure that individual or group tuition is available where it is felt pupils would benefit from this provision.

We set appropriate individual targets that motivate pupils to do their best, and celebrate achievement at all levels.


  1. Inclusion of pupils with SEND

The Headteacher and SENCO oversee the school’s policy for inclusion and are responsible for ensuring that it is implemented effectively throughout the school.

The school curriculum is regularly reviewed to ensure that it promotes the inclusion of all pupils. This includes learning outside the classroom. The school will seek advice, as appropriate, around individual pupils, from external support services through the regular Multi-Agency planning meetings.


  1. Evaluating the success of provision

In order to make consistent continuous progress in relation to SEN provision the school encourages feedback from staff, parents and pupils throughout the year. Termly pupil progress reviews including parents and pupils are an essential part of the evaluation process.

Pupil progress will be monitored on a termly basis in line with the SEN Code of Practice. SEN provision and interventions are recorded on an individual provision map, which is managed by the SENCO .

These interventions are monitored and evaluated termly by the SENCO and information is fed back to the SLT. This helps to identify whether provision is effective.


  1. Complaints procedure

If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the Headteacher or SENCO, who will be able to advise on formal procedures for complaint.


  1. In service training (CPD)

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEN.

The SENCO attends regular relevant SEN courses, Family SEN meetings and facilitates/signposts relevant SEN focused external training opportunities for all staff.

We recognise the need to train all of our staff on SEN issues. The SENCO, with the senior leadership team, ensures that training opportunities are matched to school development priorities and those identified through the use of provision management (see Section 11).


  1. Links to support services

The school continues to build strong working relationships and links with external support services in order to fully support our SEN pupils and aid school inclusion.

Sharing knowledge and information with our support services is key to the effective and successful SEN provision within our school. Any one of the support services may raise concerns about a pupil. This will then be brought to the attention of the SENCO who will then inform the child’s parents.


  1. Working in partnerships with parents

D’Eyncourt Primary School believes that a close working relationship with parents is vital in order to ensure

  1. a) early and accurate identification and assessment of SEN leading to appropriate intervention and provision
  2. b) continuing social and academic progress of children with SEN
  3. c) personal and academic targets are set and met effectively

In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. The SENCO may also signpost parents of pupils with SEN to the local authority Parent Partnership service where specific advice, guidance and support may be required.

If an assessment or referral indicates that a pupil has additional learning needs the parents and the pupil will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child. The school’s SEN governor (Mrs Joanne Allan) may be contacted at any time in relation to SEN matters via the school office.


  1. Links with other agencies and voluntary organisations

D’Eyncourt Primary School invites and seeks advice and support from external agencies in the identification and assessment of, and provision for, SEND. The SENCo is the designated person responsible for liaising with the following:

  • Wolverhampton Education Psychology Service
  • Behaviour and Mental Health Support Service
  • Social Services (CAF leader also liaises)
  • Speech and Language Service
  • Specialist Outreach Services

In cases where a child is under observation or a cause for concern, focused meetings will be

arranged with the appropriate agency.