Definition of Special Educational Needs

A pupil is considered to have Special Educational Needs if he or she has defined difficulties over and above those generally experienced by the majority of his or her peer group. These difficulties may be sensory, cognitive, physical, social or emotional and some students may have complex needs, which cover a range of difficulties. This policy aims to address the needs of these pupils.


Although there are acknowledged links – in some instances – with pupils who have English as Additional Language needs, children with EAL should not be regarded as having SEN, although pupils with EAL may also have SEN.


The revised SEN code of practice focuses on meeting these needs in the classroom, and therefore teaching staff must accept that the responsibility for meeting the educational needs of all students in our classroom lies with them: ‘All teachers are teachers of children with special educational needs’ (SEN Code of Practice pg. 44). It is important to note that all staff have the responsibility of meeting the needs of each individual in their class to the best of their ability with or without a formal assessment. If there is a concern, a referral to the SENCo should accompany a structured and well-differentiated teaching programme.


The Special Educational Needs (SEN) Code of Practice, which was revised in 2001, provides guidance on the duties of schools, local authorities and others working with children who have SEN must have regard. The Code sets out four areas of SEN:

  • Cognition and Learning
  • Behavioural, Emotional and Social Development
  • Communication and Interaction
  • Sensory and/or Physical Needs


The Disability Discrimination Act 1995 states that a person has a disability for the purpose of the Act if they have a physical or mental impairment, which has a substantial and long-term adverse effect on his ability to carry out normal day-today activities.


The aim of our Special Educational Needs Policy is to ensure that:

  • We identify and assess children with SEN as early as possible.
  • All procedures for identifying children with SEN are known and understood by everyone.
  • We provide differentiation within a balanced and broadly based curriculum, in a way that supports children with SEN.
  • Records relating to SEN follow the child through the school, and are clear, accurate and up to date.
  • We raise staff awareness of and expertise with SEN through INSET.
  • We work in partnership with parents.
  • We maintain close links with the support services and other professionals and agencies.
  • All children are given access to the curriculum at an appropriate level and each child’s learning and achievements are maximized at every stage of their primary school career.
  • There is adequate resourcing for SEN within the available school budget.
  • No pupil will be refused admission to the school on the basis of his or her special educational need.


Roles and Responsibilities:

Kinnerley CE (Aided) Primary School recognises that provision for children with Special Education Needs is a matter for the school as a whole. Roles and responsibilities with regard to SEN are designated in the following way:



  • Allocate roles and responsibilities to staff so that special needs are met.
  • Liaise with staff, SENCo, support services, parents and pupils.
  • Report to governors on the needs of the SEN children in the school’s care.
  • Delegate the organisation of review meetings to the SENCo.
  • Ensure that the needs of SEN children are met within the school.


Governors (through the SEN sub-committee which meets at least termly):

  • Have responsibility for the implementation of the SEN policy.
  • Be fully involved in developing and monitoring the SEN policy.
  • Have up to date knowledge about the school’s SEN provision, including funding.
  • Know how equipment and personnel resources are deployed.
  • Ensure that SEN provision is an integral part of the School Development Plan.
  • Ensure that financial resources are available to carry out the SEN policy.
  • Ensure the quality of SEN provision is continually monitored
  • Ensure the SEN policy is subject to a regular cycle of monitoring, evaluation and review.
  • Liaise with the Head teacher, SENCo and staff
  • Report annually to parents on the implementation of the SEN policy and any changes during the school last year.



  • Play a key role in delivering the strategic development of the SEN policy and provision.
  • Oversee the day-to-day operation of the school’s SEN policy.
  • Monitor the needs of SEN and gifted & talented children together with the Head teacher and class teachers.
  • Assist with and advise on the teaching and assessment of children with SEN.
  • Organise annual and termly reviews.
  • Ensure Individual Education Plans are written and reviewed termly.
  • Ensure that provision for pupils with SEN is mapped.
  • Ensure that the impact of SEN interventions is assessed for each pupil.
  • Meet regularly with the Head teacher to discuss individual children, resources and use of time.
  • Give advice on the level of support and on appropriate resources and strategies to support learning.
  • Ensure that the school’s SEN register & provision map is updated regularly.
  • Lead the annual review of the Special Educational Needs Policy.
  • Make contact and liaise with external support services in consultation with the Head teacher and class teachers.
  • Support class teachers to meet with parents and pupils to discuss and support needs and progress.
  • Report to governors as requested by the Head teacher, including leading a termly meeting with the governors’ SEN sub-committee.
  • Work in conjunction with the class teachers.
  • Manage Teaching Assistants.
  • Lead INSET on SEN in school as appropriate.
  • Keep their own skills updated by reading, researching & attending INSET on SEN and appropriate related external courses.


Class teachers:

  • Identify the Special Educational Needs of individual children in their class (with the support of the SENCo).
  • Know which pupils in their class are on the SEN Register and at what stage.
  • Maintain an SEN file for their class reflecting this information for each individual child and copies of all relevant Individual Education Plans (IEPs).
  • Write individual IEPs for pupils at SA, SA+ and those with a Full Statement.
  • Ensure that these IEPs are reviewed with the parents (and child if appropriate) at least three times a year.
  • Provide a detailed record of the IEP targets and the strategies adopted and their relative success for each child with special needs.
  • Ensure Teaching Assistants are supporting pupils in their class, as directed.
  • Ensure that the Head teacher, SENCo and other colleagues are aware of children's needs.
  • Provide learning experiences which are appropriate to the needs of the child.
  • Attend appropriate INSET and courses.


Teaching Assistants (under the guidance of the class teacher):

  • Carry out activities and learning programmes planned by the class teacher and the SENCo.
  • Keep records of this work as requested.
  • Support children in class or by withdrawing individuals and small groups.
  • Attend INSET and courses where appropriate.
  • Be fully aware of the school’s SEN policy.



Arrangements for identification of and support for Special Educational Needs:


School Monitoring

In addition to the main SEN register, Kinnerley CE (Aided) Primary School maintains a register of children who are being “monitored”. This includes children who have previously been included on the SEN Register at SA or SA+ but who have made sufficient progress to no longer be identified as having a special educational need. Children who have previously participated in an intervention programme (eg: Fischer Literacy or Springboard Maths) continue to be monitored in order to ensure that progress which has been made is maintained. In addition, children who have been assessed by an external agency (eg: Speech and Language Team) but who do not currently require support additional to or different from the majority of their peers will be noted on the monitoring file so that their progress can be tracked and discussed as part of regular teaching staff meetings on SEN pupils.


School Action (SA)

We aim to identify children with special educational needs as early as possible in their school career. If a class teacher has concern about a child these concerns will be discussed in the first instance with the SENCo, who may suggest that the class teacher should monitor the child’s progress or behaviour for a period of time. Once this concern has been registered the class teacher will work closely with the child in the normal  classroom context, observing the child’s progress and behaviour and ensuring any extra help available will be targeted for the child e.g. Teaching Assistant support. The triggers for intervention through School Action could be the teacher’s or other’s concerns,  underpinned by evidence about a child who, despite receiving differentiated learning opportunities:

  • Makes little or no progress even when teaching approaches are targeted particularly towards a child’s identified area of weakness.
  • Shows signs of difficulty in developing literacy and mathematics skills which result in poor attainment in some curriculum areas.
  • Presents persistent emotional or behavioural difficulties.
  • Has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment.
  • Has a communication and/or interaction difficulty.

If the class teacher is still concerned after a period of monitoring a decision will be made, in conjunction with the SENCo, about whether the child needs to go on the SEN register at the level of School Action. The Class teacher (with the support of the SENCo) will discuss with parents the child’s needs, offering them a visit if required. A decision may be reached at this time to begin School Action support, in which case the child’s name must be entered on the SEN Register and the class teacher must include that pupil in their SEN file  for that class. Children at this stage should be offered extra support from within the schools resources (for example, Fischer Literacy or Springboard) and this will be recorded on a provision map.


School Action Plus (SA+)

External support agencies should be involved in considering whether to proceed to School Action Plus. They should be provided with up to date information about the pupil, including all previous interventions. It is likely that the decision to progress to School Action Plus may come after it becomes clear that, despite appropriate interventions the pupil is failing to access the curriculum at an appropriate level. At School Action Plus external support  services will see the child, so that they can advise teachers on IEP targets and accompanying strategies.


The triggers for School Action Plus:

  • Continues to make little or no progress in specific areas over a long period.
  • Continues working at National Curriculum levels substantially below that expected of children of a similar age.
  • Continues to have difficulty in developing literacy and mathematics skills.
  • Has an emotional or behavioural difficulty, which substantially and regularly interferes with the child’s own learning or that of the class group, despite having an individualised behaviour management programme.
  • Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service.
  • Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
  • Interventions put in place at SA have had little or no impact on learning or progress.


Progression to Statutory Assessment for a Statement of Special Educational Needs:

If after advice from external agencies, the school and parents consider that help is needed from outside the school’s resources the SENCo completes the form requesting Statutory Assessment by the Local Authority Panel. Papers are forwarded to the Case Officer who will decide whether to proceed with Statutory Assessment. Should the Panel decide against statutory assessment it is then up to the school to look again at provision for the child and to formulate new strategies and IEPs. If the Panel agrees to proceed with Statutory Assessment the SENCo prepares further documentation about the child, which is considered with similar documents from other involved professionals. If a Statement of Special Educational Needs is issued, the class teacher, in conjunction with the SENCo, is then responsible for drawing up an IEP to meet the objectives set out in the Statement.


Statement of Special Educational Needs:

If a child has a Statement of Special Educational Needs the Statement must be reviewed annually. The Annual Review will be chaired by the SENCo. Reports will be submitted by the Class teacher, Teaching Assistant and anyone else working with the child, for example the Speech Therapist. If there are concerns about the progress or behaviour of a pupil with a Statement then an Annual Review can be held at anytime during the year and more than one can be held in the course of a year. The Annual Review can be used to request additional support or changes to the Statement. In the event of a pupil with a Statement facing Permanent Exclusion an Annual Review MUST be held at the earliest opportunity prior to the exclusion meeting.


Individual Education Plan:

All pupils on the SEN register at School Action, School Action Plus or with a full Statement of Special Educational Needs must have an Individual Education Plan. These Individual Education Plans must be reviewed at least three times a year, with the parent and the child if appropriate. This should ideally be done at Parents Evenings; if not a separate time will need to be made. If a pupil is making good progress the IEP review can be used to consider removing a child from the SEN register. Alternatively, if targets have not been met and all the required support has been in place the review may be the first part of the process to move the pupil to the next step on the register for example from School Action to School Action Plus or from School Action Plus to a request for Statutory Assessment. There must be clear evidence in each class teacher’s SEN file of when IEPs have been reviewed and the outcome of that review, including which targets have been met and the new targets which have been set. This evidence is very important in supporting the pupil to make progress, but also in providing evidence of the interventions by the school in the event of a move to Statutory Assessment



At Kinnerley CE (Aided) Primary School the inclusion of nursery provision on-site greatly benefits the process of transition. The Nursery/Reception teacher is able to establish which of the pupils who are progressing to the Reception class are on the Early Years SEN register and can make recommendations in order to draw up the SEN register for the Reception class.


As pupils on the SEN register progress to secondary school the SENCo will liaise with the various receiving schools. This will include inviting the SENCO from the secondary school to Y6 Annual Reviews and arranging visits for pupils and parents to look at prospective schools. This will include specialist provision in the case of some pupils with statements.