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Leighton Primary School


SEND at Leighton Primary School

SEND is a term used for children with Special Educational Needs and Disabilities. At Leighton Primary

school we have a high number of children with additional needs, currently 30% of our children are identified as SEND (Information accurate on 03.01.2018). This covers a wide range of needs including, but not limited to, ASD (Autistic Spectrum Disorder), ADHD (Attention Deficit Hyperactivity Disorder), Global Developmental Delay, Moderate learning difficulties, Sensory Processing Disorder and Dyslexia. 42% of our SEND children live outside our catchment area.

Through the use of provision maps and reasonable adjustment forms we identify the needs of our children and plan the necessary provision, this is reviewed during a meeting with teachers, phase leaders and SENDCo each term. We use a variety of interventions such as Numbers Count, Project X Code, Every Child A Talker and Active Phonics as well as a number of provisions for individual needs such as sensory circuits, heavy work, behaviour reward systems and the use of resources such as ear defenders, sit and move cushions and fidgets.

‘Provision for SEND pupils is well thought through and additional resourcing is often used to support pupils’ access to learning and where appropriate to aid their physical development.’ (Local Authority Review Report 14th/15th November 2017.)

We are continuously working to improve our practise and ensure we provide the highest level of provision for all our children. We have worked closely with the Local Authority and held Team around the School meetings every term for the past year to identify areas for development and working together to implement the strategies.

‘’The support we as a family receive from the SENDCo at Leighton has been amazing. She supports us not just for the boys but as a whole family and seems to truly care. Any issues are solved as quickly as humanly possible. She also makes sure the staff supporting our boys are fully aware of their needs which is helped by the fact the support staff are understanding and have nothing but patience and time for any of the children in the school.’’ (Parent of a child with SEND.)

If you have any questions or would like to know more about SEND at Leighton, please contact the SENDCo, Mrs Penny Rawlings.

Useful websites –

Peterborough SEND team and Local Offer

Orton Children’s Centre



What is SEND?

SEND, or Special Educational Needs and Disabilities, is a term used within schools to identify children who require some additional support of varying levels for an aspect of their schooling. These needs can range from some additional support in specific subject areas to higher level support for complex needs. As a school, we follow the SEND Code of Practice 2015. This is the definition provided by the Code of Practice:

‘‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

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.’’ (SEN Code of Practice 2015)

The new Code of Practice was released in 2014 and updated in 2015. One of the biggest changes in the new Code was the inclusion of disabilities. A child who has a disability will be highlighted as SEND; this does not always mean that they have an educational need but covers the medical conditions that can impact schooling. The Code of practise gives this explanation:

‘‘Many children and young people who have SEN may 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’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.’’  (SEN Code of Practice 2015)

Who is the SENDCo and what does the role involve? 

The SENDCo, or Special Educational Needs and Disabilities Coordinator for Leighton is Mrs Penny Rawlings. The SENDCo is responsible for co-ordinating additional support for pupils with SEND and liaising with their parents, teachers and other professionals who are involved with them. The SENDCo monitors the provision of SEND children through learning walks and monitoring of paperwork such as provision maps and reasonable adjustment forms. The SENDCo provides advice and resources to teachers throughout the school if they have concerns about children in their classroom. Where the next steps from the SENDCo are not successful, the SENDCo will contact a specialist in the area of need for additional support.

How is SEND recorded and monitored?

Every class has a provision map; this records all academic provision for the whole class and includes children identified as SEND and those who are not. Once a child has been identified as making little to no progress they will be closely monitored by the class teacher. If they continue to make little to no progress across two terms despite intervention they will be recorded as having a SEND. They will then be highlighted on the class provision map and an individual provision map will be available if further referrals were to be made. If a child begins to make progress they will be removed from the SEND register. The SENDCo and phase leaders meet every term to ensure the correct children are identified and the right provision is in place.

Children with social, emotional and behavioural difficulties will have provision in place to support these needs. This may be the use of ear defenders, reward charts, visual communication supports or a number of other supports used across the school. These are called ‘reasonable adjustments’ and are used to reduce barriers to learning for children with these needs. Any reasonable adjustment will be recorded on a reasonable adjustment form and updated regularly, only continuing with support methods that have been successful. The reasonable adjustment forms are individual to the child and it is encouraged for parents and teachers to work together with these.

These documents support the ‘assess plan do review’ approach recommended by the Code of Practice and required by many external professionals should a further referral be required.

How do we support children with SEND?

We tailor support given to children depending on their needs. Across the school we use a wide range of academic interventions to support children accessing a lower curriculum, we also use a variety of resources to help children with a wide range of needs including fidget cushions, workspaces, heavy work, timers, ear defenders, coloured overlays, pencil grips and many more. We offer daily sensory circuits for those who require it as well as smaller circuits to help children with motor skills and settle in to the school day.

Education Health and Care Plans

EHCP or Education, Health and Care Plans have replaced the old statement of educational needs. They are for children with very complex needs who require support above and beyond what available to children who require SEN support. On the whole, this a much smaller number of children than those requiring SEN support. The purpose is to encourage all professionals from education, health and social care to work together to provide the necessary support.

What to do if you are concerned?

Your child’s class teacher may approach you if they have concerns about academic progress or other areas of school life, either at the routine parent’s evenings or throughout the year. If there is something you are concerned about, in the first instance, please contact your child’s class teacher. The class teacher will be able to recommend strategies and implement them; at this point the class teacher will share the concerns with the SENDCo. If this this not successful please contact the SENDCo for an appointment to discuss your concerns and ways forward to support your child.