« November 2021 »

SEND Policy



 General information


Inclusion Manager:                                   Mrs. Ruth Shephard

SEND Governor:                                       Mrs Rochelle Bone

 Mrs Falvey is in school every day and will see any parents who have concerns about their child's progress, at a mutually convenient time.


Definition of SEND (Special Educational Needs and Disability)

 The Special Educational Needs Code of Practice (2014) states that a child or young person has Special Educational Needs and/or Disability (SEND) if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. (p4)

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

  • has a significantly greater difficulty in learning than the majority of others of the same age, or
  • 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 or mainstream post-16 institutions


 All our pupils have the right to an education which is appropriate to them as individuals. As far as possible therefore it is our aim to minimise the difficulties that pupils will experience. We aim to achieve this by adopting three principles that are essential to developing a more inclusive curriculum.

 Three principles for inclusion

 Setting suitable learning challenges – We aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible

  • Responding to pupils’ diverse needs – We take into account the different backgrounds, experiences, interests and strengths which influence the way in which pupils learn when we plan our approaches to teaching and learning
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils – We recognise that a minority of pupils will have particular learning and assessment requirements that will create barriers to learning if we do not address them through special arrangements

 In making provision for pupils with Special Educational Needs and/or Disabilities (SEND), our policy objectives are:

  • To ensure that our duties, as set out by the Equality Act 2010, are fully met to enable pupils with SEND to join in with the normal activities of the school along with pupils who do not have special educational needs
  • To ensure the school has an Accessibility Plan in line with statutory guidelines
  • To ensure that all pupils gain access to a broad and balanced curriculum and have an equal opportunity to receive an education that is appropriate to their needs
  • To identify the needs of pupils with disabilities and/or SEN as early as possible
  • To use our resources as efficiently and equitably as possible when assessing and meeting the special educational needs of our pupils
  • To provide a graduated approach in order to match educational provision to pupils’ needs
  • To develop a partnership with parents/carers in order that their knowledge, views and experience can assist us in assessing and providing for their children
  • To take into account the ascertainable wishes of the children concerned and involve them in decision-making in order to provide more effectively for them
  • To make reasonable adjustments to enable children with disabilities to access the whole curriculum including school trips and out of hours activities and learning
  • To ensure effective collaboration with Local Authority (LA) services, health services and social care in order to ensure effective action on behalf of pupils with SEND
  • To ensure that all staff are aware of their responsibilities towards children with SEND and are able to exercise them
  • To carry out the above promptly and with sensitivity in order to avoid embarrassment or further disadvantage to the children we are seeking to help


 In attempting to achieve the above objectives, the Governors, Head Teacher and staff will take all reasonable steps within the limit of the resources available to fulfil the requirements outlined in this policy document.


Governors will fulfil their statutory duties towards pupils with SEND as prescribed in sections 66 to 69 of the Children and Families Act 2014. In order to do this they will develop and monitor the school’s SEND Policy and Accessibility Plan (contained within the Equality Policy) and ensure provision is an integral part of the School Development Plan. They will make sure that the school has published its SEND Information Report. All governors, with the governor responsible for SEND taking the lead, will be knowledgeable about the school’s SEND provision, including how funding, equipment and personnel are deployed. The governors will monitor the quality of SEND provision and ensure all staff are appropriately trained and qualified.

 Head Teacher

The Head Teacher has overall responsibility for the day to day management of all aspects of the school, including SEND provision and the Accessibility Plan. He will work closely with the school’s Inclusion Manager and will keep the Governing Body informed about the working of this policy, taking account of the requirements listed by OFSTED in the Handbook for the Inspection of Schools. He will encourage all members of staff to participate in training to help them to meet the objectives of this policy including that the Inclusion Manager achieves the statutory requirements for the performance of her duties.

 SENCo/Inclusion Manager

The SENCo must be a qualified teacher and meet the statutory standards for practice including those necessary to ensure full accreditation. At Lincewood Primary School the Inclusion Manager meets these criteria. The Inclusion Manager will be responsible for;

  • the day-to-day operation of this policyto make sure all children get a consistent, high quality response to meeting their needs in school
  • co-ordinating provision for pupils with SEND by working closely with staff, parents/carers and other agencies
  • providing professional guidance to colleagues with the aim of securing high quality teaching
  • monitoring the quality of teaching and standards of pupils’ attainment and by setting targets for improvement
  • collaborating with curriculum co-ordinators to ensure learning for all children is given equal priority
  • ensuring that proper records are kept
  • contributing to the in-service training of staff
  • using available resources to maximum effect

 All staff should be fully aware of the contents of this policy and in particular of the procedures described below. Appropriate in-service training will be made available where needed.


 The school aims to meet the needs of any pupil whom the parent wishes to register at the school as long as a place is available and the admission criteria are fulfilled. This includes pupils with disabilities who we anticipate might attend. The currently agreed admissions policy of the Governors makes no distinction with regard to pupils who have SEND. No pupil can be refused admission solely on the grounds that s/he has SEND except where the pupil is the subject of an Education, Health and Care Plan under the Children and Families Act 2014 and the Local Authority has indicated that the provision required is incompatible with that available at our school.

 Where a pupil due for admission is known to have SEND the Inclusion Manager will gather appropriate information from any school the pupil has been attending and from other agencies known to have been involved. The donating school is responsible for providing this information.


 The school is in the main at ground level with one corridor accessible by 3 steps. An alternative route is available. The school has disabled toilet facilities. Ramps are fitted to seven exits throughout the school, enabling wheelchair access for all year groups. Access to the swimming pool can be gained using the pool hoist, if necessary. Some staff are trained in lifting, toileting and a variety of medical care needs.

 All monies used for specialist equipment is utilised from the SEND budget, EHCP allocated budget or from the pupil premium funds of SEND children.

 At Lincewood Primary School pupils with SEND are given equal opportunities to participate in all school activities and roles of responsibility. This includes representation on the school council and school monitors.


 When the governing body approves the school’s budget, consideration will be given to the resources allocated to meeting SEND. The annual report to parents will include this information. The Head Teacher will manage the allocated funds and will ensure that the best use is made of these resources through provision mapping. It is now a mandatory requirement that schools fund up to the first £6,000 of any SEND support required by a young person.


 Access to the school’s broad and balanced curriculum is achieved for pupils through differentiation of work by teachers through Quality First, Wave One teaching. Pupils falling just below national expectations will usually benefit from Wave Two catch-up programmes. When a pupil is consistently and significantly falling behind normal expectations, Wave Three interventions will be implemented (SEND support).


This follows an ASSESS, PLAN, DO REVIEW model of graduated intervention.

 An important feature of SEND support is the collection of all known information about the pupil and that those in regular daily contact with the pupil should attempt to deal with the concerns raised. When a teacher identifies a pupil with SEND they will provide interventions which are ADDITIONAL TO or DIFFERENT FROM those provided as part of the school’s usual differentiated curriculum offer. Consideration will be given when setting homework that it is also differentiated according to the pupil’s speed of working.

  1. The triggers for intervention will be concerns about the individual pupil who, despite receiving differentiated learning opportunities:
  • Makes little or no progress
  • Shows signs of difficulty in developing literacy and numeracy skills that result in significantly poor attainment
  • Persistent emotional difficulties which continue despite management techniques generally used in school
  • Has significant sensory of physical problems that impact on their ability to learn
  • Has communication and/or relationship difficulties which continue despite differentiated approaches to the curriculum
  • Within the school, through pastoral discussion with all relevant staff
  • Progress tracking information
  • Parents/carers and the pupil
  • Continues to make little or no progress in specific areas over a long period of time
  • Continues working at NC levels substantially below that expected of pupils of a similar age
  • Continues to have difficulty in developing literacy or numeracy skills
  • Has emotional difficulties, which substantially and regularly interfere with their learning, or that of the class, despite having an individualised management programme
  • Has sensory and/or physical needs, and requires additional specialist equipment and/or regular advisory visits from an outside agency
  • Has ongoing communication or relationship difficulties which impedes social development and acts as a barrier to learning
  • Is receiving at least £6,000 of support and any pupil premium to which they are entitled then a statutory assessment may be sought from the Local Authority
  1. The parents/carers of the pupil will be informed as soon as concerns emerge and will be consulted with by appropriate staff (eg. Class teacher, Inclusion Manager, member of Senior Leadership Team), and the views of the pupil sought.
  2. All information about the pupil from within the school together with any additional information from the parents will be considered.
  3. The Inclusion Manager will undertake further assessment of the pupil as appropriate and may use outside specialists to enhance the provision being made.
  4. The Inclusion Manager will facilitate the collection of all available information about the pupil. Information will be collected from:
  1. The inclusion Manager will take the lead in planning future support for the pupil, monitoring and reviewing the action taken.
  2. The pupil’s class and subject teachers will be responsible for working with the pupil on a daily basis and for planning and delivering an individualised programme.
  3. The Inclusion Manager will co-ordinate the planning of a One Plan and set targets in discussion with appropriate staff, the pupil and parents.
  4. All staff will be involved in providing further help to pupils.
  5. The One Plan will be discussed with the pupil and parents
  6. The One Plan will be reviewed on a termly basis, using the format of a Person Centred Review
  7. The pupil and parents will take part in the review process and will be involved in setting further targets. Subsequent plans will reflect strategies to meet their needs and show a graduated response to those needs.
  8. A request for additional advice from external services may be made at this stage. It is anticipated the decision to seek further advice will be taken by the Inclusion Manager in consultation with teaching staff, parents and the pupil.
  9. Specialist assessment arrangements may need to be made and the Educational Psychology Service involved at this time.
  10. Progress may be such that the child is no longer giving cause for concern and can revert to being subject to the usual differentiated curriculum available to all pupils.
  11. If the pupil:
  • Continues to make little or no progress in specific areas over a long period of time 
  • Continues working at NC bands substantially below that expected of pupils of a similar age 
  • Continues to have difficulty in developing literacy or numeracy skills 
  • Has emotional difficulties, which substantially and regularly interfere with their learning, or that of the class, despite having an individualised management programme 
  • Has sensory and/or physical needs, and requires additional specialist equipment and/or regular advisory visits from an outside agency 
  • Has ongoing communication or relationship difficulties which impedes social development and acts as a barrier to learning 
  • Is receiving at least £6,000 of support and any pupil premium to which they are entitled 

    then a statutory assessment may be sought from the Local Authority 


The Inclusion Manager will again take a leading role and will provide information including:

  • The school’s action through Assess, Plan, Do, Review cycles
  • Individual progress plans for the pupil
  • Records of regular reviews for at least a twelve month period
  • An individual provision map
  • The pupil’s health, including a medical history where relevant
  • Tracking of progress in National Curriculum levels
  • Attainments in literacy and numeracy
  • Educational assessments from an advisory specialist support teacher or educational psychologist
  • Views of the parent and child
  • Involvement of other professionals
  • Involvement of the Social Care services or Educational Welfare services
  • Pupil attendance details
  • Recent hearing and vision checks

Where there is agreement to proceed, the Local Authority will take the lead in assessing and determining the provision that must be made to meet the pupil’s SEND. The school’s role here is to continue to support the pupil and this remains the case if the Local Authority decides not to draw up an EHCP following an assessment.


If the LA does draw up an EHCP then the school’s role is as follows:

  1. The Head Teacher/inclusion Manager will implement the recommendations
  2. Short-term targets will be set and reviewed at least three times per year. The strategies to meet those targets will record only that which is ADDITIONAL TO or DIFFERENT FROM the differentiated curriculum.
  3. Progress will be formally reviewed by holding an annual review meeting
  4. The Head Teacher/Inclusion Manager will seek:
  • Written advice from parents and professionals
  • Ascertain the views of the pupil
  • Convene the review meeting
  • Prepare an review report for the Local Authority
  • The pupil’s parent/carer
  • Relevant teachers and LSAs
  • A representative of the Local Authority
  • The pupil (for all or part of the meeting according to age and need)
  • Where appropriate representatives of health and social care, other professionals closely involved
  1. Those to be invited to the meeting are:
  1. The review report will be copied to parents, the Local Authority and other relevant professionals no later than 10 days after the meeting or at the end of term, whichever is the earliest.

 The Annual Review in Years Five and Six

The annual review in Year 5 should be held no later than the end of the Spring term and will be used to inform the consultancy for secondary schools in the following Autumn Term. Following this review planning for the transfer to secondary school will be undertaken. The Year 6 annual review will be held in the Autumn term and the SENCo or their representative from the receiving secondary school will be invited. Where Statements of SEND need to be transferred to EHCPs, the year 6 review must take place by October half term.


 We are fully committed to the principle of inclusion and the good practice which makes it possible. Our policy, as set out in this document, will enable pupils with SEND to be an integral part of our school community.

 Regardless of the stage that pupils have reached all the pupils will be given full access to the full range of activities the school has to offer. This will be achieved by careful consideration of the needs of each pupil and by either modifying activities or by providing support that will help the pupil to participate in them. Pupils will only be withdrawn when:

  • They will benefit from some intensive individual work on a cross-curricular skill
  • It is clearly inappropriate, or medical advice indicates it is unsafe, for the pupil to participate and some alternative has been arranged.

 English as an Additional Language (EAL)

The Code of Practice specifies that ‘Identifying and assessing SEND for children or young people whose first language is not English requires particular care. Schools should look carefully at all aspects of a child or young person’s performance in different areas of learning and development or subjects to establish whether lack of progress is due to limitations in their command of English or if it arises from SEN or a disability. Difficulties related solely to limitations in English as an additional language are not SEN.’ The school makes full use of the EAL service where relevant.


 As well as Parent Consultation Evenings, Person Centred Review Meetings and Open Evenings, Lincewood Primary School operates an ‘open door’ policy and parents are encouraged to come in as often as they like at a mutually agreed time to discuss the education of their child.

The views of parents will be sought at all stages of assessment and provision. The views of the pupil will be ascertained and the pupil will be directly involved in the process. All communication involving decisions about a pupil will be recorded and dated. Letters to parents regarding decisions about their child will have a section to be signed and returned.

 Staff will try to get to know the parents of pupils with SEND and will encourage them to work with the school in helping their child. Parents and teachers can, by working together, build up a more complete picture of a pupil and his/her needs. We intend that parents will feel able to ask about our provision and express their concerns to us. In return we will seek their help regarding work that they can do with their child at home.

 Records will be kept of all who are parents and/or have parental responsibility for each pupil. When this involves adults in more than one household we will deal directly with the parent who has day-to-day responsibility for the pupil. We will seek to involve all parents and those who have parental responsibility in decisions about their child, whilst appreciating sensitivities that may arise.


 The Local Authority has made arrangements to provide impartial information and advice on SEND matters to the parents/carers of pupils with SEND. The overall aim of the service is to empower parents to play an active and informed role in their child’s education.


 The Head Teacher/Inclusion Manager will oversee and liaise with Health Services, Social Care and other relevant professionals working with pupils in the school. Health Care planning will follow the protocol agreed by health and education. The Head Teacher/Inclusion Manager will ensure that staff have relevant training and there are procedures in place to support pupils.


 Liaison with and visits to pre-schools takes place before children transfer to the Reception class at Lincewood Primary School, to ensure continuity and progression for those children with SEND.

 Liaison with secondary schools may include meetings between our year 6 teachers and Heads of Year 7, meetings between SENCos and Inclusion Managers, additional visits to the secondary school for those with pupils with statements or others who are particularly vulnerable, attendance at transition groups, etc. Pupils may complete a programme entitled ‘The Big School’ which focuses on the worries that pupils traditionally have about secondary transfer. When the children transfer to senior school, all their educational records, including SEND records are transferred.

 For other pupils who may transfer in mid-year, a visit to look around the school is arranged, and liaison between SENCos and Inclusion Managers from the two schools takes place.


 Lincewood Primary School believes that good communication and the sharing of information between parents and schools is the key to good relationships. By talking early on we believe there is a greater chance of resolving potential problems.

 Our school prospectus contains the following passage:

If you have a problem or concern please come and talk to your child’s class teacher or the Head Teacher. However, if you have concerns that you feel have not been dealt with, there is a complaints procedure that is laid down by the Local Authority. A copy of this procedure can be obtained from the school office.


 The governors ensure that SEND provision is an integral part of the school development plan and will evaluate the effectiveness and success of this policy in the light of the policy objectives detailed under the heading ‘Guiding principles’. In order to achieve this, governors will monitor:

  • The standards and progress made by pupils with SEND
  • The number of pupils at SEND Support and those with EHCPs in each year group
  • The movement of pupils on SEND Support and EHCPs across the categories as recorded on the school’s provision map
  • The level and pattern of help provided at each stage as evidenced in the individual provision map
  • Case examples selected from all stages of pupils with SEND including those who are Children in Care
  • The views of parents expressed on any SEND forms and any complaints received
  • The extent to which pupils views are reflected on Personal Communication Passports
  • Details of visits by specialist teachers, EPs and other agencies
  • Staff views on in-service training opportunities and the training opportunities available


 The school publishes an annual report on SEND on its website containing the information required by the SEND (Information) Regulations 2014. This includes information on where the Local Offer can be found at www.essexlocaloffer.org.uk

Lincewood Primary School
Berry Lane, Langdon Hills,
Essex. SS16 6AZ

T: 01268 412888 

Chair of Governors: Niki Lamont


Office: Jane Dyer or Jane Tyson


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