Special Educational Needs & Disability
At Stoke-on-Tern Primary school, we recognise that our pupils have a variety of needs and aspirations, and it is our job to support and inspire so that all pupils can achieve their best. We feel strongly that it is the teacher’s responsibility to meet the needs of all children in their class through classroom organisation, teaching materials, teaching style and differentiation. Our children are encouraged to ‘be the best they can be’ and to ‘have a go’ in their learning. All children learn, progress and grow in their own ways and we support children through all developmental stages. We are proud to be an inclusive school, with the needs of pupils with Special Educational Needs and Disabilities being met in mainstream settings wherever possible.
Our SEND Co-ordinator is: Miss Lauren Bennett
Special Educational Needs (SEND) are categorised into the Four Areas of Need. These are:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health Difficulties
- Sensory and/or Physical Needs
In school, we work with parents, the pupils, the local authority and outside agency professionals to identify and support children within these four areas to be the best they can be.
SEND Documentation
Please see below our SEND Policy for our provision offer. It outlines our schools SEND provision, the processes we follow in assessing and supporting children with additional needs.
SEND Policy Jan 25
Please see below our SEND Information Report. It is a ‘parent friendly’ information report which outlines anything we feel you might want to know about how your child will be supported.
SEND Information Report 2025
Here you will find the Department for Education’s Special Educational Needs and Disability code of practice: 0 to 25 years.
SEND_Code_of_Practice_January_2015
Shropshire’s Local Offer
Our local authority has a duty to publish a Local Offer. This sets out information, which details provision they expect to be available in their area across education, health and social care for children and young people who have a SEND.
https://next.shropshire.gov.uk/the-send-local-offer/
local-offer-easy-read
Service Directory
What does support look like?
We follow a graduated response to support which follows a four-part cycle:
Assess – Plan – Do – Review
Through this cycle, earlier decisions and actions are revisited, refined and revised with a growing understanding of the child or young person’s needs and what supports them in making good progress and securing good outcomes.
If support put in place is not having the desired outcome, the support in the next step is put into place. It is important to remember that parents of SEND children in school are informed through all steps and encouraged to contribute and help support their child.
Teachers use assessments (ASSESS) and knowledge of pupil’s attainment to select specific, measurable, attainable, realistic and time-bound (SMART) targets (PLAN). These targets will be worked on for the duration of the term, up to 14 weeks (DO). A review will then take place (REVIEW) at the end of the term with parents/carers to go over next steps and the setting of new targets for the following term.
Pupil Voice
Pupil Voice plays a pivotal role in our SEND provision; it helps us address concerns and improve practice. We feel strongly pupils should be involved in their support and feel included in their progress. Ways in which we involve pupils in their provision:
- Open discussions: we create opportunities for pupils to speak openly and honestly
- Pupil Surveys: pupils share their thoughts on current provision
- One Page profiles: pupils fill out information all about themselves
- ‘All About Me’ documents
- SEND Governor Learning Walks: our SEND Governor undertakes informal chats with our SEN pupils to gather pupil voice
- Pupils views are submitted with Annual Review paper work for Education, Health and Care Plans
Parent Collaboration
Parents are invited into school termly to discuss and review their child’s SEND Person Centred Plan (PCP document) and discuss any questions and concerns they may have. Parents are signposted to our SEND section on the website where necessary, detailing our SEND local offer.
Please join us for our next coffee morning:
We also feel very strongly that parents feel they can arrange an informal meeting with teachers and/or the SENCo at any given time. We welcome discussions about SEN and staff offer an open-door policy for parents to share essential information quickly at the start of each day.
The Sensory Room
At Stoke-on-Tern primary we have a sensory room full of resources, equipment and tools to support pupils sensory, emotional and mental health. Pupils are encouraged to use the space to support them in times of dysregulation, upset and sensory need.
Emotional Literacy Support Assistant (ELSA)
An ELSA is a specialist support assistant with a wealth of knowledge and training on how to support pupils. ELSAs are training and regularly supervised by the Educational Psychologists from the Local Authority. They can provide support surrounding a range of difficulties including anger management, conflict, emotions, friendships and loss and bereavement.
Our ELSA is Ms Jo Farley.
Outside Agencies
When pupils require significant additional support with their education, often outside agency professionals are sought for further guidance in supporting progress. These might include:
- Educational Psychologist
- Dyslexia West Midlands
- Autism West Midlands
- Speech and Language Therapist
- Reach for Inclusion
- TMBSS (Tuition, Medical and Behavioural support service)
- Early Help Service
- BeeU
- Occupational Therapist
- Sensory Inclusion Service (supports hearing and/or visual impairment)
- School Nurse