Our school provides a foundation for all to flourish rooted in the person and work of Jesus; built upon Christian values encouraging aspirational achievement.

At Carleton Endowed Primary School, we aim to provide an inclusive environment that welcomes all learners. As a church school, we reflect Christian beliefs and values through all areas of school life and the curriculum.

We aim to support the development of happy and confident children who achieve their full potential academically, alongside building on skills for life. We provide an education where pupils can develop lively, enquiring minds with respect for each other and the world in which they live.

Pupils with SEN are the shared responsibility of all staff and are entitled to a broad, balanced and relevant curriculum within the National Curriculum and all activities connected with the school. Parents will be kept fully informed or consulted at all stages. The relationship between parents and school is crucial to the educational progress of any child, but especially for children with SEN. The unique knowledge that parents have of their children is vital to that child’s educational development so that parents and we aim to work together in partnership.

At Carleton Endowed School our named support for SEND are:

The Headteacher 

Assistant Head SENCo (Mrs Steeples)

Intervention Manager (Mrs Brown)


Our SEND policy and information report aims to:

  • Set out how our school will support and make provision for pupils with special educational needs and disabilities (SEND)
  • Explain the roles and responsibilities of everyone involved in providing for pupils with SEND


At Carleton Endowed School, we believe that the majority of pupils will learn and progress within the general framework of teaching arrangements in the school. Those that have difficulty may have special educational needs.

SEND Code of Practice 0 – 25 years January 2015:

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.

  • 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

Relevant legislation and Policies

  • SEND Code of Practice 0 – 25 years January 2015
  • Equality Act 2010 – Legislation.gov.uk
  • School SEN Information Report
  • The National Curriculum (2014)
  • The Children and Families Act (2014)
  • Safeguarding Policy
  • Curriculum Policy


  • To deliver differentiated lessons, within a broad and balanced curriculum, for all pupils to meet their individual needs.
  • To provide within the school a flexible and staged structure of provision for meeting children’s special educational needs.
  • To establish a system of record keeping that will facilitate, through continuous and staged monitoring, the identification and diagnosis leading towards development and individual learning programmes.
  • To foster and maintain links with all outside agencies and educational support services as necessary.
  • To foster and maintain links with secondary and special schools to ensure identification and successful transfer of children with special educational needs.
  • To ensure parents are involved as partners in the education of their children.

Identifying SEND in school

At Carleton Endowed School we have a clear approach to identifying and responding to SEND. The benefits of early identification are widely recognised – identifying need at the earliest point and then making effective provision improves long-term outcomes for the child or young person.

  • We assess each pupil’s current skills and levels of attainment on entry, building on information from previous settings and key stages where appropriate.
  • We consider evidence that a pupil may have a disability under the Equality Act 2010 and, if so, what reasonable adjustments may need to be made for them.
  • Class teachers, supported by the senior leadership team, make regular assessments of progress for all pupils. These assessments seek to identify pupils making less than expected progress given their age and individual circumstances.

We identify progress which

  • is significantly slower than that of their peers starting from the same baseline • fails to match or better the child’s previous rate of progress
  • fails to close the attainment gap between the child and their peers

The first response to such progress will be high quality teaching targeted at their areas of weakness. Where progress continues to be less than expected the class or subject teacher, working with the SENCO, should assess whether the child has SEN.

  • Interventions will be put in place, where necessary, to secure better progress.
  • Parents know their children best and we will listen when parents express concerns about their child’s development.
  • Persistent disruptive or withdrawn behaviours do not necessarily mean that a child or young person has SEN and assessments will be carried out in school to determine other factors that may impact on wellbeing.
  • Slow progress and low attainment do not necessarily mean that a child has SEN and will not automatically lead to a pupil being recorded as having SEN. Assessments will be carried out in school to determine other factors that may impact on progress.

The Department for Education has identified four broad areas which cover a range of needs. These are defined in the Special Educational Needs and Disability Code of Practice – 0-25 years, January 2015.

The purpose of identification is to work out what action we need to take in school. Individual children often have needs that cut across all these areas and their needs may change over time.

Cognition and Learning

  • Pupils may learn at a slower pace than their peers, even with appropriate differentiation and classroom intervention.

Communication and Interaction

  • Pupils with speech, language and communication needs (SLCN) may have difficulty in communicating with others.
  • They may not understand what is being said to them or understand social rules of communication.
  • This can impact on how they relate to others.

Physical and Sensory

  • Pupils may have a vision impairment (VI), hearing impairment (HI) or multi-sensory impairment (MSI) which will require specialist support.
  • Pupils with a physical disability (PD) may require equipment to access all the opportunities available.

Social, Emotional and Mental Health

  • Pupils may be withdrawn or isolated as well as displaying challenging, disruptive or disturbing behaviour.
  • Some pupils may have disorders such as attention deficit hyperactive disorder or attachment disorder.
  • Pupils may have difficulty with social interaction and behave inappropriately in school.

Graduated Approach

Where a pupil has been identified as having SEND we will work in partnership with parents to establish the support the child needs.

We will adopt a graduated approach with four stages of action: assess, plan, do and review.

This four-part cycle of action will be revisited in detail, to identify the best way of securing good progress. Intended outcomes will be shared with parents and reviewed with them, along with action taken, at agreed times.

The graduated approach will be led and co-ordinated by the SENCO working with, parents, teachers, support staff and outside agencies.

Assess (identifying the needs of the child)

  • Analysis carried out to establish the needs of the child.
  • This initial assessment will be reviewed regularly to ensure support is matched to need.
  • Use of assessment to highlight difficulties.
  • Where it is decided to provide SEN support, interventions and support will be put in place
  • Impact on progress, development and behaviour will be monitored (on an IEP/Support plan) and a date for review established.
  • Any necessary referrals to outside agencies will be made, in consultation with parents.

Plan (plan effective interventions)

  • Plans will take into account the views of the child.
  • IEPs (support plans) will report on interventions, support and impact on progress and will be shared with parents and staff working with the child.
  • Support and intervention will meet the outcomes identified for the child.
  • Parents will be involved in planning effective support.

Do (implement effective interventions)

  • The class teacher will be responsible for the implementation of the interventions or programmes agreed as part of the SEND support.
  • The SENCo will support the teacher in assessing the child’s needs and advising on the effective implementation of support.

Review (evaluate and revise interventions regularly)

  • The effectiveness of the support and its impact on the child’s progress will be reviewed in line with the agreed date on the IEP (support plan) or EHCP.
  • The impact and quality of the support will be evaluated by the teacher and the SENCo working with the child’s parents and taking into account the child’s views.
  • Changes to the outcomes and support for the child in light of the child’s progress and development will be shared and agreed with the class teacher, SENCo and parent.
  • Parents will have clear information about the impact of the support provided and be involved in planning next steps.

Roles and Responsibilities

The Headteacher has the overall responsibility for the provision and progress of learners with SEND in school.

The SENCo will:

  • oversee the day-to-day operation of the school’s SEN policy
  • co-ordinate provision for children with SEN
  • liaise with the relevant Designated Teacher where a looked after pupil has SEN
  • advise on the graduated approach to providing SEN support
  • advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • liaise with parents and the class teacher of pupils with SEN
  • liaise with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
  • be a key point of contact with external agencies, especially the local authority and its support services
  • liaise with secondary schools and special schools to ensure a pupil and their parents are informed about options and a smooth transition is planned
  • work with the headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
  • ensure that the school keeps the records of all pupils with SEN up to date

The Governing Body will:

  • Ensure clarity of vision, ethos and strategic direction for SEND
  • Appoint an SEND governor who is a champion for pupils with SEND
  • Monitor data with respect to vulnerable groups
  • Oversee the financial performance of SEND funding in school
  • Monitor the quality and effectiveness of SEND provision within the school
  • Work with the headteacher and SENCo to determine the strategic development of the SEND policy and provision in the school

Whole School Approach

  • Teachers will ensure that quality first teaching is taking place in class
  • Teachers are responsible for the completion of IEPs (support plans) and will ensure that the strategies and interventions stated are implemented
  • Teachers will review the IEPs (support plans) for pupils in their class every term and set new targets in consultation with parents and guided by the SENCo
  • The pupil voice will be included in the writing and review of IEPs (support plans)
  • All staff working with the child with SEND will have access to their IEP (support plan) or EHCP to ensure effective support
  • Regular communication will take place between teachers and parents to ensure effective progress
  • School uses the local authority’s local offer to inform the school offer. This is published on the school website as part of the schools SEND information report.

Assessment, Monitoring and Evaluating

We will follow the graduated approach and the four-part cycle of assess, plan, do, review.

The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment and behaviour
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

All teachers and support staff who work with the pupil will be made aware of the pupil’s needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on pupil progress.

This policy was drawn up by the SENCo Mrs Steeples, agreed by the Governing Body and will be reviewed annually.

Agreed: Summer 2020

To be reviewed: Summer 2021