Special Educational Needs

Definition of SEND

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 him or her in order for that child to reach their potential. They will have a specific area of need, whether emotional, educational or physical.

A child of compulsory school age or a young person has a learning difficulty if he or she:

(a) Has a significantly greater difficulty in learning than the majority of others of the same age over a prolonged period; or

(b) 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 (SEND Code of Practice 2014, p 4)


Definition of disability

Many children and young people who have SEND may also have a disability under the Equality Act 2010 – that is, ‘a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’.  ‘Long-term’ is defined as ‘a year or more’ and substantial is defined as ‘more than minor or trivial’ SEND Code of Practice (2014, p5).


1. The kinds of special educational need for which provision is made at the school

At Ide Hill Church of England Primary School we can make provision for every kind of frequently occurring special educational need without a statement of special educational needs / Education, Health and Care Plan.  For instance, dyslexia, dyspraxia, speech and language needs, autism, Asperger’s syndrome, learning difficulties and social, emotional and mental health difficulties.  There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can be met.


The school currently does not have any children with a statement of Special Educational Need / Education, Health and Care plan however, the school has a number of children with Social and Emotional Needs.

 2. Information about the policy for identification and assessment of pupils with SEND

At Ide Hill Church of England Primary School, we monitor the progress of all pupils formally three times a year, as well as use continuous assessment to review their academic progress. We also use a range of assessments with all the pupils at various points, e.g. Y1 phonics screening, speech link which is used to assess all children on entry to Reception, spelling age tests, and reading age tests.


Where progress is not sufficient, even if special educational need has not been identified, we put in place extra support to enable the pupil to progress. Examples of extra support are booster groups in reading, writing or maths; speech and language groups; social communication skills’ groups; Balance, Education and Movement (BEAM) groups; sensory circuits.


Parents will be informed by the school, at the earliest opportunity, in a private meeting with the class teacher and SENCO if needed, if there are any concerns about a pupil’s progress or emotional well-being. At Parents Evening Parents will also be informed of interventions that their child is attending together with their progress to date. Parents are encouraged to speak to their child’s class teacher or the SENCO at any time if they have any concerns, by appointment.


Some pupils may make less than expected progress, despite high-quality teaching. For these pupils, and in consultation with parents, we will use a range of assessment tools to determine the barrier to learning. The school also has access to resources and services via the Local Offer, including external advisors and Local Inclusion Forum Team support. Parents will be informed of the steps that the school intends to take to support children in overcoming these barriers, followed up by a personal meeting with the class teacher and SENCO. A personal provision map will be created through collaboration with school staff, parents and the pupil which details the support necessary.


If the pupil is able to make good progress (but would not be able to maintain this good progress without intervention support) we will continue to identify the pupil as having a special educational need.


3. Information about the school’s policies for making provision for pupils with Special Educational

Needs whether or not they have EHC Plans, including:


3a) How the school evaluates the effectiveness of its provision for such pupils

The progress of each pupil is discussed three times a year at Pupil Progress meetings, including pupil wellbeing and mindset. A variety of data is collated to support these conversations and is used to inform the production of provision maps, including Individual Learning Plans “ILP’s” as appropriate. All staff members are encouraged to consult with the SENCO on an ad hoc basis to raise any new or developing concerns.

 For pupils with a statement of special educational needs / Education, Health and Care Plan there will be an annual review of the provision made for the child, which will enable an evaluation of the effectiveness of the special provision and will be reported in line with data protection legislation.


3b. The school’s approach to teaching pupils with special educational needs

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have, or may have, SEND. Teaching and learning is monitored by leaders and governors, to ensure that teaching is at least good, or better.  “Ofsted expects teachers to demonstrate that they have an understanding of the impact of intervention on progress” (National Association for SEND, 2014)

 3c. How the school adapts the curriculum and learning environment for pupils with special educational needs

At Ide Hill Church of England Primary School, we follow the advice in the Mainstream Core Standards on how to adapt the curriculum and the learning environment for pupils with special educational needs. We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in statements of special educational needs / Education, Health and Care Plans.

 3d. Additional support for learning that is available to pupils with special educational needs

All schools receive ‘notional SEND funding’. This funding is used to ensure that there are sufficient resources to support SEND provisions and interventions, including staff training. KCC High Needs Funding can be applied for by either parents or school in specific cases, where highly specialist support is required.


3e.How the school enables pupils SEND to engage in all activities.

Please see Accessibility Plan and Equality Policy.


3f. Support that is available for improving pupil’s Social and Emotional wellbeing.

At Ide Hill Church of England Primary School, we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching and indirectly with every conversation adults have with pupils throughout the day.


Pupils who have Social and Emotional needs will be identified and supported to meet their needs appropriately, e.g nurture group, therapy, daily chats with staff, pastoral mentor. As a small and nurturing school we are able to have an individualised approach to pastoral care and provide specialist support to those who need it. All pupils will be given opportunities throughout the day to share their concerns or discuss their wellbeing with a range of adults. Pupils will also be taught wellbeing / mindfulness approaches. 


 4.  The name and contact details of the SEND Co-ordinator

The SENCO at Ide Hill School is Mrs Dawn Hardy who is a qualified teacher and is working towards accreditation of the National Award for SEND Co-ordination. Contact details are available on the school website “contact” page. Mrs Hardy is available in school each Tuesday and Wednesday.


5. Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured

All teachers and teaching assistants will be appropriately trained to deliver support or interventions to pupils.   Where a training need is identified beyond this, we will find a provider who is able to deliver it.


6. Information about how equipment and facilities to support children and young people with SEND will be secured

Where external advisors recommend the use of equipment or facilities which the school does not have, we will aim to purchase it using the notional SENDD funding, or seek it by loan. For highly specialist communication equipment the school will seek the advice of the County Council.


7. The arrangements for consulting young people with SEND about, and involving them in, their education

The voice of our pupils is extremely important and we will seek pupil’s participation in any proposed actions taken on their behalf.  Parents are likely to play a more significant role in the childhood years with the young person taking more responsibility and acting with greater independence in later years.


8. The arrangements made by the FGB relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school

We encourage parents in the first instance, to share their concerns with the child’s class teacher and SENCO and then the Key Stage Leader. The school complaints policy sets out further procedures if the concern is not resolved. All school policies can be accessed via the school website.


9. The contact details of support services for the parents of pupils with SEND, including those for arrangements made in accordance with clause 32 (Parent Partnership Services)

Kent Parent Partnership Service (KPPS) provides free, impartial, confidential, advice, support and options around educational issues for parents who have children with special educational needs or disabilities (0-19).  They empower parents to play an active and informed role in their child’s education. They can be contacted on


HELPLINE: 03000 41 3000

Office: 0300 333 6474 and

Minicom: 0300 333 6484

E-mail: kentparentpartnershipservice@kent.gov.uk



10. The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education

At Ide Hill Church of England Primary School, we work closely with nursery and secondary settings to support children in their transitions between schools. The Reception class teacher visits all nurseries attended by pupils moving in to the Reception class, as well as visiting the children at home.  If a child has already received additional support in a nursery setting, the SENCO will also visit this setting and talk with staff and any specialist teachers who may have been involved.


We share information between schools to ensure that:

  • children are appropriately safeguarded
  • children’s needs are understood and can be catered for effectively
  • transition is as seamless as possible


11. Information on where the local authority’s local offer is published.

The Local Offer, published on www.kent.gov.uk/education-and-children. This information may be requested in paper format via the school office.