SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) POLICY
Reviewed: June 2026
Next Review: April 2027
Responsible Officer: SENDCO
SENDCO: Miss Yolanda Crosby/SLT
Governor with Responsibility for SEND: Mrs Julia Mackintosh
1. Introduction
At Clavering Primary School, we are committed to providing an inclusive, ambitious and nurturing learning environment where every child is valued and supported to achieve their full potential. We believe that all pupils, including those with Special Educational Needs and Disabilities (SEND), should experience a strong sense of belonging, participation and achievement within our school community.
We recognise that every child has unique strengths, interests and needs. Through high-quality adaptive teaching, early identification of need and effective partnership working, we aim to remove barriers to learning and ensure that all pupils can access a broad, balanced and engaging curriculum.
Clavering Primary School is an inclusive school where diversity is celebrated and all pupils are encouraged to participate fully in school life. We are committed to promoting equality of opportunity and supporting every child to achieve the best possible educational, social and emotional outcomes.
2. Aims and Objectives
We aim to:
- Deliver high-quality adaptive teaching that meets the needs of all learners.
- Maintain high expectations and aspirations for every pupil.
- Identify needs at the earliest opportunity and provide timely support.
- Ensure all pupils have access to a broad, balanced and ambitious curriculum.
- Promote independence, resilience, confidence and self-esteem.
- Work collaboratively with pupils, parents, carers and external agencies.
- Ensure pupils with SEND participate fully in all aspects of school life.
- Monitor and evaluate the impact of provision to ensure positive outcomes.
- Foster a culture of inclusion, belonging and respect.
- Support pupils’ academic achievement, wellbeing and attendance.
We believe in a therapeutic and relational approach to behaviour. We recognise that behaviour is a form of communication and that effective support focuses on understanding and addressing underlying needs and barriers to learning.
3. Definition of SEND
This policy complies with the SEND Code of Practice (2015).
A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child has a learning difficulty or disability if they:
- Have significantly greater difficulty in learning than the majority of others of the same age; or
- Have a disability which prevents or hinders them from making use of educational facilities generally provided for children of the same age in mainstream schools.
Special educational provision is educational or training provision that is additional to or different from that made generally for children of the same age.
4. Categories of Need
The SEND Code of Practice identifies four broad areas of need:
Communication and Interaction
Including Speech, Language and Communication Needs (SLCN) and Autism Spectrum Condition (ASC).
Cognition and Learning
Including Moderate Learning Difficulties (MLD), Severe Learning Difficulties (SLD), Profound and Multiple Learning Difficulties (PMLD) and Specific Learning Difficulties (SpLD) such as dyslexia, dyscalculia and dyspraxia.
Social, Emotional and Mental Health (SEMH)
Including difficulties relating to emotional regulation, attachment, anxiety, depression, ADHD and other mental health needs.
Sensory and/or Physical Needs
Including vision impairment, hearing impairment, multi-sensory impairment, physical disabilities and sensory processing difficulties.
5. Inclusion and Belonging
At Clavering Primary School, inclusion is everyone’s responsibility.
We are committed to ensuring that pupils with SEND:
- Feel safe, respected and valued.
- Participate fully in all areas of school life.
- Access educational visits, clubs and enrichment opportunities.
- Develop positive relationships and confidence.
- Have their views listened to and acted upon.
- Are supported to achieve the best possible outcomes.
We recognise that successful inclusion extends beyond academic achievement and encompasses wellbeing, attendance, engagement and participation in the wider life of the school.
6. Roles and Responsibilities
The SENDCO
Miss Yolanda Crosby is the school’s Special Educational Needs and Disabilities Co-ordinator (SENDCO).
The SENDCO works strategically with the Headteacher, the senior leadership team, governors, staff, parents and external agencies to promote a whole-school culture of inclusion and improve outcomes for pupils with SEND.
The SENDCO is responsible for:
- Leading the strategic development of SEND provision.
- Overseeing the implementation of this policy.
- Maintaining the SEND Register.
- Supporting staff in identifying and meeting pupils’ needs.
- Monitoring the progress, attainment and wellbeing of pupils with SEND.
- Ensuring effective implementation of the Assess–Plan–Do–Review cycle.
- Liaising with parents, carers and external professionals.
- Contributing to staff training and development.
- Monitoring the effectiveness of SEND provision.
- Reporting to governors regarding SEND provision and outcomes.
Class Teachers
Class teachers are responsible and accountable for the progress and development of all pupils in their class, including those receiving SEND support.
Teachers will:
- Deliver high-quality adaptive teaching.
- Identify potential barriers to learning.
- Implement agreed provision and strategies.
- Contribute to Assess–Plan–Do–Review cycles.
- Work collaboratively with parents and specialists.
- Monitor progress and wellbeing.
Governing Body
The Governing Body will:
- Ensure statutory duties relating to SEND are fulfilled.
- Monitor the effectiveness of SEND provision.
- Support strategic development of inclusive practice.
- Ensure appropriate resources are available.
The SEND Governor meets regularly with the SENDCO and reports to governors.
7. Admissions
The school’s Admissions Policy makes no distinction between pupils with SEND and those without SEND.
Children whose Education, Health and Care Plan (EHCP) names Clavering Primary School will be admitted in accordance with statutory requirements.
The school will work collaboratively with families and external agencies to ensure that reasonable adjustments and appropriate support can be put in place to meet pupils’ needs whilst maintaining high-quality provision for all learners.
No pupil will be refused admission solely because they have SEND.
8. Identification of SEND
The identification of SEND forms part of a continuous process of assessment, planning, teaching and review.
Pupils may be identified through:
- Ongoing teacher assessment and observation.
- Pupil progress meetings.
- Information from previous settings.
- Concerns raised by parents or carers.
- Wider wellbeing, attendance or engagement concerns.
- Specialist assessments and external agency advice.
- Discussions with pupils.
The school follows the graduated approach outlined in the SEND Code of Practice using the cycle:
Assess → Plan → Do → Review
This ensures support remains responsive, effective and focused on removing barriers to learning.
9. SEND Support
When a pupil is identified as requiring SEND Support:
- Parents will be fully involved in discussions and decision-making.
- A Learning Plan will be created.
- Outcomes and strategies will be agreed.
- Support will be monitored and reviewed at least termly.
- The pupil’s views will be sought whenever appropriate.
Provision may include:
- Adaptive classroom teaching.
- Targeted interventions.
- Small group support.
- Specialist resources.
- Advice from external professionals.
The views and aspirations of parents and pupils will remain central to planning and reviewing support.
10. Education, Health and Care Plans (EHCPs)
Where a pupil’s needs are significant and long-term, the school may work with parents to request an Education, Health and Care Needs Assessment.
The Local Authority will determine whether an EHCP is required.
Where an EHCP is in place:
- Provision will be implemented in accordance with the plan.
- Outcomes will be monitored regularly.
- Annual Reviews will be held in line with statutory requirements.
- Parents, pupils and professionals will be involved in reviews.
11. Working with Parents and Carers
Clavering Primary School values strong partnerships with parents and carers.
We will:
- Involve parents in all stages of the SEND process.
- Communicate openly and honestly.
- Share information about progress and provision – Learning Plan meetings each term and Parent Evenings. TAF meetings when required.
- Listen carefully to parental views and aspirations.
- Encourage collaborative decision-making.
Parents may request further meetings with staff whenever concerns arise.
12. Pupil Voice
Pupils are encouraged to contribute to decisions affecting their education.
Where appropriate, pupils will:
- Participate in reviews.
- Contribute to Learning Plans.
- Complete pupil profiles.
- Share views about support and provision.
Their voice will be considered when planning support and reviewing outcomes.
13. External Agencies
The school works closely with a range of external services, including:
- Educational Psychology Service.
- Specialist Teaching Services.
- Speech and Language Therapy.
- Occupational Therapy.
- School Nursing Service.
- Health and Social Care professionals.
- Attendance and Inclusion Services.
- Outreach and advisory services.
Parental consent will be sought before referrals are made, except where safeguarding procedures require otherwise.
14. Transition Arrangements
Clavering Primary School works closely with pre-schools, nurseries and receiving secondary schools to ensure smooth transitions.
Information regarding pupils’ strengths, needs and successful strategies will be shared appropriately to promote continuity of support.
Additional transition arrangements may be provided for pupils with SEND when required.
15. Access to the Curriculum
All pupils with SEND will have access to:
- A broad, balanced and ambitious curriculum.
- High-quality adaptive teaching.
- Educational visits and residential opportunities.
- Extra-curricular activities and clubs where reasonably possible.
- Appropriate resources and support to enable participation.
Reasonable adjustments will be made in accordance with the Equality Act 2010.
16. Evaluating the Effectiveness of SEND Provision
The effectiveness of SEND provision will be monitored through:
- Pupil progress and attainment.
- Learning Plan reviews.
- Attendance and punctuality.
- Wellbeing and engagement indicators.
- Participation in wider school activities.
- Feedback from pupils and parents.
- External professional advice.
- Governor monitoring.
Provision will be reviewed regularly to ensure that support is effective, evidence-informed and responsive to individual needs.
17. Staff Training and Development
The school is committed to ongoing professional development.
Staff receive training that supports:
- Inclusive classroom practice.
- Adaptive teaching.
- SEND identification and support.
- Behaviour and emotional regulation.
- Specific areas of need.
- Safeguarding and wellbeing.
Training priorities are linked to school improvement planning and pupil need.
18. Complaints
The school seeks to resolve concerns promptly through discussion and partnership working.
Parents with concerns regarding SEND provision should contact:
- The Class Teacher
- The SENDCO
- The Headteacher
- The Governing Body
Further information can be found within the school’s Complaints Policy.
19. SEND Information Report
This policy should be read alongside the school’s SEND Information Report, which is reviewed annually and published on the school website in accordance with the Special Educational Needs and Disability Regulations 2014.
20. Monitoring and Review
This policy will be reviewed annually by the SENDCO, Headteacher and Governing Body to ensure that it continues to reflect current legislation, best practice and the needs of pupils at Clavering Primary School.
Approved by Governing Body: June 2026
Date: June 2026
Chair of Governors: R.Gooding
Headteacher: R.Allsop
