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Trent Young's CE School

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Miss Baker is our Special Educational Needs Coordinator (SENCO).  She works closely with parents, teachers and external advisors to help with any special educational needs. Our Special Educational Needs Policy is detailed below.


SEN Local Offer 


At Trent Young’s CE School we strive to support all children to enable them to achieve at school. High expectations are set throughout the school and we aim to offer excellence and choice to all our children, whatever their ability or needs. Quality teaching is vital as this enables us to help remove the barriers to learning and participation. However, all our children are different and for some children there are occasions when further additional support may be needed to help them achieve their targets.

Through appropriate curricular provision, we respect the fact that children:

  • have different educational and behavioural needs and aspirations;
  • require different strategies for learning;
  • acquire, assimilate and communicate information at different rates;
  • need a range of different teaching approaches and experiences.

But ultimately, we want all our children to feel that they are a valued part of our school community

Our staff and governors firmly believe in developing a strong partnership with parents/carers and that this will enable children and young people with SEND to achieve their potential. The school recognises that parents/carers have a unique overview of their child's needs and how best to support them, and that this gives them a key role in the partnership. Parents/carers hold key information and have a critical role to play in their children's education.

How do you know if children/young people need extra help and what should I do if I think my child/young person may have SEND? 

We know when pupils need help if:

  • concerns are raised by parents / carers, teachers or the child.
  • limited progress is being made.
  • there is a change in the pupil’s behaviour or progress.

If you have any concerns, then please do not hesitate to talk to your class teacher in the first instance. Your views will always be taken seriously and respected.

  • We share information about the additional needs of individual children at transition meetings before they enter Reception or change year groups. If your child is coming from another school then we will use the information transferred to us and speak to the previous class teacher or SENCO if appropriate. We may also be given information from other people who have worked with your child, such as a speech and language therapist.
  • If concerns are raised, this may then lead to a meeting with the class teacher and Special Educational Needs Coordinator (SENCO) to discuss next steps. Any Special Educational Needs (SEN) may also be identified during termly meetings between teachers, the Head teacher and the SENCO to monitor and discuss the development and progress of all pupils. These are called pupil progress meetings.

How will your staff support my child/young person? 


  • Your child’s needs will be met within the class supported by high quality teaching, including planning which takes account of the needs of each child. Learning will be tailored to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
  • If your child has needs related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills, etc. then they may be placed in a small focus group. This will be run by a teacher or teaching assistant. The length of time of the intervention will vary according to need. The interventions, which are steps taken to provide additional support, will be regularly reviewed by all involved to ascertain their effectiveness and to inform future planning.
  • Pupil Progress meetings are held three times a year. This is a meeting where the class teacher meets with the Head teacher and SENCO to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned. If necessary, the class teacher will work with the SENCO to produce a plan for your child and set appropriate targets, in liaison with you. If needed an individual programme of additional support will be put in place. This will be reviewed three times a year and changed as required.
  • Occasionally a pupil may need more expert support from an outside service such as the Speech and Language service, Hearing Support etc. A referral will be made, with your consent and forwarded to the most appropriate service. After a series of assessments, a programme of support is usually provided to the school and parents /carers.
  • The governors are responsible for ensuring that SEN funding is used well and that all pupils are given the help that they need to make good progress, this includes monitoring teaching and accessibility. There is a named SEN Governor who is responsible for meeting with the SENCO where appropriate.

How will the curriculum be matched to my child's young person's needs? 

  • All work within the classroom is tailored to individual child’s needs by the class teacher to best enable children to access the curriculum. Teachers take account of the needs of the individual child and plan different tasks and materials appropriately.
  • Children work in a variety of groupings, such as small supportive groups, paired work, mixed ability and similar ability groups. Teaching assistants (TAs) may be allocated to work with pupils as a 1-to-1 or small focus group to target more specific needs. TAs may also oversee a class activity to allow the class teacher to work with and extend target groups.
  • Tracking and assessment enables each class teacher to analyse the progress of your child.
  • If a child has been identified as having a special need, they may be given an Individual Education Plan (IEP). Targets will be set according to their area of need. These will be monitored by the class teacher and the SENCO three times per year. IEPs will be created in discussion with parents / carers and a copy given to them.
  • If appropriate, specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen / pencil grips or easy-to-use scissors.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning? 

  • Tracking and assessment enables each class teacher to analyse the progress of your child at regular intervals. Pupil progress meetings are held three times a year.
  • Annual reports that are sent to parents in March giving you an overview of your child’s achievements for the year.
  • Outside services involved with some children provide reports and information about attainment and expected progress for specific needs, such as speech and language or physical development. Any report connected to your child is also available to you. These include the outcome of specific assessments that may be undertaken.
  • If your child is identified as needing an individual school based plan to support their education, then you will be involved in helping the school to create this and reviewing targets at regular intervals, usually three times a year but more if needed. This may include information on how you can support your child at home. If outside agencies or the educational psychologist have been involved, suggestions and programmes of study are normally provided and should be used at home as well.
  • Your child’s class teacher will be available at the end of the day if you wish to raise a concern. If there is anything of a more serious or private nature to be discussed, appointments can be made to speak in more detail to the class teacher or SENCO by visiting the school office. The SENCO may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child’s behaviour / emotional needs. In some instances, a home-school communication book may be used.
  • Formal Parent consultations take place twice a year, as well as an informal work sharing evening in the Autumn term. You are also able to view and discuss the week’s work with your child on a Friday morning between 8:00 and 8:20; the class teacher will also be in the class at this time.
  • A home-school partnership is essential.

What support will there be for my child's/young person's overall wellbeing? 

  • The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties:
  • Members of staff, such as the class teacher and SENCO, are readily available for pupils who wish to discuss issues and concerns.
  • Initiatives such as OASIS club, a safe, fun and nurturing club, are available for those who find lunchtimes a challenge. This also helps initiate friendship groups.
  • Behaviour programmes include rewards and sanctions.
  • Pupil Voice groups are held to gather pupils’ views.
  • There is a designated quiet space for children who need emotional support. This may include social skills and stories and, where appropriate, children may be offered sessions on the ELSA Programme (Emotional Literacy Support), which is delivered by a fully trained and qualified member of staff.


Pupils with medical needs:

  • If a pupil has a medical need then a Care Plan is compiled in consultation with parents / carers. These are discussed with all staff who are involved with the pupil.
  • Staff receive EpiPen / diabetic / epilepsy training delivered by the district nurse as required.
  • Where necessary, and in agreement with parents / carers, medicines are administered in school but only where a signed medicine consent form is in place to ensure the safety of both child and staff member.
  • Identified staff have paediatric training and / or extended training.

What specialist services and expertise are available at or accessed by your setting? 

Currently we have teachers and teaching assistants who have had training in the following areas:

  • Autistic Spectrum Disorder
  • ELSA (Emotional Literacy Support)
  • We may access support from other services, for example;
  •  Educational Psychology Service
  • Speech and Language Therapy
  • School nurse
  • Autistic Spectrum Disorder services
  • Early years services
  • Education Support, Behaviour and Attendance Service
  • Occupational therapy
  • Child and Adolescent Mental Health Service
  • SWIFTS: Multidisciplinary Community Team supporting behaviour issues for children with SEND
  • Counselling services
  • Dyslexia Support
  • Service for Children with Sensory Needs
  • Children’s services
  • Behaviour Support
  • Child protection advisors
  • Hearing and vision support
  • Social services
  • Local hospitals (paediatricians)
  • Mosaic (bereavement counselling)
  • An educational psychologist is allocated to each school. He / she would normally only work directly with pupils whose needs are considerable and have not responded well to the interventions previously put in place for them.In order to help understand the pupil’s educational needs better, the psychologist will generally meet with the parent/carer and give feedback after the assessment has been completed. He/she will offer advice to the school and parent/carer on how to best support the pupil in order to take their learning forward.

What training do staff supporting children and young people with SEND have? 

Different members of staff have received training related to SEND. This has included sessions on:

  • cognition and learning (e.g. autistic spectrum)
  • physical and sensory needs (e.g. co-ordination needs)
  • social, mental and emotional health (including ELSA – Emotional Literacy Support)

Certain staff also have specialist training for assisting development in core subjects:

  • 1stclass@number
  • Success@arithmetic

All Staff, as part of their continuing professional development take part in:

  • Shadowing/peer observation.
  • Medical training to support pupils with medical care plans such as diabetes and epi-pen training.

We have a rolling programme of training and support for staff based on the needs of the pupils within school. Staff are sent on more individualised training if they are supporting a pupil with a more specific need.

How will my child/young person be included in activities outside the setting including trips out? 

As an inclusive school, activities and school trips are available to all.

  • Risk assessments are carried out and procedures are put in place to enable all children to participate; reasonable adjustments will be made where required. Where needed, the risk assessment would include a meeting with parents as well as taking account of any medical advice.
  • The destination of trips is considered when assessing the needs of all children.
  • On some occasions, an individual member of staff may be assigned to support a small group or individual child if the risk assessment indicates that this is necessary.
  • If needed, a member of staff will talk through the trip with your child to ensure that they understand the changes that they will encounter.
  • Where trips are led by third parties, the relevant persons in charge will be informed of any SEN or medical needs.
  • After school clubs and inter-school events are available to all pupils.

How accessible is the setting environment? 

  • The school building is wheelchair accessible, with an outside ramp to allow access to the school hall.
  • We have a disabled toilet suitable for wheelchair users.
  • Visual timetables are used in all classrooms.
  • We aim for the learning environment to be fully accessible and inclusive for all learners.

How will the setting prepare and support my child/young person moving to the next stage of education/life. How will you increase their independence? 

  • At the end of each academic year, all pupils attend a transition session where they spend some time with their new class teacher.
  • School staff are always willing to meet parents / carers prior to their child joining their class.
  • Local secondary school staff visit Year Six pupils at the school prior to them joining and children from the previous year group return to give an assembly. Children attend a transition day at the school and there are opportunities throughout the year for Year 6 pupils to take part in activities based at the secondary school.
  • Class teachers and the SENCO liaise with the SENCOs from the secondary schools to pass on information regarding SEN pupils.
  • Where a pupil may have more specialised needs, a separate meeting may be arranged with relevant staff from both schools, the parents / carers and, where appropriate, the pupil.
  • The local secondary school is establishing a nurture group for more vulnerable children during transition.
  • For some children, focused learning will be carried out about aspects of transition to support their understanding of the changes ahead. A range of methods, suitable for your child may be used to support them at the time of transition. For example, we may use books or social stories to support your child and enable them to understand moving, if we think this would help.

How are the school's resources allocated and matched to children's/young people's special educational needs? 

  • The school budget, received from the Local Authority, includes money for supporting pupils with SEN. The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
  • The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.
  • The school will use its SEN funding in the most appropriate way to support your child. This support may include individual or small group teaching assistant support, but this may not always be the best way to support your child. The funding may, therefore, be used to put in place a range of support. Funding may also be used to purchase particular resources and interventions or support from other specialist support services.
  • Resources may include using extra staff depending on individual circumstances.
  • Regular meetings are held to monitor impact of extra support.
  • The governing body is kept informed of funding decisions.

How is the decision made about what type and how much support my child/young person will receive? 

  • Decisions are made in consultation with the class teacher, SENCO and Head teacher. The decisions are based upon termly tracking of pupil progress and as a result of additional assessments from outside services, such as educational psychologists, language and learning support, speech and language which will inform the types of support and/or resources needed.
  • We also look closely at the plans that have been put in place and their effectiveness and impact on your child’s learning. We discuss any new concerns and plan appropriately for additional support, provision, resources or advice from outside services as necessary.
  • During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions may be arranged.
  • The support that your child receives is recorded in their IEP (Individual Education Plan) which is discussed with parents and staff up to three times a year (if appropriate).

How can I be involved? 

All parents / carers have a responsibility to support their child’s education.

  • Parents / carers can support their child’s home learning and IEP targets.
  • There are opportunities for parents to engage in discussions with the class teacher / SENCO / other professionals at various times during the year on a formal or non-formal basis.
  • There are two formal Parents’ Evenings each year, as well as a work sharing/consultation evening.

It is our aim that the school works in close partnership with parents and maintains regular and purposeful communications between school and home. This includes:

  • The school website:
  • Regular newsletters informing parents of dates, events and items of school news.
  • Parents are encouraged to visit the school during our Friday morning work sharing sessions (8:00-8:20) and specific events such as Sports Day.
  • The school has a Parent Teacher Association (Friends of Trent School) who hold events throughout the year and organise fundraising events to raise money for additional resources.


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