Ingleton Primary School Policy for Special Educational Needs and Disabilities (SEND)
Agreed by governors October 2020
Review date Autumn 2021

Abbreviations used

ASCOSS – Autism Outreach Support Service
CoP – Code of Practice
EP – Educational Psychologist
EMS – Enhanced Mainstream School
ESWS – Educational Social Work Service
SEND – Special Educational Needs and/or Disabilities
SENCo – Special Educational Needs Coordinator
TA – Teaching Assistant

Ingleton Primary School:

  • a caring place where everyone feels secure, valued and quality relationships are important.
  • a positive place for developing and celebrating high standards.
  • a successful place where individuals work hard to fulfil their own potential.
  • a place where fairness, equality, honesty, trust and a sense of belonging are at the heart of all we do.


“Professionals who work with the fifth of children and young people who have a special educational need should strive to enable them to achieve at school and college, and make a successful transition to adulthood, including finding paid work, living independently and participating in their community.”

(Vision statement, Draft Code of Practice 2013)


Objectives of the policy

We want the very best education and care for all our pupils including those who are vulnerable, those with SEN or those who are disabled. This policy supports these objectives, the school aims and values.



  • The school community believes that :
  • All pupils are equally valued and the school has high aspirations for all
  • All pupils are the shared responsibility of all staff
  • All pupils are entitled to a broad and balanced curriculum which is personalised and focused on outcomes.
  • Teaching and learning will be adapted to suit the needs of learners and recognise different routes to achievement
  • Early and accurate identification is essential
  • There will be a flexible continuum of provision for pupils with SEND
  • SEND and high needs funding will be used efficiently to ensure good progress of pupils with additional needs
  • Staff will be given appropriate training to allow them to meet a wide range of needs
  • Parents will be fully involved as partners in their child’s education
  • Pupils will be encouraged to give their views on what learning is like for them
  • Governors should have access to information which will allow them to monitor and evaluate the effectiveness of the SEND policy



A child is defined as having Special Educational Needs (SEN) if they have a learning difficulty which calls for special educational provision to be made or if he or she finds it much harder to learn than children of the same age.

A learning difficulty means that the child either:

a) has significantly greater difficulty in learning than the majority of children of the same age

b) has a disability, which either prevents or hinders the child from making use of the educational facilities which are provided for children of the same age in a mainstream school Special educational provision means educational provision, which is additional to, or different from, the provision made generally for children of the same age in a mainstream school.

Evidence suggests that approximately 75% of disabled children also have a special educational need and these pupils are also protected by the Equalities Act 2010.

Mainstream educational settings must use their best endeavours to secure the special educational provision called for by the child’s or young person’s needs.

The Headteacher has overall responsibility for the provision and progress of learners with SEND. Responsibility for coordination of Inclusion and SEN provision and Arrangements for coordinating Inclusion and SEN provision is as follows:

  • Class teachers manage the day-to-day provision of education for all pupils including those on the Vulnerable and/or SEND list.
  • The SEND governor supports, challenges and helps monitor provision. Our named governor is Mr Rowan Knapton.
  • The SENCo suppports teachers in providing for pupils with additional and / or special educational needs. The acting SENDCo is Mrs Joanna Colledge. She is temporarily supported by Mrs Alison McGregor, SENDCo at Bentham Primary School.

Whole school approaches:

  • All staff contribute to school provision and ensure that strategies are implemented to ensure quality first teaching for all
  • Regular communication takes place between class teachers, TAs, SENCo, parents and pupils to ensure good progress
  • All staff have appropriate access to up to date information about pupils with additional needs
  • The SENCo offers advice on differentiation to staff
  • Pupils are supported alongside their peers whenever possible
  • All pupils are encouraged to join in extra-curricular activities
  • All students have individualised targets
  • Provision maps / Individual Education Plans are available so that staff, pupils and parents know what reasonable adjustments are available
  • The training budget for staff is transparent
  • Provision for pupils with SEND is reflected throughout school self-evaluation
  • The complaints procedure is transparent and easily available to parents
  • Good access arrangements are made so that all pupils can demonstrate their full potential in tests and exams
  • School uses the local authority’s local offer to inform the school offer. This is published on the school website as part of the governors’ SEN information report.

Individualised approaches:

  • Additional interventions will be implemented as necessary and these interventions will be monitored and evaluated
  • Additional help will be sought appropriately from EPs, EMS, ESWS, ASCOSS etc.
  • Some pupils will have individualised Health Care Plans, Education Plans, Behaviour Plans, Risk Assessments or some pupils may be allocated a key worker/Teaching assistant
  • Person-centred reviews will be held regularly with families, considering acceptable meeting times. The parents and pupil will be respectfully listened to and their views will inform personalised learning pathways.
  • TAs will be trained so that they can encourage and support pupils, regardless of communication needs, to make their views known.
  • Transition arrangements will be personalised to support additional need
  • The SENCo will be appropriately qualified and have the skills required to meet statutory duties.
  • Designated finances will be used appropriately to meet needs without reducing independence.
  • Staff training will reflect the needs of the current school community
  • Parents will be given clear routes to access support, and be encouraged to bring a supporter to meetings if desired
  • The school will follow the latest statutory guidance ( CoP) Monitoring and evaluating performance
    ‘All teachers are teachers of children with SEND’ (CoP 2013 5.2) Monitoring and evaluating the progress of pupils with SEN is an integral part of our whole school system to monitor and evaluate achievement, teaching, behaviour and leadership and management. However, to ensure good life outcomes for this vulnerable group, additional, focused monitoring takes place. This includes:

    • Monitoring and evaluating of interventions, including their value for money
    • Forensic analysis of data examining the progress of different vulnerable groups
    • Learning walks and pupil interviews to evaluate the effectiveness of the strategies listed on provision maps
    • Annual financial returns (e.g. part 7)
    • Completion of statutory functions by the SENCo related to referral for statement/ education health care plans, termly meetings and annual reviews.
    • Use of the NYCC Inclusion Quality Mark (IQM)
    • Work scrutiny with selected pupil groups
    • Focused monitoring by the SENCo, LA adviser, SEN governor
    • Detailed discussions with families and pupils
    • Progress through a variety of transitions
    • Attendance and exclusions analysis
    • Feedback from support agencies and Ofsted
    • Local authority analysis of information and data about the school

The governing body evaluate the work of the school by:

  • Appointing an SEN governor who is a champion for pupils with SEND
  • Monitoring data with respect to vulnerable groups
  • Challenging the leadership through informed questioning
  • Undertaking learning walks in school with a focus on SEND
  • Meeting with parents and pupils
  • Ensuring there is appropriate continuing professional development taking place for all staff with regard to SEND

Specialist SEND provision is accessed appropriately when there is a need which cannot be met internally.

Reviewed by JC October 2020